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1. Najar, Anis. Shaping robot behaviour with unlabeled human instructions : Façonnage de comportement robotique basé sur des signaux instructifs non labellisées.

Degree: Docteur es, Robotique, 2017, Université Pierre et Marie Curie – Paris VI

La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissage. Cette approche offre plus de liberté à l'humain dans le choix des signaux qu'il peut utiliser, et permet de réduire les efforts d'ingénierie en supprimant la nécessité d'encoder la signification de chaque signal instructif.Nous implémentons notre système sous la forme d'une architecture modulaire, appelée TICS, qui permet de combiner différentes sources d'information: une fonction de récompense, du feedback évaluatif et des instructions non labellisées. Cela offre une plus grande souplesse dans l'apprentissage, en permettant à l'utilisateur de choisir entre différents modes d'apprentissage. Nous proposons plusieurs méthodes pour interpréter les instructions, et une nouvelle méthode pour combiner les feedbacks évaluatifs avec une fonction de récompense prédéfinie.Nous évaluons notre système à travers une série d'expériences, réalisées à la fois en simulation et avec de vrais robots. Les résultats expérimentaux démontrent l'efficacité de notre système pour accélérer le processus d'apprentissage et pour réduire le nombre d'interactions avec l'utilisateur.

Most of current interactive learning systems rely on predefined protocols that constrain the interaction with the user. Relaxing the constraints of interaction protocols can therefore improve the usability of these systems.This thesis tackles the question of interpreting human instructions, in order to relax the constraints about predetermining their meanings. We propose a framework that enables a human teacher to shape a robot behaviour, by interactively providing it with unlabeled instructions. Our approach consists in grounding the meaning of instruction signals in the task learning process, and using them simultaneously for guiding the latter. This approach has a two-fold advantage. First, it provides more freedom to the teacher in choosing his preferred signals. Second, it reduces the required engineering efforts, by removing the necessity to encode the meaning of each instruction signal. We implement our framework as a modular architecture, named TICS, that offers the possibility to combine different information sources: a predefined reward function, evaluative feedback and unlabeled instructions. This allows for more flexibility in the teaching process, by enabling the teacher to switch between different learning modes. Particularly, we propose several methods for interpreting instructions, and a new method for combining evaluative feedback with a predefined reward…

Advisors/Committee Members: Chetouani, Mohamed (thesis director), Sigaud, Olivier (thesis director).

Subjects/Keywords: Apprentissage interactif; Interaction homme-robot; Façonnage; Feedbacks évaluatifs; Instructions non labellisées; Apprentissage par renforcement; Interactive learning systems; Evaluative feedback; Reinforcement learning; 629.8

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Najar, A. (2017). Shaping robot behaviour with unlabeled human instructions : Façonnage de comportement robotique basé sur des signaux instructifs non labellisées. (Doctoral Dissertation). Université Pierre et Marie Curie – Paris VI. Retrieved from http://www.theses.fr/2017PA066152

Chicago Manual of Style (16th Edition):

Najar, Anis. “Shaping robot behaviour with unlabeled human instructions : Façonnage de comportement robotique basé sur des signaux instructifs non labellisées.” 2017. Doctoral Dissertation, Université Pierre et Marie Curie – Paris VI. Accessed January 24, 2020. http://www.theses.fr/2017PA066152.

MLA Handbook (7th Edition):

Najar, Anis. “Shaping robot behaviour with unlabeled human instructions : Façonnage de comportement robotique basé sur des signaux instructifs non labellisées.” 2017. Web. 24 Jan 2020.

Vancouver:

Najar A. Shaping robot behaviour with unlabeled human instructions : Façonnage de comportement robotique basé sur des signaux instructifs non labellisées. [Internet] [Doctoral dissertation]. Université Pierre et Marie Curie – Paris VI; 2017. [cited 2020 Jan 24]. Available from: http://www.theses.fr/2017PA066152.

