A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second‐language word learning

This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children (N = 10...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Journal of computer assisted learning Ročník 37; číslo 2; s. 396 - 410
Hlavní autoři: Berghe, Rianne, Haas, Mirjam, Oudgenoeg‐Paz, Ora, Krahmer, Emiel, Verhagen, Josje, Vogt, Paul, Willemsen, Bram, Wit, Jan, Leseman, Paul
Médium: Journal Article
Jazyk:angličtina
Vydáno: Chichester, UK John Wiley & Sons, Inc 01.04.2021
Wiley
Wiley Subscription Services, Inc
Témata:
Anthropomorphism
Beliefs
Boys
Children
Children & youth
child‐robot interaction
Cognition
Cognitive ability
Correlation
Correlation analysis
educational robots
Educational Technology
Expectations
Gender Differences
Girls
Humanoid
Language acquisition
Language attitudes
Learning
Mechanical properties
Perception
Property
Psychology
Questionnaires
robot tutoring
Robotics
Robots
Second Language Instruction
Second language learning
Second language vocabulary learning
Student Attitudes
Teaching Methods
Tests
Tutoring
Vocabulary
Vocabulary Development
Young Children
ISSN:0266-4909, 1365-2729
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Abstract This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children (N = 104) twice: prior to and following a seven‐session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word‐knowledge post‐test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word‐knowledge post‐test administered approximately 2 weeks after the last lesson. Our results underscore the need to manage children's expectations in robot‐assisted education. Also, future research could explore adaptations to individual children's expectations in child‐robot interactions. Lay Description What is already known about this topic Children tend to anthropomorphize robots Standardized tests for anthropomorphism are not suitable for young children What this paper adds Children's overall anthropomorphism score stays the same over seven one‐on‐one sessions with a robot. Children attribute more cognitive abilities to the robot and fewer mechanical properties over time Gender and age are related to changes in anthropomorphism Children's anthropomorphism is (weakly) correlated with their learning performance. Implications for practice and/or policy A first step towards a validated questionnaire about children's anthropomorphism of robots The robot's apparent cognitive abilities seem to play a role in a human‐like perception of the robot over time In the future, perception of the robot can be taken into consideration when designing robot‐assisted tutoring sessions.
AbstractList This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children (N = 104) twice: prior to and following a seven‐session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word‐knowledge post‐test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word‐knowledge post‐test administered approximately 2 weeks after the last lesson. Our results underscore the need to manage children's expectations in robot‐assisted education. Also, future research could explore adaptations to individual children's expectations in child‐robot interactions.
This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children ( N = 104) twice: prior to and following a seven‐session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word‐knowledge post‐test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word‐knowledge post‐test administered approximately 2 weeks after the last lesson. Our results underscore the need to manage children's expectations in robot‐assisted education. Also, future research could explore adaptations to individual children's expectations in child‐robot interactions.
This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second‐language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5‐year‐old children (N = 104) twice: prior to and following a seven‐session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word‐knowledge post‐test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word‐knowledge post‐test administered approximately 2 weeks after the last lesson. Our results underscore the need to manage children's expectations in robot‐assisted education. Also, future research could explore adaptations to individual children's expectations in child‐robot interactions. Lay Description What is already known about this topic Children tend to anthropomorphize robots Standardized tests for anthropomorphism are not suitable for young children What this paper adds Children's overall anthropomorphism score stays the same over seven one‐on‐one sessions with a robot. Children attribute more cognitive abilities to the robot and fewer mechanical properties over time Gender and age are related to changes in anthropomorphism Children's anthropomorphism is (weakly) correlated with their learning performance. Implications for practice and/or policy A first step towards a validated questionnaire about children's anthropomorphism of robots The robot's apparent cognitive abilities seem to play a role in a human‐like perception of the robot over time In the future, perception of the robot can be taken into consideration when designing robot‐assisted tutoring sessions.
