Lupine Publishers| Humanoid Robot and Human Interaction: Emointelligence Equation I = T × Eα ×ε

 Lupine Publishers| Humanoid Robot and Human Interaction: Emointelligence Equation I = T × Eα ×ε

 

Lupine Publishers| Journal of Neurology

 

Abstract

Emointelligence of Animals, Humans and Humanoid Robots do have many common rules and algorithms, but the question is, whether the potentially existing Emointelligence of Humanoid Robots has an implication on the interaction between them and Humans as well as Animals or not. This manuscript is intended to study, discuss and interpret the Emointelligence equation for Animals, Humans and Humanoid Robots I = T × E^α ×ε (I: Intelligence or Innovation, T: Time, E: Emotion, α: Exponent and ε: Factor). By applying the Emointelligence equation on Humanoid Robot (HR) I_HR = T_HR × E_HR^α× ε and by looking for their possible interaction with Humans and Animals, we attempt to introduce an innovative concept, called emotion mirroring on Humanoid Robots”: Door 1, which is related to emotion modulation: E varies with Door 1 position in Human. In contrast, Humanoid robots could have a near zero Emotion or just mirrored emotions (residual Human emotions from control programs algorithms). Door 2, which is related to logic and innovation: I vary Door 2 position by Humans. Interestingly, Humanoid robots may have a mirror images of I and E, due to their control programs, which are implemented by humans.

Keywords:Logic; Intelligence; Humanoid robot; Emotional bank system; Emotion

 

Abstract

The next industrial revolution is on the go, taking the form of new concepts such as industry 4.0, smart cities, cell phones, autonomous vehicles, etc. As a consequence, the humanity will face an unprecedented wave of automation and thus we will have to endure a very fast growing exposure to electromagnetic pollution that probably will modulate positively or negatively the emotions of Humans and Animals. Likewise, the Human-machine interactions could also be influenced by the electro-smog. In this regard, we have to consider whether these interactions could intervene on the emotional level and ask: Could we conceive the Humanoid Robot‘s ability to feel or its ability to understand how we feel? Could it be possible, that a new generation of robots with emotional capabilities will emerge in the near future? Preliminary results of related studies show a great improvement in the interaction between Humans and these machines but the hypothesis of the involvement of emotions in this these interactions, is poorly analyzed and understood. Thus, we have to begin to discuss in depth, the empathy and the personality of Humanoid robots [1,2]. Just imagine a companion machine that autonomously become aware of your bad mood and automatically plays your favorite song or serves your preferred drink, in order to elevate your spirit. Understanding emotion algorithms and the link between emotion and intelligence is the first step towards developing real “empathetic machines”. This kind of machines has been successfully implemented using Deep Learning architectures, specifically Convolutional Neural Networks. In addition, we have to address in this context the issue related to the classification of emotions in several categories, such as sadness, joy, anger, fear, surprise and neutrality [3].

Recently, many Animal and Humanoid robots were developed such as Sand Flea robot, which is a small robot with four wheels and mighty jumping legs. It moves like an RC car on flat terrain but is able to jump 10 m high to get over obstacles. That is high enough to overcome a compound wall, to land onto the roof of a house, to reach the upper story window, which opens the door wide for autonomous robots to be used in new kind of applications related to law enforcement, rescue and fire department operations etc. Based on the Emointelligence equation published by Abdelmelek et al. [2], we can propose the Emointelligence equation of Sand Flea I^SF = t x E_SF^α x ε In the first case, we may assume that Sand Flea Robot has near zero emotion level giving an ISF about zero. Now, if we try to discuss the existence of an Emotional interaction between Humans and Sand Flea, we have to consider the suggested postulate of a conscious interaction between Human and Sand Flea coming from the implemented control algorithm in the robot. Thus, Sand Flea equation becomes as follow: I^SF = t x E_CSF^α x ε (CSF:) influence of Human consciousness through mirroring of human emotions on Sand Flea). We can also apply the equation to different kind of robots such as Wildcat robot, which is the fastest free moving quadruped robot worldwide, running at a speed of 32 km/h. Wildcat is powered by a methanol-burning engine that drives a hydraulic actuation system. The robot uses a variety of gaits, including trotting, bounding, and galloping to maintain its balance while running and maneuvering over relatively flat terrain. The on-board computer uses dynamic control algorithms and a variety of sensors (ground contact, proprioception, visual odometry, etc) to control and stabilize its fast running motion. In addition, it uses a set of laser range finders to accurately measure the robot’s height and attitude above the ground. Likewise, we may apply the Emointelligence equation, published by Abdelmelek et al. [2] to Wild Cat: I_WC = t × E_WCF^α ε (WC: influence of Human consciousness through mirroring human emotions on WildCat).

