Alle Publikationen
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2018
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(2018): Extension of grounding mechanism for abstract words: Computational methods insights. In: Artificial Intelligence Review 50 (3), S. 467-494. DOI: 10.1007/s10462-017-9608-9
DOI: https://doi.org/10.1007/s10462-017-9608-9 Abstract: The attempts to model cognitive phenomena effectively have split the research community in two paradigms: symbolic and connectionist. The extension of grounding phenomenon for abstract words is very important for social interactions of cognitive robots in real scenarios. This paper reviews the strength of symbolic and connectionist methods to address the abstract word grounding problem in cognitive robots. In particular, the presented work is focused on designing and simulating cognitive robotics model to achieve a grounding mechanism for abstract words by using the semantic network approach, as well as examining the utility of connectionist computation for the same problem. Two neuro-robotics models based on feed forward neural network and recurrent neural network are presented to see the pros and cons of connectionist approach. The simulation results and review of attributes of these methods reveal that the proposed symbolic model offers the solution to the problem of grounding abstract words with attributes like high data storage capacity with recall accuracy, structural integrity and temporal sequence handling. Whereas, connectionist computation based solutions give more natural solution to this problem with some shortcomings that include combinatorial ambiguity, low storage capacity and structural rigidity. The presented results are not only important for the advancement in communication system of cognitive robot, also provide evidence for embodied nature of abstract language. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
2016
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(2016): Bridging the Ethical Gap: From Human Principles to Robot Instructions. In: IEEE Intelligent Systems 31 (5), S. 76-82. DOI: 10.1109/MIS.2016.87
DOI: https://doi.org/10.1109/MIS.2016.87 Abstract: Asimov’s three laws of robotics and the Murphy-Woods alternative laws assume that a robot has the cognitive ability to make moral decisions, and fail to escape the myth of self-sufficiency. But ethical decision making on the part of robots in human-robot interaction is grounded on the interdependence of human and machine. Furthermore, the proposed laws are high-level principles that cannot easily be translated into machine instructions because there is an immense gap between the architecture, implementation, and activity of humans and robots in addressing ethical situations. The characterization of the ethical gap, particularly with reference to the Murphy-Woods laws, leads to a proposal for a shift in focus away from the autonomous behavior of the robot to human-robot communication at the interface, and the development of interdependence rules to underpin the process of ethical decision-making.
Keywords: autonomous behavior, cognitive ability, Context modeling, control engineering computing, ethical decision making, ethical gap, ethical interdependence, Ethics, human principle, human-robot interaction, human-robot interface, ieee xplore, Intelligent Systems, Law, laws of robotics, Moral & Ethik, Murphy-Woods alternative laws, Robot Ethics, robot instruction, Robot kinematics, Robot sensing systems, Robotics, standards 2014
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(2014): Investigating social competence in students with high intelligence. ProQuest Information & Learning, US.
Abstract: Social competence is vital for healthy development (Canto-Sperber & Dupuy, 2001; Spence, Barrett & Tuner, 2003). Beginning in childhood and heavily influenced by culture, social competence develops as we combine personal and environmental resources for positive social outcomes and includes the absence of negative behaviors alongside the presence of positive behaviors (Bierman & Welsh, 2008; Davidson, 2001). Social competence is particularly demonstrated through our verbal and nonverbal communication skills with others: categorized as pragmatic language. Often introduced in kindergarten, these skills include how to greet others, take turns, make requests, interpret cues and respond appropriately to others. Intellectual functioning has a role in social competence. While individuals may have the capacity to use long complex sentences with correct grammar, if they have not mastered the rules for social language their ability to communicate may be impaired. Most studies of the psychological characteristics of students with high intelligence have not demonstrated clinical symptoms beyond those of the general population, yet the absence of significant differences in clinical symptoms are often equated to having social competence (Lehman & Erdwins, 1985; Neihart, Reis, Robinson, & Moon, 2002; Rimm, 1995; Robinson, Lanzi, Weinberg, Ramey, & Ramey, 2002; Rose-Krasner, 2006). While the connection between communication skills and social competence is known for the general population and for students with diagnosed social difficulties, little is known about either the social competence of students with high intelligence, or the role pragmatic language skills have in their observed social competence (Merrell, Merz, Johnson, & Ring, 1992). This study replicates earlier research by affirming a negative relationship between high intelligence and psychopathology and poor social competence, yet goes beyond mere quantification of these characteristics to investigate the presence of underlying social language skills and association between pragmatic language and social competence. Multisource indices of social competence, clinical pathology and pragmatic language were gathered on a sample of 79 children, aged 7–10 years with intelligence quotient scores above 130 (FSIQ ≥ 130). Parents report lower incidence of clinically defined internalizing, externalizing and total problems for these students when compared to the general population. While students’ scores on the measure of