Author Vogt, Paul
Haas, Mirjam
Verhagen, Josje
Oudgenoeg‐Paz, Ora
Wit, Jan
Berghe, Rianne
Willemsen, Bram
Leseman, Paul
Krahmer, Emiel
Author_xml – sequence: 1
  givenname: Rianne
  surname: Berghe
  fullname: Berghe, Rianne
  organization: Utrecht University
– sequence: 2
  givenname: Mirjam
  orcidid: 0000-0002-1001-8103
  surname: Haas
  fullname: Haas, Mirjam
  email: mirjam.dehaas@uvt.nl
  organization: Tilburg University
– sequence: 3
  givenname: Ora
  surname: Oudgenoeg‐Paz
  fullname: Oudgenoeg‐Paz, Ora
  organization: Utrecht University
– sequence: 4
  givenname: Emiel
  surname: Krahmer
  fullname: Krahmer, Emiel
  organization: Tilburg University
– sequence: 5
  givenname: Josje
  surname: Verhagen
  fullname: Verhagen, Josje
  organization: University of Amsterdam
– sequence: 6
  givenname: Paul
  surname: Vogt
  fullname: Vogt, Paul
  organization: Tilburg University
– sequence: 7
  givenname: Bram
  surname: Willemsen
  fullname: Willemsen, Bram
  organization: Tilburg University
– sequence: 8
  givenname: Jan
  surname: Wit
  fullname: Wit, Jan
  organization: Tilburg University
– sequence: 9
  givenname: Paul
  surname: Leseman
  fullname: Leseman, Paul
  organization: Utrecht University
BackLink http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1287836$$DView record in ERIC
BookMark eNp9kc2KVDEQhYOMYM_oxr0QcCEId0zuf1YyNOPoMOBG1yE3qfRNk0naSpqmZ-Uj-Iw-yaS9uhGxNgVV3zkFdc7JWYgBCHnJ2SUv9W6rlb_kdSuGJ2TFm76r6qEWZ2TF6r6vWsHEM3Ke0pYxNoh-XJGHK5rjkUakilp0EMx7up6dNwjhTaIq5BnjLt5H3M1O0wm8A1vmU9xninGK-QQZOscDzTMkoAheZSiuNIGOwfz8_sOrsNmrDdBDREM9KAwubJ6Tp1b5BC9-9wvy9cP1l_XH6u7zzaf11V2lm04MlWaTZmosJRgfzCSUqZnWddeAGrmBtmVQc9FyM1g7dO2kRdcUheXWsmaC5oK8Xnx3GL_tIWW5jXsM5aQsjxJjudI3hXq1UIBOyx26e4VHeX3L63EYm77s2bLXGFNCsFK7rLKLIaNyXnImTwnIUwLyVwJF8vYvyR_bf8J8gQ_Ow_E_pLwtv1k0j6YJmj8
CitedBy_id crossref_primary_10_3102_00346543241247227
crossref_primary_10_1080_09588221_2022_2067182
crossref_primary_10_3390_robotics12010003
crossref_primary_10_1145_3549530
crossref_primary_10_1108_SJLS_07_2024_0039
crossref_primary_10_1145_3526112
crossref_primary_10_1093_iwc_iwac013
crossref_primary_10_1111_jcal_12822
crossref_primary_10_3389_frobt_2021_676248
crossref_primary_10_1038_s41539_024_00293_z
crossref_primary_10_1007_s12369_021_00824_3
crossref_primary_10_3390_app13158743
crossref_primary_10_3390_su16124987
crossref_primary_10_3102_00346543231216437
crossref_primary_10_1007_s12369_024_01155_9
crossref_primary_10_1111_jcal_12872
crossref_primary_10_1007_s10639_023_12023_w
crossref_primary_10_1145_3659062
crossref_primary_10_1007_s12369_024_01139_9
Cites_doi 10.1109/IROS.2005.1545011
10.1521/soco.2008.26.2.143
10.1146/annurev-psych-010416-043958
10.1111/cdep.12277
10.1007/978-3-642-21619-0_76
10.1016/j.ijhcs.2011.04.003
10.1145/3171221.3171274
10.1007/978-3-319-25554-5_39
10.3389/fpsyg.2014.00733
10.3389/fpsyg.2014.00506
10.1044/2015_JSLHR-L-15-0058
10.1126/scirobotics.aat5954
10.1111/cdep.12011
10.1109/ROMAN.2009.5326209
10.1075/pc.12.1.03dau
10.1037/a0027033
10.1371/journal.pone.0217833
10.1007/s12369-018-0467-6
10.1145/3171221.3171268
10.1075/gest.8.2.06tel
10.1016/0747-5632(86)90004-X
10.1037/a0039572
10.1109/HRI.2019.8673077
10.1080/01690960802365567
10.1017/S0305000909990432
10.1007/s12369-008-0001-3
10.1109/ROMAN.2016.7745193
10.1037/a0020240
10.1007/s12369-013-0178-y
10.1145/1514095.1514158
10.1037/0033-295X.114.4.864
10.1016/j.actpsy.2013.05.013
10.1016/S0921-8890(02)00374-3
10.3102/0034654310377087
10.1145/2559636.2559814
10.1111/j.1467-8624.2007.01095.x
10.1145/3311927.3323143
10.1109/ROMAN.2014.6926313
10.1145/778712.778756
10.1145/2909824.3020229
10.1007/s12369-013-0196-9
10.1007/978-3-642-34103-8_20
10.1080/10508400801986116
10.1007/s12369-019-00569-0
10.1007/978-3-319-25554-5_50
10.1080/01443410500345172
10.1207/s15327051hci1901&2_4
10.1146/annurev.psych.59.103006.093639
10.1126/scirobotics.aat5999
10.3102/0034654318821286
10.1145/2559636.2559656
10.1080/10447318.2016.1172808
10.1109/ROMAN.2008.4600728
10.1145/3365668
10.1145/3078072.3079728
10.1145/3025453.3025995
10.1145/3171221.3171277
10.1109/ROMAN.2012.6343858
10.1002/hbm.21084
10.1007/978-3-319-25554-5_1
10.1515/LING.2009.016
