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Anthony F. Morse [8]Anthony Morse [4]Anthony P. Morse [1]
  1.  6
    Representations Reclaimed: Accounting for the Co-Emergence of Concepts and Experience.Joel Parthemore & Anthony F. Morse - 2010 - Pragmatics and Cognition 18 (2):273-312.
    Understanding the relationship between concepts and experience seems necessary to specifying the content of experience, yet current theories of concepts do not seem up to the job. With Peter Gärdenfors's conceptual spaces theory as a foundation and with enactivist philosophy as inspiration, we present a proposed extension to conceptual spaces theory and use it to outline a model of the emergence of concepts and experience. We conclude that neither is ultimately primary but each gives rise to the other: i.e., that (...)
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  2.  17
    Time Will Tell Why It is Too Early to Worry. [REVIEW]Tony Belpaeme & Anthony Morse - 2010 - Interaction Studies 11 (2):191-195.
    The author reflects on the premature speculations of many commentators on robot caregivers. He argues on the commentator's ethical issues that it creates false beliefs in children, in which he says that the creation of false beliefs by their caretakers is part and parcel of childhood. He argues that societies are already delegated the childcare onto others such as school and since technology is often substituting for direct physical social contact, its time to embrace the robotic care.
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  3.  6
    On the Role(s) of Modelling in Cognitive Science.Anthony F. Morse & Tom Ziemke - 2008 - Pragmatics and Cognition 16 (1):37-56.
    Although work on computational and robotic modelling of cognition is highly diverse, as an empirical method it can be roughly divided into at least two clearly different, though non-exclusive branches, motivated to evaluate the sufficiency or the necessity of theories when it comes to accounting for data and/or other observations. With the rising profile of theories of situated/embodied cognition, a third non-exclusive avenue for investigation has also gained in popularity, the investigation of agent-environment embedding or more generally, exploration. Still in (...)
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  4.  28
    The ITALK Project: A Developmental Robotics Approach to the Study of Individual, Social, and Linguistic Learning.Frank Broz, Chrystopher L. Nehaniv, Tony Belpaeme, Ambra Bisio, Kerstin Dautenhahn, Luciano Fadiga, Tomassino Ferrauto, Kerstin Fischer, Frank Förster, Onofrio Gigliotta, Sascha Griffiths, Hagen Lehmann, Katrin S. Lohan, Caroline Lyon, Davide Marocco, Gianluca Massera, Giorgio Metta, Vishwanathan Mohan, Anthony Morse, Stefano Nolfi, Francesco Nori, Martin Peniak, Karola Pitsch, Katharina J. Rohlfing, Gerhard Sagerer, Yo Sato, Joe Saunders, Lars Schillingmann, Alessandra Sciutti, Vadim Tikhanoff, Britta Wrede, Arne Zeschel & Angelo Cangelosi - 2014 - Topics in Cognitive Science 6 (3):534-544.
    This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these (...)
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  5.  2
    Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development.Anthony F. Morse & Angelo Cangelosi - 2016 - Cognitive Science 40 (8).
    Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to “switch” between stages. We argue that by taking an embodied view, the interaction between learning mechanisms, the resulting behavior of the agent, and the opportunities for learning that the environment provides can account for the stage-wise (...)
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  6.  1
    Children's Referent Selection and Word Learning: Insights From a Developmental Robotic System.Katherine E. Twomey, Anthony F. Morse, Angelo Cangelosi & Jessica S. Horst - 2016 - Interaction Studies 17 (1):101-127.
    This article is currently available as a free download on Ingenta Connect.
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  7. Time Will Tell – Why It is Too Early to Worry.Tony Belpaeme & Anthony F. Morse - 2010 - Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 11 (2):191-195.
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  8. On the Role of Modelling in Cognitive Science.Anthony F. Morse & Tom Ziemke - 2008 - Pragmatics and Cognitionpragmatics and Cognition 16 (1):37-56.
  9. Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development.Anthony F. Morse & Angelo Cangelosi - 2017 - Cognitive Science 41 (S1):32-51.
    Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to “switch” between stages. We argue that by taking an embodied view, the interaction between learning mechanisms, the resulting behavior of the agent, and the opportunities for learning that the environment provides can account for the stage-wise (...)
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  10. Representations Reclaimed: Accounting for the Co-Emergence of Concepts and Experience.Joel Parthemore & Anthony F. Morse - 2010 - Pragmatics and Cognitionpragmatics and Cognition 18 (2):273-312.
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