Gestalt Processing in Human-Robot Interaction: A Novel Account for Autism Research

Abstract

The paper presents a novel analysis focused on showing that education is possible through robotic enhancement of the Gestalt processing in children with autism, which is not comparable to alternative educational methods such as demonstration and instruction provided solely by human tutors. The paper underlines the conceptualization of cognitive processing of holistic representations traditionally named in psychology as Gestalt structures, emerging in the process of human-robot interaction in educational settings. Two cognitive processes are proposed in the present study - bounding and unfolding - and their role in Gestalt emergence is outlined. The proposed theoretical approach explains novel findings of autistic perception and gives guidelines for design of robot-assistants to the rehabilitation process.