ContentType Journal Article
Copyright 2020 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd
2020. This article is published under http://creativecommons.org/licenses/by-nc-nd/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
Copyright_xml – notice: 2020 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd
– notice: 2020. This article is published under http://creativecommons.org/licenses/by-nc-nd/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
DBID 24P
AAYXX
CITATION
7SW
BJH
BNH
BNI
BNJ
BNO
ERI
PET
REK
WWN
7SC
7T9
8FD
AHOVV
JQ2
L7M
L~C
L~D
DOI 10.1111/jcal.12497
DatabaseName Wiley Online Library Open Access
CrossRef
ERIC
ERIC (Ovid)
ERIC
ERIC
ERIC (Legacy Platform)
ERIC( SilverPlatter )
ERIC
ERIC PlusText (Legacy Platform)
Education Resources Information Center (ERIC)
ERIC
Computer and Information Systems Abstracts
Linguistics and Language Behavior Abstracts (LLBA)
Technology Research Database
Education Research Index
ProQuest Computer Science Collection
Advanced Technologies Database with Aerospace
Computer and Information Systems Abstracts – Academic
Computer and Information Systems Abstracts Professional
DatabaseTitle CrossRef
ERIC
Technology Research Database
Computer and Information Systems Abstracts – Academic
ProQuest Computer Science Collection
Computer and Information Systems Abstracts
Linguistics and Language Behavior Abstracts (LLBA)
Advanced Technologies Database with Aerospace
Computer and Information Systems Abstracts Professional
DatabaseTitleList Technology Research Database
ERIC
CrossRef
Database_xml – sequence: 1
  dbid: 24P
  name: Wiley Online Library Open Access
  url: https://authorservices.wiley.com/open-science/open-access/browse-journals.html
  sourceTypes: Publisher
DeliveryMethod fulltext_linktorsrc
Discipline Education
Psychology
EISSN 1365-2729
ERIC EJ1287836
EndPage 410
ExternalDocumentID EJ1287836
10_1111_jcal_12497
JCAL12497
Genre article
GrantInformation_xml – fundername: Horizon 2020 Framework Programme
  funderid: 688014
GroupedDBID .3N
.DC
.GA
.GO
.Y3
05W
07C
0R~
10A
1OB
1OC
24P
29K
31~
33P
3EH
4.4
50Y
50Z
51W
51Y
52M
52O
52Q
52S
52T
52U
52W
53G
5GY
5HH
5LA
5VS
66C
702
7PT
8-0
8-1
8-3
8-4
8-5
8UM
930
A04
AABNI
AAESR
AAHHS
AAHQN
AAHSB
AAMNL
AANHP
AAONW
AAOUF
AASGY
AAWTL
AAXRX
AAYCA
AAYOK
AAZKR
ABCQN
ABCUV
ABEML
ABIVO
ABJNI
ABLJU
ABPVW
ABSOO
ACAHQ
ACBKW
ACBWZ
ACCFJ
ACCZN
ACFBH
ACGFO
ACGFS
ACHQT
ACPOU
ACRPL
ACSCC
ACXQS
ACYXJ
ADBBV
ADEMA
ADEOM
ADIZJ
ADKYN
ADMGS
ADMHG
ADNMO
ADXAS
ADZMN
AEEZP
AEGXH
AEIGN
AEIMD
AEQDE
AEUQT
AEUYR
AFBPY
AFEBI
AFFPM
AFGKR
AFKFF
AFPWT
AFWVQ
AFYRF
AFZJQ
AHBTC
AHEFC
AIAGR
AIFKG
AIURR
AIWBW
AJBDE
ALAGY
ALMA_UNASSIGNED_HOLDINGS
ALUQN
ALVPJ
AMBMR
AMYDB
ASPBG
ASTYK
AVWKF
AZBYB
AZFZN
AZVAB
BAFTC
BDRZF
BFHJK
BMXJE
BNVMJ
BQESF
BROTX
BRXPI
BY8
CAG
COF
CS3
D-C
D-D
D-I
DCZOG
DPXWK
DR2
DRFUL
DRMBU
DRSSH
DU5
EBS
EJD
ESX
F00
F01
FEDTE
FZ0
G-S
G.N
G50
GODZA
HGLYW
HVGLF
HZI
HZ~
IHE
IX1
J0M
K48
LATKE
LC2
LC4
LEEKS
LH4
LITHE
LOXES
LP6
LP7
LUTES
LW6
LYRES
MEWTI
MK4
MRFUL
MRSSH
MSFUL
MSSSH
MXFUL
MXSSH
N04
N06
N9A
NF~
O66
O9-
OHT
OIG
P2P
P2W
P2Y
P4C
PALCI
PQQKQ
Q.N
Q11
QB0
R.K
RIWAO
RJQFR
ROL
RX1
SAMSI
SUPJJ
TWZ
UB1
V8K
W8V
W99
WBKPD
WGMDG
WH7
WIH
WII
WOHZO
WQZ
WRC
WSUWO
WXSBR
XG1
ZZTAW
~IA
~WP
AAMMB
AAYXX
ADMLS
AEFGJ
AEYWJ
AGHNM
AGQPQ
AGXDD
AIDQK
AIDYY
AIQQE
CITATION
O8X
7SW
BJH
BNH
BNI
BNJ
BNO
ERI
PET
REK
WWN
7SC
7T9
8FD
AHOVV
JQ2
L7M
L~C
L~D
ID FETCH-LOGICAL-c3597-c0bc0a88889017db9ad20cc253ea81de440e21941d7ff754bc953c0af1ff03be3
IEDL.DBID 24P
ISICitedReferencesCount 34
ISICitedReferencesURI http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000573342600001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN 0266-4909
IngestDate Sat Nov 08 19:59:27 EST 2025
Tue Dec 02 16:26:32 EST 2025
Tue Nov 18 22:17:45 EST 2025
Sat Nov 29 03:12:25 EST 2025
Wed Jan 22 16:30:52 EST 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 2
Language English
License Attribution
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c3597-c0bc0a88889017db9ad20cc253ea81de440e21941d7ff754bc953c0af1ff03be3
Notes Funding information
Horizon 2020 Framework Programme, Grant/Award Number: 688014
Rianne van den Berghe and Mirjam de Haas had equal contributions.
