Communicative efficiency in multimodal language directed at children and adults.

The ecology of human communication is face to face. In these contexts, speakers dynamically modify their communication across vocal (e.g.

Language development beyond the here-and-now: Iconicity and displacement in child-directed communication.

Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio-visual corpus of caregiver-child dyads, English-speaking caregivers interacted with their children (N = 71, 24-58 months) in contexts in which the objects talked about were either familiar or unfamiliar to the child, and either physically present or displaced.

Children's scale errors are a natural consequence of learning to associate objects with actions: A computational model.

Young children sometimes attempt an action on an object, which is inappropriate because of the object size-they make scale errors. Existing theories suggest that scale errors may result from immaturities in children's action planning system, which might be overpowered by increased complexity of object representations or developing teleofunctional bias. We used computational modelling to emulate children's learning to associate objects with actions and to select appropriate actions, given object shape and size.

Children's scale errors: A by-product of lexical development?

Scale errors occur when young children seriously attempt to perform an action on an object which is impossible due to its size. Children vary substantially in the incidence of scale errors with many factors potentially contributing to these differences, such as age and the type of scale errors. In particular, the evidence for an inverted U-shaped curve of scale errors involving the child's body (i.

Decreased attention to object size information in scale errors performers.

Young children sometimes make serious attempts to perform impossible actions on miniature objects as if they were full-size objects. The existing explanations of these curious action errors assume (but never explicitly tested) children's decreased attention to object size information. This study investigated the attention to object size information in scale errors performers.

Reaching for the Unreachable: Reorganization of Reaching with Walking.

Previous research suggests that reaching and walking behaviors may be linked developmentally as reaching changes at the onset of walking. Here we report new evidence on an apparent loss of the distinction between the reachable and nonreachable distances as children start walking. The experiment compared nonwalkers, walkers with help, and independent walkers in a reaching task to targets at varying distances.

Pose estimation through cue integration: a neuroscience-inspired approach.

The aim of this paper is to improve the skills of robotic systems in their interaction with nearby objects. The basic idea is to enhance visual estimation of objects in the world through the merging of different visual estimators of the same stimuli. A neuroscience-inspired model of stereoptic and perspective orientation estimators, merged according to different criteria, is implemented on a robotic setup and tested in different conditions.