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Robot skills and cognitive performance of preschool children

dc.contributor.authorPoletz, Linda
dc.contributor.authorEncarnação, Pedro
dc.contributor.authorAdams, Kim
dc.contributor.authorCook, Al
dc.date.accessioned2022-01-15T11:39:31Z
dc.date.available2022-01-15T11:39:31Z
dc.date.issued2010
dc.description.abstractSeveral 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/acceptedVersionpt_PT
dc.identifier.doi10.7939/R3VT1GR2W
dc.identifier.eid78650606750
dc.identifier.issn1055-4181
dc.identifier.urihttp://hdl.handle.net/10400.14/36476
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.subjectAssistive roboticspt_PT
dc.subjectPlaypt_PT
dc.subjectCognitive development assessmentpt_PT
dc.titleRobot skills and cognitive performance of preschool childrenpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage126pt_PT
oaire.citation.issue3pt_PT
oaire.citation.startPage117pt_PT
oaire.citation.titleTechnology and Disabilitypt_PT
oaire.citation.volume22pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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