The same calculation of E and I could be applied to other robots like BigDog robot, which has four legs, that are articulated like a living animal. It’s equipped with appropriate features to absorb shocks and recycle kinetic energy from one step to the next one. BigDog’s on-board computer controls locomotion, processes sensors, and handles communications with the operator. The control system keeps it balanced, adapts locomotion on a wide variety of terrain and insures the navigation. Sensors for locomotion include joint position, joint force, ground contact, ground load, a gyroscope, and a stereo vision system. Other sensors focus on the internal parameters of Big Dog, monitoring the hydraulic pressure, oil temperature, engine functions, battery charge, and others. Big Dog runs at a speed of 10km/h, climbs slopes up to 35 degrees, walks across rubble, follows muddy hiking trails, walks in snow and water, and carries up to 150kg loads. Regarding the eventuality of emotional interactions between Human and Big Dog, we must interpret the equation IBD = t × E_BD^α× ε (BD: influence of Human consciousness through mirroring human emotions on BigDog. In Finland, a new primary school teacher named Elias is on duty. He has an endless patience for repetition, and he makes sure, that a pupil never feel uncomfortable when asking the same question agains and again and can even teach while performing a “Gangnam Style” dance to entertain his pupils and to get everyone’s attention in the classroom. At this point, we should mention, that Elias is nothing else but a robot. This Artificial Intelligent language machine, which is shaped like a Humanoid robot, is acting currently at primary schools in the southern city of Tampere (Finland). This robot is a capable teacher like no other, since he has the full command of 23 different languages and can evaluate pupils needs and to help inspiring their learning process. It recognizes in addition pupil’s proficiency levels, adjusts its questions accordingly and gives feedbacks to other teachers about their possible learning problems.

Based on the Emointelligence equation published by Abdelmelek et al. [2], we can discuss the emotion levels of Elias, compared to those of the children or other teachers as well as the emotional interaction between children and Elias [4,5-8]. Thus, the Emointelligence equation of Elias is I_EL = t x E_EL^α× ε(EL: influence of Human consciousness through mirroring human emotions on Elias). The present manuscript exposes a major theory related to a comprehensive definition of Animal, Human, and Humanoid Robot emotions and their mutual interactions [8-13]. Taking into account that water-containing cells of living beings probably plays a key role in the capture of emotions, inert materials, which by contrast contain no water, so have probably have a near zero emotion level. The current theory suggests the existence of a link between emotions and consciousness, which could affect machines and robots through the emotional interaction between them and Human beings. Our innovative concept introduces the Emointelligence equation ( I = T x t^α × ε ), which establishes the link between emotions and creativity [13-17].

 

Conclusion

We conclude that Emointelligence equation I = T x E^α × ε , could be used to better understand Human-Machine interactions on the emotional level, using different combinations: Human-Humanoid Robot, Human-Animal Robot, and Humanoid Robot-Humanoid Robot.

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Lupine Publishers| Psychomotor Activities for the Integral Development of Children Who Receive the “Educate Your Child” Program in Non-Institutional Ways

 Lupine Publishers| Psychomotor Activities for the Integral Development of Children Who Receive the “Educate Your Child” Program in Non-Institutional Ways

 Lupine Publishers| Online Journal of Neurology and Brain Disorders

Abstract

This article reports a study developed with a population of 20 graduated teachers of Preschool Education, who attend the non-institutional ways, through structured observation, it was found that the cognitive, affective and emotional dimension is given greater treatment. of this program, the motor being the least treated, so that activities and games are designed taking into account the bio-psychosocial characteristics of children from four to six years old, the diagnosis made to the teachers about the execution of this program, as well as the potential that psychomotor skills provide to be used for the purpose that is proposed.