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ORCID 0000-0002-1001-8103
OpenAccessLink https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fjcal.12497
PQID 2499835963
PQPubID 37794
PageCount 15
ParticipantIDs proquest_journals_2499835963
eric_primary_EJ1287836
crossref_citationtrail_10_1111_jcal_12497
crossref_primary_10_1111_jcal_12497
wiley_primary_10_1111_jcal_12497_JCAL12497
PublicationCentury 2000
PublicationDate April 2021
2021-04-00
20210401
PublicationDateYYYYMMDD 2021-04-01
PublicationDate_xml – month: 04
  year: 2021
  text: April 2021
PublicationDecade 2020
PublicationPlace Chichester, UK
PublicationPlace_xml – name: Chichester, UK
– name: Oxford
PublicationTitle Journal of computer assisted learning
PublicationYear 2021
Publisher John Wiley & Sons, Inc
Wiley
Wiley Subscription Services, Inc
Publisher_xml – name: John Wiley & Sons, Inc
– name: Wiley
– name: Wiley Subscription Services, Inc
References 2010; 99
2009; 47
2019; 12
2019; 14
2016; 32
2008; 8
2013; 7
1997; 3
2013; 5
2007; 78
1978
2005; 25
1986; 2
2018; 3
2014; 5
2020; 9
2008; 26
2011; 69
2003; 42
2015; 58
2009; 24
2010; 37
2012
2011
2015; 51
2017; 68
2008; 17
2009
2008; 59
2013; 144
2008
2011; 32
2005
2004
2003
2002
2010; 80
2007; 114
2004; 19
2019; 89
2004; 12
2019
2018
2017
2016
2015
2014
2012; 48
2018; 12
2009; 1
2018; 10
e_1_2_10_23_1
e_1_2_10_46_1
e_1_2_10_69_1
e_1_2_10_44_1
e_1_2_10_42_1
e_1_2_10_40_1
e_1_2_10_70_1
e_1_2_10_2_1
e_1_2_10_4_1
e_1_2_10_18_1
e_1_2_10_53_1
e_1_2_10_6_1
e_1_2_10_16_1
e_1_2_10_39_1
e_1_2_10_55_1
e_1_2_10_8_1
e_1_2_10_14_1
e_1_2_10_37_1
e_1_2_10_57_1
e_1_2_10_58_1
e_1_2_10_13_1
e_1_2_10_34_1
e_1_2_10_11_1
e_1_2_10_32_1
e_1_2_10_30_1
e_1_2_10_51_1
Biocca F. (e_1_2_10_9_1) 1997; 3
e_1_2_10_61_1
e_1_2_10_29_1
e_1_2_10_63_1
e_1_2_10_27_1
e_1_2_10_65_1
e_1_2_10_25_1
e_1_2_10_48_1
e_1_2_10_24_1
e_1_2_10_45_1
e_1_2_10_22_1
e_1_2_10_43_1
e_1_2_10_20_1
e_1_2_10_41_1
Dunn L. M. (e_1_2_10_21_1) 2005
e_1_2_10_52_1
e_1_2_10_3_1
e_1_2_10_19_1
e_1_2_10_54_1
e_1_2_10_5_1
e_1_2_10_17_1
e_1_2_10_38_1
e_1_2_10_56_1
e_1_2_10_7_1
e_1_2_10_15_1
e_1_2_10_36_1
e_1_2_10_12_1
e_1_2_10_35_1
e_1_2_10_59_1
e_1_2_10_10_1
e_1_2_10_33_1
Vygotsky L. (e_1_2_10_67_1) 1978
e_1_2_10_31_1
e_1_2_10_50_1
e_1_2_10_60_1
e_1_2_10_62_1
e_1_2_10_64_1
e_1_2_10_28_1
e_1_2_10_49_1
e_1_2_10_66_1
e_1_2_10_26_1
e_1_2_10_47_1
e_1_2_10_68_1
References_xml – start-page: 336
  year: 2017
  end-page: 341
– start-page: 574
  year: 2008
  end-page: 579
– volume: 89
  start-page: 259
  issue: 2
  year: 2019
  end-page: 295
  article-title: Social robots for language learning: A review
  publication-title: Review of Educational Research
– start-page: 50
  year: 2018
  end-page: 58
– year: 2005
– volume: 37
  start-page: 229
  issue: 2
  year: 2010
  end-page: 261
  article-title: Developing language in a developing body: The relationship between motor development and language development
  publication-title: Journal of Child Language
– volume: 5
  start-page: 733
  year: 2014
  article-title: Psychometric properties and convergent and predictive validity of an executive function test battery for two‐year‐olds
  publication-title: Frontiers in Psychology
– start-page: 502
  year: 2015
  end-page: 511
– volume: 80
  start-page: 300
  issue: 3
  year: 2010
  end-page: 335
  article-title: The effects of vocabulary intervention on young children's word learning: A meta‐analysis
  publication-title: Review of Educational Research
– volume: 51
  start-page: 1241
  issue: 9
  year: 2015
  end-page: 1253
  article-title: Exploration as a mediator of the relation between the attainment of motor milestones and the development of spatial cognition and spatial language
  publication-title: Developmental Psychology
– volume: 12
  start-page: 325
  year: 2019
  end-page: 344
  article-title: Child‐robot relationship formation: A narrative review of empirical research
  publication-title: International Journal of Social Robotics
– start-page: 245
  year: 2009
  end-page: 246
