Imitation, focus of attention and social behaviours of children with autism spectrum disorder in interaction with robots

IF 0.9 4区心理学 Q3 COMMUNICATION

Interaction Studies Pub Date : 2022-10-20 DOI:10.1075/is.21037.sim

Sanja Šimleša, J. Stosic, I. Bilić, Maja Cepanec

引用次数: 0

Abstract

Many studies have shown that using robot platforms can be effective for teaching children with autism spectrum disorder (ASD). The aim of this study was to compare performance on an imitation task, as well as focus attention levels and the presence of social behaviours of children with ASD and typically developing (TD) children during an imitation task under two different conditions, with robots and human demonstrators. The results suggested that TD children did not imitate more than children with ASD. Children with ASD did not imitate the robot more than they imitated a person, but they showed more focused attention to robots and expressed more social behaviours in interaction with the robots. Behaviours that were significantly more present in ASD children than in TD children included touching the robot in the robot demonstrator condition and focusing on the robot in the person demonstrator condition. This implies a possible preference of children with ASD towards robots rather than towards people.

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自闭症谱系障碍儿童与机器人互动中的模仿、注意力集中和社会行为

许多研究表明，使用机器人平台可以有效地教授自闭症谱系障碍（ASD）儿童。本研究的目的是比较自闭症谱系障碍儿童和典型发育中儿童在两种不同条件下的模仿任务中的表现，以及注意力集中程度和社交行为的存在，包括机器人和人类演示者。结果表明，TD儿童的模仿行为并不比ASD儿童多。自闭症谱系障碍儿童模仿机器人的次数并不多于模仿人，但他们对机器人表现出更集中的注意力，并在与机器人的互动中表现出更多的社会行为。ASD儿童的行为明显多于TD儿童，包括在机器人演示者的情况下触摸机器人，以及在人演示者的条件下专注于机器人。这意味着自闭症儿童可能更喜欢机器人而不是人。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Interaction Studies Multiple-

CiteScore

3.30

自引率

6.70%

发文量

期刊介绍： This international peer-reviewed journal aims to advance knowledge in the growing and strongly interdisciplinary area of Interaction Studies in biological and artificial systems. Understanding social behaviour and communication in biological and artificial systems requires knowledge of evolutionary, developmental and neurobiological aspects of social behaviour and communication; the embodied nature of interactions; origins and characteristics of social and narrative intelligence; perception, action and communication in the context of dynamic and social environments; social learning.