首页|UiT The Arctic University of Norway Reports Findings in Robotics (Social robots in research on social and cognitive development in infants and toddlers: A scopi ng review)
UiT The Arctic University of Norway Reports Findings in Robotics (Social robots in research on social and cognitive development in infants and toddlers: A scopi ng review)
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By a News Reporter-Staff News Editor at Robotics & Machine Learning Daily News Daily News-New research on Robotics is the subjec t of a report. According to news reporting originating in Tromso, Norway, by New sRx journalists, research stated, "There is currently no systematic review of th e growing body of literature on using social robots in early developmental resea rch. Designing appropriate methods for early childhood research is crucial for b roadening our understanding of young children's social and cognitive development ." The news reporters obtained a quote from the research from the UiT The Arctic Un iversity of Norway, "This scoping review systematically examines the existing li terature on using social robots to study social and cognitive development in inf ants and toddlers aged between 2 and 35 months. Moreover, it aims to identify th e research focus, findings, and reported gaps and challenges when using robots i n research. We included empirical studies published between 1990 and May 29, 202 3. We searched for literature in PsychINFO, ERIC, Web of Science, and PsyArXiv. Twenty-nine studies met the inclusion criteria and were mapped using the scoping review method. Our findings reveal that most studies were quantitative, with ex perimental designs conducted in a laboratory setting where children were exposed to physically present or virtual robots in a one-to-one situation. We found tha t robots were used to investigate four main concepts: animacy concept, action un derstanding, imitation, and early conversational skills. Many studies focused on whether young children regard robots as agents or social partners. The studies demonstrated that young children could learn from and understand social robots i n some situations but not always. For instance, children's understanding of soci al robots was often facilitated by robots that behaved interactively and conting ently."
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