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Permanent link (DOI): https://doi.org/10.7939/R36M33441

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Robot skills and cognitive performance of preschool children Open Access

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Author or creator
Poletz, L
Additional contributors
Subject/Keyword
Assistive robotics, play, cognitive development assessment
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
Several 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 abilities by comparing their performance with that of typically developing children. This paper reports a study with eighteen 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 Lego robot use.
Date created
2010
DOI
doi:10.7939/R36M33441
License information
Creative Commons Attribution-Non-Commercial-No Derivatives 3.0 Unported
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Citation for previous publication
Poletz, L., Encarnação, P., Adams, K., & Cook, A. (2010). Robot Skills and Cognitive Performance of Preschool Children. Technology and Disability. 22 117-126.
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