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Des boucles perception-action à l'imitation : une approche ascendante de l'apprentissage par imitation en robotique / Philippe GAUSSIER
Titre : Des boucles perception-action à l'imitation : une approche ascendante de l'apprentissage par imitation en robotique Type de document : Texte imprimé et/ou numérique Auteurs : Philippe GAUSSIER, Auteur ; Sorin MOGA, Auteur ; Jean-Paul BANQUET, Auteur Année de publication : 2002 Importance : p.152-188 Langues : Français (fre) Index. décimale : PAR-G PAR-G - Imitation Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 Des boucles perception-action à l'imitation : une approche ascendante de l'apprentissage par imitation en robotique [Texte imprimé et/ou numérique] / Philippe GAUSSIER, Auteur ; Sorin MOGA, Auteur ; Jean-Paul BANQUET, Auteur . - 2002 . - p.152-188.
Langues : Français (fre)
Index. décimale : PAR-G PAR-G - Imitation Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Brief Report: Development of a Robotic Intervention Platform for Young Children with ASD / Zachary WARREN in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Brief Report: Development of a Robotic Intervention Platform for Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Zachary WARREN, Auteur ; Zhi ZHENG, Auteur ; Shuvajit DAS, Auteur ; Eric M. YOUNG, Auteur ; Amy SWANSON, Auteur ; Amy WEITLAUF, Auteur ; Nilanjan SARKAR, Auteur Année de publication : 2015 Article en page(s) : p.3870-3876 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Robotics Technology Imitation Index. décimale : PER Périodiques Résumé : Increasingly researchers are attempting to develop robotic technologies for children with autism spectrum disorder (ASD). This pilot study investigated the development and application of a novel robotic system capable of dynamic, adaptive, and autonomous interaction during imitation tasks with embedded real-time performance evaluation and feedback. The system was designed to incorporate both a humanoid robot and a human examiner. We compared child performance within system across these conditions in a sample of preschool children with ASD (n = 8) and a control sample of typically developing children (n = 8). The system was well-tolerated in the sample, children with ASD exhibited greater attention to the robotic system than the human administrator, and for children with ASD imitation performance appeared superior during the robotic interaction. En ligne : http://dx.doi.org/10.1007/s10803-014-2334-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3870-3876[article] Brief Report: Development of a Robotic Intervention Platform for Young Children with ASD [Texte imprimé et/ou numérique] / Zachary WARREN, Auteur ; Zhi ZHENG, Auteur ; Shuvajit DAS, Auteur ; Eric M. YOUNG, Auteur ; Amy SWANSON, Auteur ; Amy WEITLAUF, Auteur ; Nilanjan SARKAR, Auteur . - 2015 . - p.3870-3876.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3870-3876
Mots-clés : Autism spectrum disorder Robotics Technology Imitation Index. décimale : PER Périodiques Résumé : Increasingly researchers are attempting to develop robotic technologies for children with autism spectrum disorder (ASD). This pilot study investigated the development and application of a novel robotic system capable of dynamic, adaptive, and autonomous interaction during imitation tasks with embedded real-time performance evaluation and feedback. The system was designed to incorporate both a humanoid robot and a human examiner. We compared child performance within system across these conditions in a sample of preschool children with ASD (n = 8) and a control sample of typically developing children (n = 8). The system was well-tolerated in the sample, children with ASD exhibited greater attention to the robotic system than the human administrator, and for children with ASD imitation performance appeared superior during the robotic interaction. En ligne : http://dx.doi.org/10.1007/s10803-014-2334-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
[article]
Titre : Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur Année de publication : 2012 Article en page(s) : p.1768-1773 Langues : Anglais (eng) Mots-clés : Autism Imitation Intervention Social Reciprocal imitation training Index. décimale : PER Périodiques Résumé : Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These findings suggest the intervention improves social functioning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1423-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1768-1773[article] Brief Report: Effect of a Focused Imitation Intervention on Social Functioning in Children with Autism [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur . - 2012 . - p.1768-1773.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1768-1773
Mots-clés : Autism Imitation Intervention Social Reciprocal imitation training Index. décimale : PER Périodiques Résumé : Imitation is an early skill thought to play a role in social development, leading some to suggest that teaching imitation to children with autism should lead to improvements in social functioning. This study used a randomized controlled trial to evaluate the effect of a focused imitation intervention on initiation of joint attention and social-emotional functioning in 27 young children with autism. Results indicated the treatment group made significantly more gains in joint attention initiations at post-treatment and follow-up and social-emotional functioning at follow-up than the control group. Although gains in social functioning were associated with treatment, a mediation analysis did not support imitation as the mechanism of action. These findings suggest the intervention improves social functioning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1423-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 Brief Report: Imitation of Object-Directed Acts in Young Children with Autism Spectrum Disorders / Anna GONSIOROWSKI in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
