Human-Robot Mutual Learning through Affective-Linguistic Interaction and Differential Outcomes Training [Pre-Print]

Owing to the recent success of Large Language Models, Modern A.I has been much focused on linguistic interactions with humans but less focused on non-linguistic forms of communication between man and machine. In the present paper, we test how affective-linguistic communication, in combination with differential outcomes training, affects mutual learning in a human-robot context. Taking inspiration from child-caregiver dynamics, our human-robot interaction setup consists of a (simulated) robot attempting to learn how best to communicate internal, homeostatically-controlled needs; while a human "caregiver" attempts to learn the correct object to satisfy the robot's present communicated need. We studied the effects of i) human training type, and ii) robot reinforcement learning type, to assess mutual learning terminal accuracy and rate of learning (as measured by the average reward achieved by the robot). Our results find mutual learning between a human and a robot is significantly improved with Differential Outcomes Training (DOT) compared to Non-DOT (control) conditions. We find further improvements when the robot uses an exploration-exploitation policy selection, compared to purely exploitation policy selection. These findings have implications for utilizing socially assistive robots (SAR) in therapeutic contexts, e.g. for cognitive interventions, and educational applications.

A Human-Robot Mutual Learning System with Affect-Grounded Language Acquisition and Differential Outcomes Training

This paper presents a novel human-robot interaction setup for robot and human learning of symbolic language for identifying robot homeostatic needs. The robot and human learn to use and respond to the same language symbols that convey homeostatic needs and the stimuli that satisfy the homeostatic needs, respectively. We adopted a differential outcomes training (DOT) protocol whereby the robot provides feedback specific (differential) to its internal needs (e.g. `hunger') when satisfied by the correct stimulus (e.g. cookie). We found evidence that DOT can enhance the human's learning efficiency, which in turn enables more efficient robot language acquisition. The robot used in the study has a vocabulary similar to that of a human infant in the linguistic ``babbling'' phase. The robot software architecture is built upon a model for affect-grounded language acquisition where the robot associates vocabulary with internal needs (hunger, thirst, curiosity) through interactions with the human. The paper presents the results of an initial pilot study conducted with the interactive setup, which reveal that the robot's language acquisition achieves higher convergence rate in the DOT condition compared to the non-DOT control condition. Additionally, participants reported positive affective experiences, feeling of being in control, and an empathetic connection with the robot. This mutual learning (teacher-student learning) approach offers a potential contribution of facilitating cognitive interventions with DOT (e.g. for people with dementia) through increased therapy adherence as a result of engaging humans more in training tasks by taking an active teaching-learning role. The homeostatic motivational grounding of the robot's language acquisition has potential to contribute to more ecologically valid and social (collaborative/nurturing) interactions with robots.