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Social robots are coming to our homes and have already been used to help humans in a number of ways in geriatric care. This article aims to develop a framework that enables social robots to conduct regular clinical screening interviews in geriatric care, such as cognitive evaluation, falls' risk evaluation, and pain rating. We develop a social robot with essential features to enable clinical screening interviews, including a conversational interface, face tracking, an interaction handler, attention management, robot skills, and cloud service management. Besides, a general clinical screening interview management (GCSIM) model is proposed and implemented. The GCSIM enables social robots to handle various types of clinical questions and answers, evaluate and score responses, engage interviewees during conversations, and generate reports on their well-being. These reports can be used to evaluate the progression of cognitive impairment, risk of falls, pain level, and so on by caregivers or physicians. Such a clinical screening capability allows for early detection and treatment planning in geriatric care. The framework was developed and implemented on our 3-D-printed social robot. It was tested on 30 older adults with different ages, achieved satisfying results, and received their high confidence and trust in the use of this robot for human well-being assessment.
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School-age children are more skeptical of inaccurate robots than adults
We expect children to learn new words, skills, and ideas from various technologies. When learning from humans, children prefer people who are reliable and trustworthy, yet children also forgive people's occasional mistakes. Are the dynamics of children learning from technologies, which can also be unreliable, similar to learning from humans? We tackle this question by focusing on early childhood, an age at which children are expected to master foundational academic skills. In this project, 168 4–7-year-old children (Study 1) and 168 adults (Study 2) played a word-guessing game with either a human or robot. The partner first gave a sequence of correct answers, but then followed this with a sequence of wrong answers, with a reaction following each one. Reactions varied by condition, either expressing an accident, an accident marked with an apology, or an unhelpful intention. We found that older children were less trusting than both younger children and adults and were even more skeptical after errors. Trust decreased most rapidly when errors were intentional, but only children (and especially older children) outright rejected help from intentionally unhelpful partners. As an exception to this general trend, older children maintained their trust for longer when a robot (but not a human) apologized for its mistake. Our work suggests that educational technology design cannot be one size fits all but rather must account for developmental changes in children's learning goals.
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- Award ID(s):
- 1955653
- PAR ID:
- 10576147
- Publisher / Repository:
- Elsevier
- Date Published:
- Journal Name:
- Cognition
- Volume:
- 249
- Issue:
- C
- ISSN:
- 0010-0277
- Page Range / eLocation ID:
- 105814
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1016/j.cognition.2024.105814
