Although the evidence is still limited, a growing body of research suggests music may have beneficial effects for diseases such as Parkinson’s.
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Edited by James L. McClelland, Stanford University, Stanford, CA, and approved September 27, 2007 (received for review August 17, 2007)
Article Figures & SI
Figures
- Fig. 1.
Analyses of the quality of interaction. (A) Coders operated a dial in real time to indicate their perception of the quality of the interaction between children and QRIO observed in the video. (B) Blue dots plot the average quality of interaction score on a random sample of 15 days. The red line represents a piece-wise-linked linear regression fit. The vertical dashed lines show the separations between phases. (C) Inter-observer reliability between four coders as a function of a low-pass-filter smoothing constant. (D and E) Main effects on the quality of interaction score as a function of time within a session (D) and across sessions (E).
- Fig. 2.
Analyses of the haptic behavior in children. (A) Evolution of the average frequency of touch on the robot's hands/arms (red) and face/head/trunk/legs (blue). (B) Correlation between the robot–child and the child–child touch distributions. Note that touch and giggling contingency was introduced at (1), and the first part of the repetitive dance experiment ended at (2). The vertical dashed lines show the separations between phases.
- Fig. 3.
Evolution of the frequency counts of different behavioral categories throughout 45 daily sessions. Rough-housing was never observed toward the robot.
- Fig. 4.
Predicting the quality of interaction. The red line indicates an automatic assessment of the quality of interaction between children and QRIO based on haptic sensing. Blue lines indicate human assessment (by four independent coders) of the quality of interaction by using the continuous audience response method. (A) A session begins with QRIO waking up, attracting the children's interest. (B) During the music time in the classroom, children play with the robot. (C) Children are getting tired of the music time and losing interest in the robot. (D) Children put a blanket on the robot after it has laid down on the floor preparing for the end of a session.
- Fig. 5.
Layout of Room 1 at ECEC, where QRIO was immersed. There were three playing spaces, and QRIO was placed one of these spaces. Children were free to move back and forth between spaces, thus providing information about their preferences.
Data supplements
Tanaka et al. 10.1073/pnas.0707769104.
Supporting Information
Files in this Data Supplement:
SI Movie 1
SI Movie 2
SI Movie 3
SI Movie 4
SI Movie 5
SI Movie 1Movie 1. Touch--giggling contingency. QRIO giggles when the children touch its head. This simple contingency helped start the bonding process between the children and QRIO.
SI Movie 2Movie 2. Hug QRIO. A toddler spontaneously hugs QRIO.
SI Movie 3Movie 3. Displacement hug toward Robby? A toddler looks at QRIO while hugging Robby.
SI Movie 4Movie 4. QRIO "night-night." Children cover QRIO with a blanket and say night-night as its batteries run out.
SI Movie 5Movie 5. Helping QRIO stand up. A toddler helps QRIO stand up despite repeated advice from an adult not to do so.
Socialization between toddlers and robots at an early childhood education center
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