Attention and Social Situatedness for Skill Acquisition

Abstract

We present an attention system that models the dynamics that occur in memory in response to stimuli, which includes habituation, novelty detection, and forgetting. We demonstrate how such an attention system can be used as a trigger for learning perception-action mappings. We discuss the value of social situatedness in the form demonstrator-learner interactions, and show results from both simulations and robot-human experiments of a simple wall-following task.

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