Social robots as social learning partners: Exploring children's early understanding and learning from social robots.
Journal:
The Behavioral and brain sciences
PMID:
37017055
Abstract
Clark and Fischer propose that people interpret social robots not as social agents, but as interactive depictions. Drawing on research focusing on how children selectively learn from social others, we argue that children do not view social robots as interactive toys but instead treat them as social learning partners and critical sources of information.