– year: 2018
– year: 2014
– start-page: 17
  year: 2004
  end-page: 22
– start-page: 334
  year: 2014
  end-page: 341
– volume: 7
  start-page: 32
  issue: 1
  year: 2013
  end-page: 37
  article-title: Children's social relationships with current and near‐future robots
  publication-title: Child Developmental Perspectives
– volume: 99
  start-page: 410
  issue: 3
  year: 2010
  end-page: 435
  article-title: Making sense by making sentient: Effectance motivation increases anthropomorphism
  publication-title: Journal of Personality and Social Psychology
– volume: 17
  start-page: 225
  issue: 2
  year: 2008
  end-page: 247
  article-title: Searching for signs of intelligent life: An investigation of young children's beliefs about robot intelligence
  publication-title: The Journal of the Learning Sciences
– volume: 114
  start-page: 864
  issue: 4
  year: 2007
  end-page: 886
  article-title: On seeing human: A three‐factor theory of anthropomorphism
  publication-title: Psychological Review
– volume: 5
  start-page: 313
  issue: 3
  year: 2013
  end-page: 323
  article-title: To err is human (‐like): Effects of robot gesture on perceived anthropomorphism and likability
  publication-title: International Journal of Social Robotics
– volume: 8
  start-page: 219
  issue: 2
  year: 2008
  end-page: 235
  article-title: The effect of gestures on second language memorisation by young children
  publication-title: Gesture
– volume: 14
  issue: 12
  year: 2019
  article-title: Children's reliance on the non‐verbal cues of a robot versus a human
  publication-title: PLoS One
– start-page: 497
  year: 2019
  end-page: 505
– start-page: 238
  year: 2017
  end-page: 247
– volume: 3
  issue: 21
  year: 2018
  article-title: Reading socially: Transforming the in‐home reading experience with a learning‐companion robot
  publication-title: Science Robotics
– volume: 42
  start-page: 177
  issue: 3–4
  year: 2003
  end-page: 190
  article-title: Anthropomorphism and the social robot
  publication-title: Robotics and Autonomous Systems
– start-page: 1
  year: 2015
  end-page: 10
– start-page: 46
  year: 2009
  end-page: 51
– volume: 25
  start-page: 631
  issue: 6
  year: 2005
  end-page: 645
  article-title: Trends in peer learning
  publication-title: Educational Psychology
– volume: 10
  start-page: 325
  issue: 3
  year: 2018
  end-page: 341
  article-title: Guidelines for designing social robots as second language tutors
  publication-title: International Journal of Social Robotics
– volume: 2
  start-page: 215
  issue: 3
  year: 1986
  end-page: 234
  article-title: Anthropomorphism and mechanomorphism: Two faces of the human machine
  publication-title: Computers in Human Behavior
– volume: 48
  start-page: 303
  issue: 2
  year: 2012
  end-page: 314
  article-title: “Robovie, you'll have to go into the closet now”: Children's social and moral relationships with a humanoid robot
  publication-title: Developmental Psychology
– start-page: 38
  year: 2019
  end-page: 50
– volume: 3
  issue: 21
  year: 2018
  article-title: Social robots for education: A review
  publication-title: Science Robotics
– volume: 32
  start-page: 982
  issue: 6
  year: 2011
  end-page: 998
  article-title: The impact of iconic gestures on foreign language word learning and its neural substrate
  publication-title: Human Brain Mapping
– year: 2003
– volume: 9
  start-page: 1
  issue: 2
  year: 2020
  end-page: 22
  article-title: Transparency about a robot's lack of human psychological capacities: Effects on child‐robot perception and relationship formation
  publication-title: ACM Transactions on Human‐Robot Interaction (THRI)
– start-page: 851
  year: 2012
  end-page: 857
– volume: 78
  start-page: 1675
  issue: 6
  year: 2007
  end-page: 1688
  article-title: Robots and rodents: Children's inferences about living and nonliving kinds
  publication-title: Child Development
– volume: 47
  start-page: 453
  issue: 2
  year: 2009
  end-page: 479
