Publications by authors named "Elizabeth J Goldman"
This review article examines the extant literature on animism and anthropomorphism in infants and young children. A substantial body of work indicates that both infants and young children have a broad concept of what constitutes a sentient agent and react to inanimate objects as they do to people in the same context. The literature has also revealed a developmental pattern in which anthropomorphism decreases with age, but social robots appear to be an exception to this pattern.
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- This study explores how 3-year-old children learn and trust information from a competent robot compared to an incompetent human, focusing on their responses to different informants.
- During the experiment, children observed the robot successfully pointing to a toy, while the human pointed to an empty box, establishing the robot's competency.
- Results showed that children were more likely to ask the robot for help and recognized it as accurate, but they equally accepted pointers from both informants, highlighting their ability to differentiate based on knowledge rather than social cues.
In the target article, Clark and Fischer argue that little is known about children's perceptions of social robots. By reviewing the existing literature we demonstrate that infants and young children interact with robots in the same ways they do with other social agents. Importantly, we conclude children's understanding that robots are artifacts (e.
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- Scientists wanted to know when kids can tell the difference between living things (like animals) and non-living things (like robots).
- They tested 3- and 5-year-olds by asking them about robots and how they think these robots work inside.
- The study found that while 3-year-olds were confused about robots, 5-year-olds could correctly figure out that mechanical parts belong inside robots, but they still sometimes got mixed up with a robot that looks human.
Past work has demonstrated infants' robust statistical learning across visual and auditory modalities. However, the specificity of representations produced via visual statistical learning has not been fully explored. The current study addressed this by investigating infants' abilities to identify previously learned object sequences when some object features (e.
View Article and Find Full Text PDFPast research has shown a discrepancy in young infants' use of height information in occlusion and containment events-a pattern typically accounted for by event categorization and rule learning. Broadening these theories, the present experiment examined the role of comparison in young infants' reasoning about physical events. We rotated a typical setup of a top-open container 90 degrees such that the opening now faced the side.
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