Alle Publikationen
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2011
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(2011): Socially Assistive Robotics. In: IEEE Robotics Automation Magazine 18 (1), S. 24-31. DOI: 10.1109/MRA.2010.940150
DOI: https://doi.org/10.1109/MRA.2010.940150 Abstract: Socially assistive robotics (SAR) aims to address critical areas and gaps in care by automating supervision, coaching, motivation, and companion ship aspects of one-on-one interactions with individuals from various large and growing populations, including stroke survivors, the elderly and individuals with dementia, and children with autism spectrum disorders (ASDs). This article examines the ethical challenges of SAR from three points of view (user, caregiver, and peer) using core principles from medical ethics (autonomy, beneficence, nonmaleficence, and justice) to determine how intended and unintended effects of SAR can impact the delivery of care.
Keywords: Autism Spectrum Disorders, elderly, Ethics, Human Factors, ieee xplore, individuals with dementia, medical ethics, medical robotics, Medical services, Mobile robots, Moral & Ethik, one-on-one interactions, patient rehabilitation, Robots, Senior citizens, socially assistive robotics, stroke survivors 2009
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(2009): Die Intelligence and Development Scale Sozial-Emotionale Kompetenz (IDS-SEK). Psychometrische Eigenschaften eines Tests zur Erfassung sozial-emotionaler Fähigkeiten. In: Diagnostica 55 (4), S. 234-244. DOI: 10.1026/0012-1924.55.4.234
DOI: https://doi.org/10.1026/0012-1924.55.4.234 Abstract: Tested psychometric properties of the Intelligence and Development Scales Sozial-Emotionale Kompetenz Skala (IDS-SEK). To address a lack of adequate measures for capturing the social-emotional abilities of children, the IDS-SEK was constructed. The test measures social-emotional abilities on the dimensions (1) Emotion Recognition (EE), (2) Emotion Regulation (ER), (3) Understanding of Social Situations (SV), and (4) Social-Operation Competence (SH). Results of studies conducted with 839 5- to 10-year-olds from Switzerland support the scale's construct and criterion validity. Comparisons (matched for age, sex, and intelligence quotient) of children without behavioural problems, with Asperger syndrome (n = 38), and with aggressive-behavioral problems (n = 57) provided additional proof of the scale's differentiation ability. It is concluded that the IDS-SEK is well suited to measure capabilities and deficits in the social-emotional domain in a multidimensional way and can be used as the basis of specific interventions.
Keywords: Aggressionsverhalten, Aggressive Behavior, Aspergers Syndrome, Asperger-Syndrom, Autism Spectrum Disorders, Autismus-Spektrum-Störung, Developmental Scales & Schedules, emotion recognition, Emotional Regulation, Emotionen, Emotions, Emotionserkennung, Emotionsforschung, Emotionsregulation, Entwicklungstests, Personality Scales & Inventories, Persönlichkeitstests, psychometrics, Psychometrie, Psychosocial & Personality Development, Psychosoziale Entwicklung und Persönlichkeitsentwicklung, Social intelligence, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Test Validity, Testvalidität, Verhaltensforschung 2007
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(2007) : Socially intelligent robots. Dimensions of human-robot interaction In: Emery, Nathan; Clayton, Nicola; Frith, Chris; Emery, Nathan (Ed); Clayton, Nicola (Ed); Frith, Chris (Ed) (Hg.): Social intelligence: From brain to culture: New York, NY, US: Oxford University Press, S. 313-351
Abstract: Social intelligence in robots has a quite recent history in artificial intelligence and robotics. However, it has become increasingly apparent that social and interactive skills are necessary requirements in many application areas and contexts where robots need to interact and collaborate with other robots or humans. Research on human-robot interaction (HRI) poses many challenges regarding the nature of interactivity and 'social behaviour' in robot and humans. The first part of this paper addresses dimensions of HRI, discussing requirements on social skills for robots and introducing the conceptual space of HRI studies. In order to illustrate these concepts, two examples of HRI research are presented. First, research is surveyed which investigates the development of a cognitive robot companion. The aim of this work is to develop social rules for robot behaviour (a 'robotiquette') that is comfortable and acceptable to humans. Second, robots are discussed as possible educational or therapeutic toys for children with autism. The concept of interactive emergence in human-child interactions is highlighted. Different types of play among children are discussed in the light of their potential investigation in human-robot experiments. The paper concludes by examining different paradigms regarding 'social relationships' of robots and people interacting with them. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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