  article-title: Learning your language, outside‐in and inside‐out
  publication-title: Linguistics
– volume: 12
  start-page: 146
  issue: 3
  year: 2018
  end-page: 151
  article-title: Social robots for early language learning: Current evidence and future directions
  publication-title: Child Development Perspectives
– start-page: 1253
  year: 2008
  end-page: 1256
– start-page: 79
  year: 1978
  end-page: 97
– volume: 3
  issue: 2
  year: 1997
  article-title: The cyborg's dilemma: Progressive embodiment in virtual environments
  publication-title: Journal of Computer‐Mediated Communication
– start-page: 82
  year: 2017
  end-page: 90
– volume: 59
  start-page: 617
  year: 2008
  end-page: 645
  article-title: Grounded cognition
  publication-title: Annual Review of Psychology
– volume: 68
  start-page: 627
  year: 2017
  end-page: 652
  article-title: Interactions with robots: The truths we reveal about ourselves
  publication-title: Annual Review of Psychology
– start-page: 688
  year: 2016
  end-page: 693
– volume: 5
  start-page: 291
  issue: 2
  year: 2013
  end-page: 308
  article-title: Social robots for long‐term interaction: A survey
  publication-title: International Journal of Social Robotics
– volume: 32
  start-page: 493
  issue: 6
  year: 2016
  end-page: 502
  article-title: Child perception of humanoid robot appearance and behavior
  publication-title: International Journal of Human‐Computer Interaction
– start-page: 226
  year: 2014
  end-page: 227
– start-page: 199
  year: 2012
  end-page: 208
– start-page: 41
  year: 2018
  end-page: 49
– volume: 12
  start-page: 1
  issue: 1
  year: 2004
  end-page: 35
  article-title: Towards interactive robots in autism therapy: Background, motivation and challenges
  publication-title: Pragmatics & Cognition
– volume: 144
  start-page: 173
  issue: 1
  year: 2013
  end-page: 179
  article-title: Effects of imitating gestures during encoding or during retrieval of novel verbs on children's test performance
  publication-title: Acta Psychologica
– start-page: 567
  year: 2014
  end-page: 573
– volume: 19
  start-page: 61
  issue: 1–2
  year: 2004
  end-page: 84
  article-title: Interactive robots as social partners and peer tutors for children: A field trial
  publication-title: Human–Computer Interaction
– start-page: 390
  year: 2015
  end-page: 400
– start-page: 637
  year: 2011
  end-page: 646
– volume: 26
  start-page: 143
  issue: 2
  year: 2008
  end-page: 155
  article-title: When we need a human: Motivational determinants of anthropomorphism
  publication-title: Social Cognition
– start-page: 105
  year: 2018
  end-page: 113
– start-page: 321
  year: 2002
  end-page: 326
– volume: 24
  start-page: 313
  issue: 2
  year: 2009
  end-page: 334
  article-title: Brief training with co‐speech gesture lends a hand to word learning in a foreign language
  publication-title: Language and Cognitive Processes
– volume: 58
  start-page: 1747
  issue: 6
  year: 2015
  end-page: 1760
  article-title: A quasi‐universal nonword repetition task as a diagnostic tool for bilingual children learning Dutch as a second language
  publication-title: Journal of Speech, Language, and Hearing Research
– volume: 5
  start-page: 506
  year: 2014
  article-title: Developing embodied cognition: Insights from children's concepts and language processing
  publication-title: Frontiers in Psychology
– volume: 1
  start-page: 71
  issue: 1
  year: 2009
  end-page: 81
  article-title: Measurement instruments for the anthropomorphism, animacy, likeability, perceived intelligence, and perceived safety of robots
  publication-title: International Journal of Social Robotics
– volume: 69
  start-page: 539
  issue: 7–8
  year: 2011
  end-page: 550
  article-title: Understanding how children understand robots: Perceived animism in child–robot interaction
  publication-title: International Journal of Human‐Computer Studies
– ident: e_1_2_10_11_1
  doi: 10.1109/IROS.2005.1545011
– ident: e_1_2_10_22_1