[article]
Titre : Brief Report: Imitation of Object-Directed Acts in Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anna GONSIOROWSKI, Auteur ; Rebecca A. WILLIAMSON, Auteur ; Diana L. ROBINS, Auteur Année de publication : 2016 Article en page(s) : p.691-697 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Imitation Visual attention Social learning Developmental disabilities Cognitive development Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) imitate less than typically developing (TD) children; however, the specific features and causes of this deficit are still unclear. The current study investigates the role of joint engagement, specifically children’s visual attention to demonstrations, in an object-directed imitation task. This sample was recruited from an early ASD screening study, which allows for an examination of these behaviors prior to formal diagnosis and ASD-specific intervention. Children with ASD imitated less than TD children; children with other developmental delays showed no significant difference from the two other screen-positive groups. Additionally, only the ASD group showed decreased visual attention, suggesting that early visual attention plays a role in the social learning of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2596-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.691-697[article] Brief Report: Imitation of Object-Directed Acts in Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Anna GONSIOROWSKI, Auteur ; Rebecca A. WILLIAMSON, Auteur ; Diana L. ROBINS, Auteur . - 2016 . - p.691-697.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.691-697
Mots-clés : Autism spectrum disorders Imitation Visual attention Social learning Developmental disabilities Cognitive development Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) imitate less than typically developing (TD) children; however, the specific features and causes of this deficit are still unclear. The current study investigates the role of joint engagement, specifically children’s visual attention to demonstrations, in an object-directed imitation task. This sample was recruited from an early ASD screening study, which allows for an examination of these behaviors prior to formal diagnosis and ASD-specific intervention. Children with ASD imitated less than TD children; children with other developmental delays showed no significant difference from the two other screen-positive groups. Additionally, only the ASD group showed decreased visual attention, suggesting that early visual attention plays a role in the social learning of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2596-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders / Ashley L. JOHNSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ashley L. JOHNSON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur Année de publication : 2012 Article en page(s) : p.1053-1060 Langues : Anglais (eng) Mots-clés : Autism Joint attention Social orienting Imitation Eye-tracking Index. décimale : PER Périodiques Résumé : The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1053-1060[article] A brief report: Quantifying and correlating social behaviors in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Ashley L. JOHNSON, Auteur ; Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur . - 2012 . - p.1053-1060.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1053-1060
Mots-clés : Autism Joint attention Social orienting Imitation Eye-tracking Index. décimale : PER Périodiques Résumé : The current study investigated social behaviors, including initiating joint attention (IJA), responding to joint attention (RJA), social orienting, and imitation in 14 children with an autism spectrum disorder (ASD) compared to 12 typically developing children (TD). Results indicated that IJA and RJA were positively correlated with social orienting in both groups, replicating previous results with greater precision through the use of eye-tracking technology. Additionally, results supported the novel hypothesis that social orienting and imitation would be positively correlated in the ASD group, but not in the TD group. Joint attention and imitation were not significantly correlated in either group. Through the use of objective and automated eye gaze measurement more precise information is provided concerning the relation among commonly impaired social behaviors in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 Le CAT-Kit / Tony ATTWOOD
PermalinkA Cognitive Neuroscience View of Imitation / Jean DECETY
PermalinkA Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 1-4 Years / Julie A. KNAPP
PermalinkA Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 3-5 Years / Julie A. KNAPP
PermalinkA Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 4-7 Years / Julie A. KNAPP
PermalinkA Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 7 Years Up to Young Adulthood / Julie A. KNAPP
PermalinkComplexité des mouvements identificatoires du thérapeute dans la clinique de l'autisme / Chantal LHEUREUX-DAVIDSE
PermalinkConclusion / Bruce F. PENNINGTON
PermalinkA developmental model for facilitating the social behavior of autistic children / Geraldine DAWSON
PermalinkDévelopper les compétences et mieux comprendre l'enfant ayant un TSA par le jeu / Nathalie POIRIER
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