@inproceedings {pub2508,
	title = {Demonstrating actions to a robot: How na{\"\i}ve users correct a robot{\textquoteright}s replication of goal and manner-oriented actions},
	author = {Anna-Lisa Vollmer AND Manuel M{\"u}hlig AND Katharina Rohlfing AND Britta Wrede AND Angelo Cangelosi},
	year = {2013},
	month = {December},
	abstract = {Imitation learning in robotics aims at developing mechanisms for robots to learn from a human tutor{\textquoteright}s demonstrations. In order to replicate an action correctly, the robot needs to understand a demonstrated action which implies knowing what is important about it. But how do tutor{\textquoteright}s convey this information about an action? Recent research has proposed that in action learning the learner{\textquoteright}s mental states are aligned to those of the tutor in a bi-directional process. Subscribing to this view, tutoring a robot should really be a bi-directional endeavour in which the robot not merely observes the tutor{\textquoteright}s demonstrations, but actively takes part by giving feedback.
In adult-infant tutoring interactions, the infant learner{\textquoteright}s feedback reveals information about his/her state of attention and understanding and has been found to influence the adult tutor{\textquoteright}s action demonstrations.
In a human-robot interaction study where human tutor and robot learner take turns in demonstrating and replicating actions, we investigate how na{\"\i}ve users interacting with a robot for the first time modify their action demonstrations to emphasize what is important about the action, when the robot replicates the action correctly or incorrectly.
},
	publisher = {University of Amsterdam},
	booktitle = {The 17th Workshop on the Semantics and Pragmatics of Dialogue (DialDam)},
	city = {Amsterdam}
}