Paul Vogt
Biographic Data
| ID | 376833 |
|---|---|
| NAME | Paul Vogt |
| GIVEN NAMES | Paul |
| FAMILY NAME | Vogt |
| SIGNATURE | VOGT P |
| AFFILIATIONS | Tilburg University |
| ORCID | 0000-0002-9446-4425 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1914 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
The Design and Observed Effects of Robot-performed Manual Gestures: A Systematic Review
Communication using manual (hand) gestures is considered a defining property of social robots, and their physical embodiment and presence, therefore, we see a need for a comprehensive overview of the state-of-the-art in social robots that use gestures. This systematic literature review aims to address this need by (1) describing the gesture production process of a social robot, including the design and planning steps, and (2) providing a survey o…
Exploring How People with Expressive Aphasia Interact with and Perceive a Social Robot
People with aphasia need high-intensive language training to significantly improve their language skills, however practical barriers arise. Socially assistive robots have been proposed as a possibility to provide additional language training. However, it is yet unknown how people with aphasia perceive interacting with a social robot, and which factors influence this interaction. The aim of this study was to gain insight in how people with mild to…
A systematic and interdisciplinary review of mathematical models of language competition
During the last three decades, scientists in formal and natural sciences have been proposing models of language competition. Such models could prove instrumental in informing efforts made towards preserving the world’s linguistic diversity but have yet to gain significant interest among linguists. This situation could be due to a lack of overlap between the concepts and methods used in those models and those used by linguists. In an effort toward…
A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second‐language word learning
This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children ( N = 104) twice: prior to and following a seven‐session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the ro…
Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates ch…
Speech acts addressed to Hadza infants in Tanzania: Cross-cultural comparison, speaker age, and camp livelihood
This study deals with speech acts addressed to Hadza infants in Tanzania, a group that has traditionally lived off hunting and gathering. Three research questions are addressed: How do Hadza speech acts compare with those found in previous studies in other cultures? Are there differences between child and adult speakers? And do speech acts differ with camp livelihood patterns? Speech acts are seen as a part of language socialization, which reflec…
Beginning Quantitative Research
When Preschoolers Interact with an Educational Robot, Does Robot Feedback Influence Engagement
In this paper, we examine to what degree children of 3–4 years old engage with a task and with a social robot during a second-language tutoring lesson. We specifically investigated whether children’s task engagement and robot engagement were influenced by three different feedback types by the robot: adult-like feedback, peer-like feedback and no feedback. Additionally, we investigated the relation between children’s eye gaze fixations and their t…
Guidelines for Designing Social Robots as Second Language Tutors
Infant engagement and early vocabulary development: A naturalistic observation study of Mozambican infants from 1;1 to 2;1
This study analyzes how others engage rural and urban Mozambican infants during naturalistic observations, and how the proportion of time spent in different engagements relates to infants' language development over the second year of life. Using an extended version of Bakeman and Adamson's (1984) categorization of infant engagement, we investigated to what extent a detailed analysis of infant engagement can contribute to our understanding of voca…
Communicative intentions of child-directed speech in three different learning environments: Observations from the Netherlands, and rural and urban Mozambique
This article compares the communicative intentions observed in the speech addressed to children of 1;1 and 1;6 years old from three cultural communities: the Netherlands, rural Mozambique, and urban Mozambique. These communities represent two prototypical learning environments and a third hybrid: Western, urban, middle-class families; non-Western, rural, subsistence-farming families; and non-Western, urban learning environment. The results show t…
Modeling Interactions Between Language Evolution and Demography
In this article I provide a review of studies that have modeled interactions between language evolution and demographic processes. The models are classified in terms of three different approaches: analytical modeling, agent-based analytical modeling, and agent-based cognitive modeling. I show that these approaches differ in the complexity of interactions that they can handle and that the agent-based cognitive models allow for the most detailed an…
Symbol Grounding and Beyond: Third International Workshop on the Emergence and Evolution of Linguistic Communication, Eelc 2006, Rome, Italy, September 30-October 1, 2006 : proceedings
PerfectionismThomas Hurka Oxford: Oxford University Press, 1993, pp. xi, 222
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Division du travail et lien social. La thèse de Durkheim un siècle après
The Inheritors: French Students and Their Relation to Culture . Pierre Bourdieu , Jean-Claude Passeron , Richard Nice
Tested Methods in Town and Country Churches. Edmund Des Brunner Churches of Distinction in Town and Country. Edmund Des Brunner
Training for Rural Service
Functional Industrial Relationships and the Wage Rate