pragmatic language did not predict their scores on the measure of social competence, they did demonstrate less frequency of clinical scores on pragmatic language than the general population and teachers report them as being more adjusted to school. This study contributes significantly to the literature by providing objective evidence of psychopathology, social competence and pragmatic language for a quantifiable sample of students with high intelligence. Methodological considerations are discussed, as are implications for further research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: clinical pathology, clinical scores, clinical symptoms, cognitive ability, communication skills, competence, correct grammar, diagnosed social difficulties, Entwicklungspsychologie, environmental resources, Gesundheit, healthy development, Intellectual functioning, Intelligence, intelligence quotient scores, Kommunikation, Language Disorders, language skills, lower incidence, Methodological considerations, Social intelligence, Social Skills, Soziale Intelligenz 2010
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(2010): Flexible latching: A biologically-inspired mechanism for improving the management of homeostatic goals. In: COGNITIVE COMPUTATION 2 (3), S. 230-241. DOI: 10.1007/s12559-010-9057-0
DOI: https://doi.org/10.1007/s12559-010-9057-0 Abstract: Controlling cognitive systems like domestic robots or intelligent assistive environments requires striking an appropriate balance between responsiveness and persistence. Basic goal arbitration is an essential element of low level action selection for cognitive systems, necessarily preceding even deliberate control in the direction of attention. In natural intelligence, chemically regulated motivation systems focus an agent’s behavioural attention on one problem at a time. Such simple durative decision state can improve the efficiency of artificial action selection by avoiding dithering, but taken to extremes such systems can be inefficient and produce cognitively implausible results. This article describes and demonstrates an easy-to-implement, general-purpose latching method that allows for a balance between persistence and flexibility in the presence of interruptions. This appraisal-based system facilitates automatic reassessment of the current focus of attention by existing action-selection mechanisms. The proposed mechanism, flexible latching, drastically improves efficiency in handling multiple competing goals at the cost of a surprisingly small amount of additional code (or cognitive) complexity. We discuss implications of these results for understanding natural cognitive systems. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2008
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(2008): Theory and measurement of social intelligence as a cognitive performance construct.
Abstract: Examined social intelligence as a construct within the nomological network of existing human-ability constructs. Social intelligence is first discussed within a structural performance model that distinguishes between social understanding, social memory, social perception, and social creativity as the cognitive ability domains. This model also includes a hierarchal assumption in terms of a higher-order social-intelligence factor, and taxonomic considerations are applied that identify additional classificatory principles in definitions of social intelligence. Then, the development of a test battery to assess social intelligence in the operational ability domains (social understanding, social memory, and social perception) is presented. The multitrait-multimethod design included written and spoken language, pictures, and videos, and all tasks were systematically varied in terms of setting as well as number of people involved in situations. Thereafter, 2 empirical studies are presented that were conducted with 126 university students (mean age 21 years) and 182 adults (mean age 28 years), respectively. In both studies, participants completed the test battery of social intelligence, as well as German versions of the Berlin Intelligence Structure Test (BIS-Test), NEO-FFI, a simple reaction time task, a mouse speed task, Readspeed, the Social Behavior Questionnaire (FBS), and a biographical questionnaire. In addition, the participants in Study 2 completed a long-term memory task, an exhaustion questionnaire, the German version of the Social Emotional Intelligence Scale, an empathy questionnaire, the altruism scale of the German version of the FPI-R, and a depression questionnaire. The purpose of the studies was to examine the psychometric properties of social intelligence tasks and to examine construct validity of social intelligence. Results showed sufficient reliability, and a two-factor structural model of social intelligence was confirmed with correlated factors of social understanding and memory. No higher-order general social-intelligence factor was supported in Study 2. Social-intelligence factors were discernible from academic intelligence, whereas the social-memory factor correlated with BIS memory scores. Few gender effects were observed in both studies in favor of women. The results are discussed in regards to their consequences for the social-intelligence construct and the test approach as well as the underlying taxonomic considerations. Finally, considerations about test modifications and extensions are addressed.
Keywords: Academic Aptitude, BIS-TEST & NEO-FFI, cognitive ability, construct validity, Emotional Intelligence, Emotionale Intelligenz, Fähigkeit (Schule und Hochschule), Fragebögen, Intelligence, Intelligenz, Kognitive Fähigkeiten, Measurement, Messung, Modelle, MODELS, multitrait-multimethod, Personality Scales & Inventories, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Persönlichkeitstests, psychometrics, Psychometrie, Questionnaires, social creativity, Social intelligence, social memory, Social Perception, Social Skills, social understanding, Soziale Fertigkeiten, Soziale Intelligenz, Soziale Wahrnehmung, Test Construction, Test Reliability, Test Validity, Testreliabilität, Testvalidität
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