Abstract
Humans have developed the capability to teach relevant aspects of new or adapted tasks to a social peer with very few task demonstrations by making use of scaffolding strategies that leverage prior knowledge and importantly prior joint experience to yield a joint understanding and a joint execution of the required steps to solve the task. This process has been discovered and analyzed in parent-infant interaction and constitutes a ``co-construction'' as it allows both, the teacher and the learner, to jointly contribute to the task. We propose to focus research in robot interactive learning on this co-construction process to enable robots to learn from non-expert users in everyday situations. In the following, we will review current proposals for interactive task learning and discuss their main contributions with respect to the entailing interaction. We then discuss our notion of co-construction and summarize research insights from adult-child and human-robot interactions to elucidate its nature in more detail. From this overview we finally derive research desiderata that entail the dimensions architecture, representation, interaction and explainability.
Abstract (translated)
人类已经开发出了能力，用少量的任务演示向社交同龄人传授新或适应的任务相关的方面，而这需要利用利用先前的知识并重要的是先前的联合经验来产生共同理解和共同执行所需的步骤，以解决问题。这一过程在父母与婴儿的互动中被发现和分析，构成了一个“共构建”过程，因为它允许老师和学习者共同为任务做出贡献。我们建议将机器人交互学习的研究重点集中在这个共构建过程中，使机器人能够在日常情况下从非专家用户学习。接下来，我们将审查当前关于交互任务学习的提议，并讨论它们对于涉及互动的主要贡献。然后我们将讨论我们的共构建概念，并总结从成人-儿童和人类-机器人互动中提取的研究洞察力，以更详细地阐明其性质。从这一概述中，我们最终推导出研究目标，涉及架构、表示、互动和解释性等方面。
URL
https://arxiv.org/abs/2305.15535
