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Robot Skills of Preschool Children

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dc.contributor.authorAdams, K.
dc.contributor.authorPoletz, L.
dc.contributor.authorCook, A.
dc.contributor.authorEncarnacao, P.
dc.date.accessioned2025-05-01T21:02:25Z
dc.date.available2025-05-01T21:02:25Z
dc.date.issued2009
dc.descriptionSeveral studies have demonstrated the potential of robots as assistive tools for play activities. Through the use of robots, children with motor impairments may be able to manipulate objects and engage in play activities as their typically developing peers, thus having the same opportunities to learn cognitive, social, motor and linguistic skills. Robot use can also provide a proxy measure of disabled children’s cognitive ability by comparing their performance with that of typically developing children. This paper reports a study with fifteen typically developing children aged three, four and five years to assess at which ages the cognitive concepts of causality, negation, binary logic and sequencing are demonstrated during robot use.
dc.identifier.doihttps://doi.org/10.7939/R3BK16S4X
dc.language.isoen
dc.relation.isversionofPoletz, L., Encarnacao, P., Adams, K., & Cook, A., (2009). "Robot Skills of Preschool Children". RESNA Conference, New Orleans, LA
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.subjectAssistive robotics
dc.subjectPlay
dc.subjectCognitive development assessment
dc.titleRobot Skills of Preschool Children
dc.typehttp://purl.org/coar/resource_type/R60J-J5BD
ual.jupiterAccesshttp://terms.library.ualberta.ca/public

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