• DOI:10.3389/fnbot.2017.00027
• Corpus ID: 22110804

The Role of Autobiographical Memory in the Development of a Robot Self

@article{Pointeau2017TheRO,
  title={The Role of Autobiographical Memory in the Development of a Robot Self},
  author={Gr{\'e}goire Pointeau and Peter Ford Dominey},
  journal={Frontiers in Neurorobotics},
  year={2017},
  volume={11}
}

• G. Pointeau, Peter Ford Dominey
• Published 20 June 2017
• Psychology
• Frontiers in Neurorobotics

This article briefly reviews research in cognitive development concerning the nature of the human self. It then reviews research in developmental robotics that has attempted to retrace parts of the developmental trajectory of the self. This should be of interest to developmental psychologists, and researchers in developmental robotics. As a point of departure, one of the most characteristic aspects of human social interaction is cooperation—the process of entering into a joint enterprise to achieve a common goal. Fundamental to this ability to cooperate is the underlying ability to enter into, and engage in, a self-other relation. This suggests that if we intend for robots to cooperate with humans, then to some extent robots must engage in these self-other relations, and hence they must have some aspect of a self. Decades of research in human cognitive development indicate that the self is not fully present from the outset, but rather that it is developed in a usage-based fashion, that is, through engaging with the world, including the physical world and the social world of animate intentional agents. In an effort to characterize the self, Ulric Neisser noted that self is not unitary, and he thus proposed five types of self-knowledge that correspond to five distinct components of self: ecological, interpersonal, conceptual, temporally extended, and private. He emphasized the ecological nature of each of these levels, how they are developed through the engagement of the developing child with the physical and interpersonal worlds. Crucially, development of the self has been shown to rely on the child's autobiographical memory. From the developmental robotics perspective, this suggests that in principal it would be possible to develop certain aspects of self in a robot cognitive system where the robot is engaged in the physical and social world, equipped with an autobiographical memory system. We review a series of developmental robotics studies that make progress in this enterprise. We conclude with a summary of the properties that are required for the development of these different levels of self, and we identify topics for future research.