DESIGNING INTELLIGENT SOCIALLY ASSISTIVE ROBOTS AS EFFECTIVE TOOLS IN COGNITIVE INTERVENTIONS
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Recently, there has been a growing body of research that supports the effectiveness of using non-pharmacological cognitive and social training interventions to reduce the decline of or improve brain functioning in individuals suffering from cognitive impairments. However, implementing and sustaining such interventions on a long-term basis is difficult as they require considerable resources and people, and can be very time-consuming for healthcare staff. Our research focuses on making these interventions more accessible to healthcare professionals through the aid of robotic assistants. The objective of our work is to develop an intelligent socially assistive robot with abilities to recognize and identify human affective intent to determine its own appropriate emotion-based behavior while engaging in assistive interactions with people. In this paper, we present the design of a novel human-robot interaction (HRI) control architecture that allows the robot to provide social and cognitive stimulation in person-centered cognitive interventions. Namely, the novel control architecture is designed to allow a robot to act as a social motivator by encouraging, congratulating and assisting a person during the course of a cognitively stimulating activity. Preliminary experiments validate the effectiveness of the control architecture in providing assistive interactions during a HRI-based person-directed activity.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it