Keywords:Preschool age; “Educate your child” program; Psychomotricity; Cognitive; Affective; Social and motor dimensions

 

Introduction

Children of pre-school age in Cuba, who do not attend day care centers, are cared for in the program “Educate your child”, which is a non-institutionalized educational modality, which deals with four dimensions, the cognitive, the affective, social and motor in each of which activities are carried out to stimulate the integral development of children, this program is executed by a multidisciplinary group, in conjunction with the family in the main role and participation of the community. In the case of the motor dimension, it is designed according to the principles that govern preschool physical education, and the theoretical foundations of psychomotricity [1-3]. Psychomotricity can be understood globally, since it perceives the interactions between the motor and the psychism; as between the individual and the outside world and allows the person to know in a concrete way his being and his immediate environment to act in an adapted way [4]. On the other hand, the psychomotricity is basic in the development of the boy and the girl since it is a global education, that associates the intellectual, affective, social, motor and psychomotor potentials of the boy and the girl, gives him a great security, a balance and allows its development by correctly organizing its relations with the different media, in which they are called to evolve [5]. Therefore, in the motor dimension of the “Educate your child” program, activities and games should be included that allow, in addition to developing basic motor skills, others that comprehensively address the intellectual, affective and social potentials, in accordance with the principles of cultural historical approach of the Cuban school [6,7].

Materials and Methods

In order to carry out this work, we studied the population of 20 graduated teachers of Preschool Education, who attend the non-institutional routes in the popular council Vista Hermosa de Camagüey, which represent 100%, through structured observation, at 13 programmed activities, it was possible to confirm that the cognitive dimension is given greater treatment, followed by the affective and social dimension, with the motor being the one that reaches the last place in all cases [8].

 

Results and Discussion

Based on the criterion that psychomotricity has a global character and develops intellectual, affective, social, motor and psychomotor potentials of boys and girls, activities and games for the development of visual, auditory perception were included in the motor dimension of this program. and tactile, for the formation of spatiality; as well as time-rhythm; For corporal expression, free dances, soft dances, dramatized corporal mimicry and for verbal expression were used, as well as activities such as telling stories, inventing stories, continuing incomplete sentences, songs, poems and dramatizations. Specifically, for motor skills, activities such as manipulating objects with one hand, foot, looking with one eye, writing in the air, imitating peer movements, moving with different traces, symmetrical positions were carried out for the body outline and laterality. and asymmetric, awareness of the parts of the body, keep objects in balance, stay on one foot, climb surfaces with little support base, adopt different body postures, as well as activities that have to vary the center of gravity. As the game has great educational and recreational importance, and at the same time produces pleasure, [9] motor games were included with or without implements specifically for the development of basic motor skills according to age, cognitive games such as: riddles, imitations, songs , Word games; with materials: puzzles, chess, checkers, crossword puzzles and social games in which role plays were developed: dad, mom, police, teacher, driver, school cleaning, discipline, personal and house hygiene.

Ecological games were also included, with tours formed by different materials of nature such as tree trunks, leaves of different types, sizes, textures and colors, models of animals and fruits, which had to identify them and mention their characteristics through sensory systems of vision and touch. Considering that the preschool age is the foundation for the healthy and harmonious growth of the boy and girl [10], activities and games for the education of breathing were included; such as blowing a partner, blowing paper balls, ping pong balls, inflating imaginary balloons and real balloons; as well as for the formation of the correct posture [11]; like walking imitated different animals, carrying books on the head, among others.

 

Conclusion

The treatment of psychomotricity in its current conceptualization is of paramount importance in the context of preschool physical education since it induces a global education based on the exploration of its body and the relationship with the environment that surrounds it. all motor, intellectual, affective, and social potentialities in terms of preparing children for future life. The observation made it possible to confirm that the cognitive dimension is the one that reaches the highest values, followed by the affective and the social, being the motor that obtains the last place in the three moments of the observed activities. The design of the psychomotor activities for the joint development of the dimensions of the “Educate your child” program in the non-institutional routes for boys and girls from four to six years old, was made taking into account the biopsychosocial characteristics of children from four to six years old, the diagnosis made to the teachers about the execution of this program, as well as the potential that psychomotor skills provide to be used for the purpose that is proposed, on the other hand in its context contains the elements methodologies that respond to the algorithm of the Cuban school so it has a systemic approach.

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