Alle Publikationen
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2011
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(2011) : Human-robot proxemics: Physical and psychological distancing in human-robot interaction: 2011 6th ACM/IEEE International Conference on Human-Robot Interaction (HRI): 2011 6th ACM/IEEE International Conference on Human-Robot Interaction (HRI): New York, NY, US: Association for Computing Machinery, S. 331-338
DOI: https://doi.org/10.1145/1957656.1957786 Abstract: To seamlessly integrate into the human physical and social environment, robots must display appropriate proxemic behavior-that is, follow societal norms in establishing their physical and psychological distancing with people. Social-scientific theories suggest competing models of human proxemic behavior, but all conclude that individuals’ proxemic behavior is shaped by the proxemic behavior of others and the individual’s psychological closeness to them. The present study explores whether these models can also explain how people physically and psychologically distance themselves from robots and suggest guidelines for future design of proxemic behaviors for robots. In a controlled laboratory experiment, participants interacted with Wakamaru to perform two tasks that examined physical and psychological distancing of the participants. We manipulated the likeability (likeable/dislikeable) and gaze behavior (mutual gaze/averted gaze) of the robot. Our results on physical distancing showed that participants who disliked the robot compensated for the increase in the robot’s gaze by maintaining a greater physical distance from the robot, while participants who liked the robot did not differ in their distancing from the robot across gaze conditions. The results on psychological distancing suggest that those who disliked the robot also disclosed less to the robot. Our results offer guidelines for the design of appropriate proxemic behaviors for robots so as to facilitate effective human-robot interaction.
Keywords: Angemessen(heit) (von Technik), Atmospheric measurements, Computers, disclosure, distancing, Gaze, human proxemic behavior, humanlike robots, human-robot interaction, human-robot proxemics, ieee xplore, individual psychological closeness, Particle measurements, physical distancing, Predictive models, Proxemics, proximity, psychological distancing, PSYCHOLOGY, robot gaze behavior, Robot kinematics, robot likeability, social-scientific theories, societal norms, Wakamaru 2009
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(2009) : Proactive instructional strategies for classroom management In: Akin-Little, Angeleque; Little, Steven G.; Bray, Melissa A.; Kehle, Thomas J.; Akin-Little, Angeleque (Ed); Little, Steven G. (Ed); Bray, Melissa A. (Ed); Kehle, Thomas J. (Ed) (Hg.): Behavioral interventions in schools: Evidence-based positive strategies: Washington, DC, US: American Psychological Association (School Psychology), S. 141-156
Abstract: In this chapter, we do not attempt to reiterate the well-established literature on classroom structure. Instead, we introduce four proactive strategies teachers can implement during academic instruction to facilitate appropriate decorum and help a classroom run smoothly. Each strategy is an antecedent-based approach to preventing problems from occurring. Whereas consequent-based interventions require the problem behavior to occur before invoking the strategy (e.g., verbal redirect, time-out), antecedent-based approaches can be introduced without waiting for the problems to occur. The most common strategies include (a) proximity, (b) high rates of opportunities to respond, (c) high-probability requests (behavioral momentum), and (d) choice making. In the sections that follow, we define each of these strategies and document the effects of these interventions when used with students with or at risk for learning and behavior problems. While research has focused mostly on elementary school students, these techniques, with some possible modifications, should be appropriate for all grade levels and students in regular and special education classes. Finally, we conclude with a brief summary and discussion of the educational implications associated with employing antecedent-based, teacher-focused strategies for preventing problems from occurring. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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