幼儿园的孩子是否信任一个有能力的机器人指针?
Anna-Elisabeth Baumann1, Elizabeth J Goldman1, Maria-Gracia M Cobos1
1Concordia University, Montreal, Quebec H3G 1M8, Canada.
Journal of experimental child psychology
|October 7, 2023
概括
幼儿从一个有能力的机器人身上学到的东西比从一个无能的人身上学到的东西要多,他们对告知者的准确性非常敏感. 这项发育心理学研究强调了儿童如何评估可信度,即使是最少的社会线索.
科学领域:
- 发展心理学 发展心理学
- 人与机器人的交互
- 认知科学 认知科学
背景情况:
- 关于儿童学习的现有研究主要集中在从人类信息提供者口头传递的信息上.
- 关于儿童如何从非人类代理人中学习或评估告密者能力的理解有限.
- 告知者的准确性在塑造儿童的信任和学习中的作用是一个未被充分探索的领域.
研究的目的:
- 为了调查3岁的孩子如何向一个有能力的机器人学习和信任,而不是一个无能的人类.
- 检查儿童对通过指向范式建立的告密者准确性的敏感性.
- 探索儿童在社交线索最小时对不同信息提供者的依赖.
主要方法:
- 用指针模式来建立告密者能力:机器人指向透明盒中的玩具,而人类指向空盒.
- 在测试阶段,两名代理人指着不透明的盒子,要求孩子依靠先前的能力判断.
- 通过询问寻求帮助,判断准确性和认可位置的问题来评估儿童的学习和信任.
主要成果:
- 儿童比人类更多地向机器人寻求帮助,这表明他们更喜欢看似更有能力的告密者.
- 小孩子们正确地认为,与人类相比,机器人在判断问题上更准确.
- 然而,在认可问题中,儿童同样认可机器人和人类所指出的位置.
结论:
- 三岁的孩子表现出对信息者的认识特征 (准确性) 的敏感性,即使社交线索最小.
- 儿童的学习和寻求帮助的行为受到他们对告密者能力的评估的影响.
- 这项研究提供了对人机交互中信任和信息搜索策略的早期发展的见解.
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