  doi: 10.1521/soco.2008.26.2.143
– ident: e_1_2_10_12_1
  doi: 10.1146/annurev-psych-010416-043958
– ident: e_1_2_10_33_1
  doi: 10.1111/cdep.12277
– ident: e_1_2_10_60_1
  doi: 10.1007/978-3-642-21619-0_76
– ident: e_1_2_10_36_1
– ident: e_1_2_10_7_1
  doi: 10.1016/j.ijhcs.2011.04.003
– ident: e_1_2_10_52_1
– ident: e_1_2_10_14_1
  doi: 10.1145/3171221.3171274
– ident: e_1_2_10_43_1
  doi: 10.1007/978-3-319-25554-5_39
– ident: e_1_2_10_49_1
  doi: 10.3389/fpsyg.2014.00733
– ident: e_1_2_10_69_1
  doi: 10.3389/fpsyg.2014.00506
– ident: e_1_2_10_10_1
  doi: 10.1044/2015_JSLHR-L-15-0058
– ident: e_1_2_10_5_1
  doi: 10.1126/scirobotics.aat5954
– ident: e_1_2_10_31_1
  doi: 10.1111/cdep.12011
– ident: e_1_2_10_54_1
  doi: 10.1109/ROMAN.2009.5326209
– ident: e_1_2_10_16_1
  doi: 10.1075/pc.12.1.03dau
– ident: e_1_2_10_30_1
  doi: 10.1037/a0027033
– ident: e_1_2_10_65_1
  doi: 10.1371/journal.pone.0217833
– ident: e_1_2_10_6_1
  doi: 10.1007/s12369-018-0467-6
– ident: e_1_2_10_53_1
  doi: 10.1145/3171221.3171268
– ident: e_1_2_10_58_1
  doi: 10.1075/gest.8.2.06tel
– ident: e_1_2_10_13_1
  doi: 10.1016/0747-5632(86)90004-X
– ident: e_1_2_10_51_1
  doi: 10.1037/a0039572
– ident: e_1_2_10_66_1
  doi: 10.1109/HRI.2019.8673077
– ident: e_1_2_10_34_1
  doi: 10.1080/01690960802365567
– ident: e_1_2_10_28_1
  doi: 10.1017/S0305000909990432
– ident: e_1_2_10_4_1
  doi: 10.1007/s12369-008-0001-3
– ident: e_1_2_10_38_1
  doi: 10.1109/ROMAN.2016.7745193
– ident: e_1_2_10_68_1
  doi: 10.1037/a0020240
– ident: e_1_2_10_15_1
– ident: e_1_2_10_39_1
  doi: 10.1007/s12369-013-0178-y
– ident: e_1_2_10_55_1
  doi: 10.1145/1514095.1514158
– ident: e_1_2_10_23_1
  doi: 10.1037/0033-295X.114.4.864
– ident: e_1_2_10_42_1
– ident: e_1_2_10_17_1
  doi: 10.1016/j.actpsy.2013.05.013
– ident: e_1_2_10_20_1
  doi: 10.1016/S0921-8890(02)00374-3
– ident: e_1_2_10_45_1
  doi: 10.3102/0034654310377087
– start-page: 79
  volume-title: Mind in society: The development of higher psychological processes
  year: 1978
  ident: e_1_2_10_67_1
– ident: e_1_2_10_41_1
  doi: 10.1145/2559636.2559814
– ident: e_1_2_10_29_1
  doi: 10.1111/j.1467-8624.2007.01095.x
– ident: e_1_2_10_37_1
  doi: 10.1145/3311927.3323143
– ident: e_1_2_10_57_1
  doi: 10.1109/ROMAN.2014.6926313
– ident: e_1_2_10_19_1
  doi: 10.1145/778712.778756
– ident: e_1_2_10_35_1
  doi: 10.1145/2909824.3020229
– ident: e_1_2_10_47_1
– ident: e_1_2_10_56_1
  doi: 10.1007/s12369-013-0196-9
– ident: e_1_2_10_25_1
  doi: 10.1007/978-3-642-34103-8_20
– ident: e_1_2_10_8_1
  doi: 10.1080/10508400801986116
– ident: e_1_2_10_63_1
  doi: 10.1007/s12369-019-00569-0
– ident: e_1_2_10_50_1
  doi: 10.1007/978-3-319-25554-5_50
– ident: e_1_2_10_59_1
  doi: 10.1080/01443410500345172
– volume: 3
  start-page: JCMC324
  issue: 2
  year: 1997
  ident: e_1_2_10_9_1
  article-title: The cyborg's dilemma: Progressive embodiment in virtual environments
  publication-title: Journal of Computer‐Mediated Communication
– ident: e_1_2_10_32_1
  doi: 10.1207/s15327051hci1901&2_4
– ident: e_1_2_10_3_1
  doi: 10.1146/annurev.psych.59.103006.093639
– ident: e_1_2_10_46_1
  doi: 10.1126/scirobotics.aat5999
– ident: e_1_2_10_62_1
  doi: 10.3102/0034654318821286
– ident: e_1_2_10_48_1
  doi: 10.1145/2559636.2559656
– ident: e_1_2_10_61_1
  doi: 10.1080/10447318.2016.1172808
– ident: e_1_2_10_26_1
  doi: 10.1109/ROMAN.2008.4600728
– ident: e_1_2_10_64_1
  doi: 10.1145/3365668
– ident: e_1_2_10_40_1
  doi: 10.1145/3078072.3079728
– volume-title: Dutch version by Liesbeth Schlichting
  year: 2005
  ident: e_1_2_10_21_1
– ident: e_1_2_10_70_1
  doi: 10.1145/3025453.3025995
– ident: e_1_2_10_18_1
  doi: 10.1145/3171221.3171277
– ident: e_1_2_10_24_1
  doi: 10.1109/ROMAN.2012.6343858
– ident: e_1_2_10_44_1
  doi: 10.1002/hbm.21084
– ident: e_1_2_10_2_1
  doi: 10.1007/978-3-319-25554-5_1
– ident: e_1_2_10_27_1
  doi: 10.1515/LING.2009.016
SSID ssj0007968
Score 2.4663184
Snippet This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a...
