Study shows robots learn better by mimicking early learning experiences of infants

The research team used robots programmed to learn from real infant movement patterns. By testing the robots in simulated environments, including engaging them in football games, also known as RoboCup, the researchers assessed the impact of two things. First, the variabilityof walking paths- in which robots learned different walking pathsto see how it affected their ability to move overall. Secondly, the subjective consequencesfor errors on learning outcomes- in which robots were either penalised or not penalised for any mistakes they made in their learning.

The study found that robots trained on highly variable, real infant walking paths (recorded in the lab for 20 sessions with infants running around the room) led to more wins in robot football games, than robots on traditional paths (e.g., straight lineslike how physical therapists train babies on a treadmillwhen they have delays in walking). Similarly, robots trained with a minimalpenaltyfor fallingwon more football matches than robots trained with a high penalty for falling.

Dr Ori Ossmy, Reader in Developmental Cognitive Neuroscience at Birkbeck commented:

"A 'penalty for error'means facing a consequence or losing something whenever a mistake is made, which can also refer to how much babies care about falling when they are first learning to walk. When babies are learning to walk and show little care about falling, it helps them learn and develop crucialskills. Likewise, if a person is learninga new languageand doesn'tmindgetting things wrong, theywill likely learnbetter. The sameis true for sports or any learningin life.

These findings underscore the importance of diversity and low consequences for errors in fostering adaptive behaviour. They suggest that infants' spontaneous, varied activitiescombined with their low penaltyfor error,playsa critical role in laying the groundwork for essential skills like walking, talking, and social interactions."

Beyond the implications for infant development, the study highlights the potential of robotics in elucidating complex learning processes. Dr Ossmy envisions a reciprocal relationship between robotics and developmental psychology, where insights from one field inform the other.

"Robots offer a unique perspective on development, mirroring the challenges faced by infants in coping with a body embedded in an ever-changing environment," Dr Ossmy added. "Similarly, observations of infant behaviourmay inspire advancements in artificial intelligence, particularly in achieving functional, adaptive performance."