Council of Science Editors:

Najar A. Shaping robot behaviour with unlabeled human instructions : Façonnage de comportement robotique basé sur des signaux instructifs non labellisées. [Doctoral Dissertation]. Université Pierre et Marie Curie – Paris VI; 2017. Available from: http://www.theses.fr/2017PA066152


University of Guelph

2. Houde, Sebastien. The Application of the Mindfulness Framework to the Study of Intercultural Competence .

Degree: 2014, University of Guelph

Although a growing body of evidence has looked at the beneficial impact of mindfulness practice in a number of domains (e.g., improvement of mental health and psychological well-being, physical health, behavioral regulation, relationship and social interaction quality; see Baer, 2003; Brown et al., 2007), very little empirical research has been conducted or focused on the role that mindfulness could play in better understanding intercultural relations and related issues (e.g., intercultural competence development and training, intercultural adaptation and effectiveness). As such, the purpose of this dissertation was to investigate the relationship between mindfulness and intercultural competence, and more specifically investigate the extent to which there exists a direct or indirect relationship between these constructs. Although empirical evidence suggests that numerous mechanisms could be at play (see Shapiro et al., 2006), there are no theories or models specifically looking at the construct of mindfulness and the means by which it could potentially impact the development of intercultural competence. By drawing on the seminal work of Shapiro et al. (2006), two studies were conducted to test an integrative framework to highlight the presence of such a relationship and investigate the mediating role played by these different mechanisms, including (a) decentering, (b) exposure, (c) flexibility/rigidity, (d) self-regulation/self-management, and (e) value clarification. After steps were taken to ensure that the measurement properties of the different indices or psychometric instruments were meeting an acceptable standard across both studies, results generally indicated that mindfulness was indeed related to a number of intercultural competence indices, and that this relationship tended to be partially mediated by a number of mediating variables or mechanisms of action (i.e., exposure, flexibility/ rigidity, self-regulation/self-management, and value-clarification). Overall, these results tend to suggest that applying the mindfulness framework to the study of intercultural competence is likely to generate a number of interesting insights and greatly benefit both research and practice. Advisors/Committee Members: Desmarais, Serge (advisor).

Subjects/Keywords: mindfulness; culture; cultural competence; intercultural competence; intercultural skills; mindful; mindfulness practice; mindless; cultural intelligence; mechanism of action; mechanism; intercultural training; cross-cultural training; cultural sensitivity; learning culture; mindful leadership; expatriation; intercultural adaptation; cultural adaptation; international assignment; cross-cultural expertise; workforce diversity; international management; global business management; cross-cultural interaction; cultural empathy; universality; diversity; universal attitude; intercultural effectiveness; cross-cultural effectiveness; foreign assignment; personel selection; training; training and development; cultural sense-making; multicultural attitude; multicultural values; pluralistic values; pluralistic attitudes; intercultural adjustment; cross-cultural adjustment; awareness; cultural awareness; mindful awareness; FFMQ; five-factor mindfulness questionnaire; theoretical framework; mediation; structural equation modeling; relative weight analysis; relative importance analysis; present-focused; orientation to experience; exposure; psychological flexibility; cognitive flexibility; decentering; reperceiving; phenomenological attitude; shift in perspective; mechanisms of mindfulness; emotional flexibility; behavioral flexibility; rigidity; cultural flexibility; self-regulation; self-management; behavioral regulation; emotional regulation; self-compassion; authenticity; ethnocultural empathy; perspective-taking; stereotyping; stereotype; acceptance; value clarification; benefits of mindfulness; multicultural competence; multicultural skills; multicultural abilities; dispositional mindfulness; non-judgment; non-reactivity; reactivity; global worldview; cross-cultural adaptation; ethnocentric; cultural tolerance; ethnorelative; openness to experience; openness; universality-diversity orientation; relativistic appreciation; acceptance of cultural differences; cultural differences; cultural frame switching; non-judgmental; non-evaluative; cultural metacognition; metacognitive skill; cultural skills; cultural knowledge; acting with awareness; AAQ; frustration intolerance; discomfort intolerance; experiential avoidance; comfort with differences; emotion regulation; common humanity; unbiased; unbiased processing; positive psychology; five facet mindfulness questionnaire; experience questionnaire; frustration discomfort scale; universality-diversity scale; acceptance and action questionnaire; international compence; mindful organization; organizing framework; adaptive performance; cross-cultural performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Houde, S. (2014). The Application of the Mindfulness Framework to the Study of Intercultural Competence . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Thesis, University of Guelph. Accessed January 24, 2020. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Web. 24 Jan 2020.

Vancouver:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Internet] [Thesis]. University of Guelph; 2014. [cited 2020 Jan 24]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Thesis]. University of Guelph; 2014. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.