SourceID proquest
eric
crossref
wiley
SourceType Aggregation Database
Index Database
Enrichment Source
Publisher
StartPage 396
SubjectTerms Anthropomorphism
Beliefs
Boys
Children
Children & youth
child‐robot interaction
Cognition
Cognitive ability
Correlation
Correlation analysis
educational robots
Educational Technology
Expectations
Gender Differences
Girls
Humanoid
Language acquisition
Language attitudes
Learning
Mechanical properties
Perception
Property
Psychology
Questionnaires
robot tutoring
Robotics
Robots
Second Language Instruction
Second language learning
Second language vocabulary learning
Student Attitudes
Teaching Methods
Tests
Tutoring
Vocabulary
Vocabulary Development
Young Children
Title A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second‐language word learning
URI https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fjcal.12497
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1287836
https://www.proquest.com/docview/2499835963
Volume 37
WOSCitedRecordID wos000573342600001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
journalDatabaseRights – providerCode: PRVWIB
  databaseName: Wiley Online Library - Journals
  customDbUrl:
  eissn: 1365-2729
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0007968
  issn: 0266-4909
  databaseCode: DRFUL
  dateStart: 19970101
  isFulltext: true
  titleUrlDefault: https://onlinelibrary.wiley.com
  providerName: Wiley-Blackwell
link http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1bS-UwEB68PeyLul7weCOgsKzQpU3T9gQEEfWwiIgsK_hWkjTZFfRUTo-KPvkT_I37S3YmJ6coiCC-lTIJaSZzS2fmA9jWPFdWuiySlUkjkbk0UlzneJYl_bQh6LQR2ERxetq9uJBnE7A7roUZ9YdoL9xIMry-JgFXunkp5PgNPwg6uZiE6SRJuwTcwMVZq4cL6QvhMMjIIyFjGZqT-jyeduwrc_Q645lczZcOq7c4vbnPrXUeZoOnyfZHR-MrTNj-AoE0h4SORXjcZ8P6gdUDppijdsfVHjsItd3fGqYChMJ1jay4NEzjGqzD95TKzAa1rodEVLG_9T1DN7KxzBfGWJyVNRRnV_-ensf3oeweo1wWMCr-LMF57-j3wc8oQDFEJsWQIzKxNrHCaLmL_kNRaakqHhvDs9Qq9HitELFF3SeSqnCuyIQ2yGgc4RLn4lTbdBmm-nXfrgDLEo1Ooc4SouNCKcETl-vYKc7jIncd-D7mSGlCn3KCy7gq23iFjLzfzQ5stbQ3o-4cb1ItE2NbiqNjNMpUvdKB9TGryyC6TYkjJLqlqJg6sOOZ-s7U5THukX9a_QjxGnzhlBvjM4DWYWo4uLUbMGPuhpfNYNMf402YPvzVOz_5Dwit9uM
linkProvider Wiley-Blackwell
linkToHtml http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3dSxwxEB-qFdoXv9qj1_oRUJAKK7vZ7K55EhHFz8MHBd-WJJuo0N6W22tFn_wT-jf6lziTyy0KIohvyzIJ2cxMZiY7Mz-AVc1zZaXLIlmZNBKZSyPFdY6yLOmnDUGnjcAmil5v8-JCnobcHKqFGfWHaC_cSDP8eU0KThfST7UcP2KDsJOLCfgo0MyQmHNx2h7EhfSVcBhl5JGQsQzdSX0iTzv2mT16nvJMvuZTj9WbnL2Zdy52FqaDr8m2R8IxBx9sf55gmkNKxxe422bD-pbVA6aYo4bH1RbbCdXdaw1TAUThd43MuDZM4yKsw_eUzMwGta6HRFSxq_qGoSPZWOZLYyzOyhqKtKuH-__jG1F2g3EuCygVl1_hfG_3bGc_CmAMkUkx6IhMrE2sMF7eRA-iqLRUFY-N4VlqFfq8VojY4uknkqpwrsiENshqHOES5-JU27QDk_26b78ByxKNbqHOEqLjQinBE5fr2CnO4yJ3Xfg5ZklpQqdyAsz4VbYRC5l5v5tdWGlp_4z6c7xI1SHOthS7h2iWqX6lCwtjXpdBeZsSR0h0TPFo6sK65-orU5eHuEf-6ftbiJfh0_7ZyXF5fNA7-gGfOWXK-HygBZgcDv7aRZgy_4bXzWDJy_Qj-0r5Lg
linkToPdf http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3dSxwxEB_qKcWXfviBZ681oFAqrOxms7uXpyLqoVYOKRV8W5JsYoV6K7en0j71T-jf2L-kM7ncoiBC8W1ZJiGbyXxlZ-YHsKV5rqx0WSQrk0Yic2mkuM7xLEv6aUPQaVOwiWI47J-fy9OQm0O1MNP-EO2FG0mG19ck4Pa6cvelHD9ih7CTizmYF4Qi04H5_a-Ds5NWFRfS18JhnJFHQsYy9Cf1qTzt6AcW6WHSM3mb931Wb3QGr5-53DfwKnibbHd6PN7CCztaIqDmkNSxDL922aT-yeoxU8xRy-PqM9sL9d0fG6YCjMJVjey4NEzjIqzD95TOzMa1ridEVLHv9R1DV7KxzBfHWJyVNRRrV39__5ndibI7jHRZwKm4WIGzwcG3vcMowDFEJsWwIzKxNrHCiLmPPkRRaakqHhvDs9Qq9HqtELFF_SeSqnCuyIQ2yGwc4RLn4lTbdBU6o3pk14BliUbHUGcJ0XGhlOCJy3XsFOdxkbsufJqxpDShVzlBZvwo25iFDL3fzS5strTX0w4dj1KtEmdbioNjNMxUwdKF3ozXZRDfpsQREl1TVE5d2PZcfWLq8hj3yD-t_w_xBrw83R-UJ0fDL-9gkVOqjE8I6kFnMr6x72HB3E4um_GHcKj_AR0c-kQ
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=A+toy+or+a+friend%3F+Children%27s+anthropomorphic+beliefs+about+robots+and+how+these+relate+to+second%E2%80%90language+word+learning&rft.jtitle=Journal+of+computer+assisted+learning&rft.au=Berghe%2C+Rianne&rft.au=Haas%2C+Mirjam&rft.au=Oudgenoeg%E2%80%90Paz%2C+Ora&rft.au=Krahmer%2C+Emiel&rft.date=2021-04-01&rft.pub=John+Wiley+%26+Sons%2C+Inc&rft.issn=0266-4909&rft.eissn=1365-2729&rft.volume=37&rft.issue=2&rft.spage=396&rft.epage=410&rft_id=info:doi/10.1111%2Fjcal.12497&rft.externalDBID=10.1111%252Fjcal.12497&rft.externalDocID=JCAL12497
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0266-4909&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0266-4909&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0266-4909&client=summon