Functional Industrial Relationships and the Wage Rate
Training for Rural Service
Tested Methods in Town and Country Churches. Edmund Des Brunner Churches of Distinction in Town and Country. Edmund Des Brunner
The Inheritors: French Students and Their Relation to Culture . Pierre Bourdieu , Jean-Claude Passeron , Richard Nice
PerfectionismThomas Hurka Oxford: Oxford University Press, 1993, pp. xi, 222
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Division du travail et lien social. La thèse de Durkheim un siècle après
Symbol Grounding and Beyond: Third International Workshop on the Emergence and Evolution of Linguistic Communication, Eelc 2006, Rome, Italy, September 30-October 1, 2006 : proceedings
Modeling Interactions Between Language Evolution and Demography
In this article I provide a review of studies that have modeled interactions between language evolution and demographic processes. The models are classified in terms of three different approaches: analytical modeling, agent-based analytical modeling, and agent-based cognitive modeling. I show that these approaches differ in the complexity of interactions that they can handle and that the agent-based cognitive models allow for the most detailed an…
Communicative intentions of child-directed speech in three different learning environments: Observations from the Netherlands, and rural and urban Mozambique
This article compares the communicative intentions observed in the speech addressed to children of 1;1 and 1;6 years old from three cultural communities: the Netherlands, rural Mozambique, and urban Mozambique. These communities represent two prototypical learning environments and a third hybrid: Western, urban, middle-class families; non-Western, rural, subsistence-farming families; and non-Western, urban learning environment. The results show t…
Infant engagement and early vocabulary development: A naturalistic observation study of Mozambican infants from 1;1 to 2;1
This study analyzes how others engage rural and urban Mozambican infants during naturalistic observations, and how the proportion of time spent in different engagements relates to infants' language development over the second year of life. Using an extended version of Bakeman and Adamson's (1984) categorization of infant engagement, we investigated to what extent a detailed analysis of infant engagement can contribute to our understanding of voca…
Guidelines for Designing Social Robots as Second Language Tutors
A systematic and interdisciplinary review of mathematical models of language competition
During the last three decades, scientists in formal and natural sciences have been proposing models of language competition. Such models could prove instrumental in informing efforts made towards preserving the world’s linguistic diversity but have yet to gain significant interest among linguists. This situation could be due to a lack of overlap between the concepts and methods used in those models and those used by linguists. In an effort toward…
A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second‐language word learning
This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children ( N = 104) twice: prior to and following a seven‐session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the ro…
Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates ch…
Speech acts addressed to Hadza infants in Tanzania: Cross-cultural comparison, speaker age, and camp livelihood
This study deals with speech acts addressed to Hadza infants in Tanzania, a group that has traditionally lived off hunting and gathering. Three research questions are addressed: How do Hadza speech acts compare with those found in previous studies in other cultures? Are there differences between child and adult speakers? And do speech acts differ with camp livelihood patterns? Speech acts are seen as a part of language socialization, which reflec…
Beginning Quantitative Research
When Preschoolers Interact with an Educational Robot, Does Robot Feedback Influence Engagement
In this paper, we examine to what degree children of 3–4 years old engage with a task and with a social robot during a second-language tutoring lesson. We specifically investigated whether children’s task engagement and robot engagement were influenced by three different feedback types by the robot: adult-like feedback, peer-like feedback and no feedback. Additionally, we investigated the relation between children’s eye gaze fixations and their t…
Exploring How People with Expressive Aphasia Interact with and Perceive a Social Robot
People with aphasia need high-intensive language training to significantly improve their language skills, however practical barriers arise. Socially assistive robots have been proposed as a possibility to provide additional language training. However, it is yet unknown how people with aphasia perceive interacting with a social robot, and which factors influence this interaction. The aim of this study was to gain insight in how people with mild to…
The Design and Observed Effects of Robot-performed Manual Gestures: A Systematic Review
Communication using manual (hand) gestures is considered a defining property of social robots, and their physical embodiment and presence, therefore, we see a need for a comprehensive overview of the state-of-the-art in social robots that use gestures. This systematic literature review aims to address this need by (1) describing the gesture production process of a social robot, including the design and planning steps, and (2) providing a survey o…
Computer Science (10 works) · Psychology (10 works) · Sociology (9 works) · Developmental psychology (6 works) · Political science (6 works) · Artificial Intelligence (5 works) · Cognitive psychology (4 works) · Linguistics (4 works) · Robot (4 works) · Social Robot Interaction and HRI (4 works)