Bio

Paul's research focuses on studying how we can develop social robots for educational purposes. For instance to support second language learning (see the L2TOR project), but also concerning other domains of learning. A central theme in his research is how to design effective and meaningful interactions between robots and children based on insights from embodied cognition and usage-based theories concerning cultural, social and cognitive mechanisms that underlie the development of language and communication.

Paul has taken a multidisciplinary approach in his research: ranging from artificial intelligence and psycholinguistics to ethnographic research and developmental psychology; using a variety of methods: agent-based computer modelling, robotics, word learning experiments, naturalistic observations and cross-cultural comparisons.

Courses

Recent publications

  1. A systematic and interdisciplinary review of mathematical models of l…

    Boissonneault, M., & Vogt, P. (2021). A systematic and interdisciplinary review of mathematical models of language competition. Humanities and Social Sciences Communications, 8(1).
  2. Attitudes towards Social Robots in Education - Enthusiast, Practical,…

    Smakman, M. H. J., Konijn, E. A., Vogt, P., & Pankowska, P. (2021). Attitudes towards Social Robots in Education: Enthusiast, Practical, Troubled, Sceptic, and Mindfully Positive. Robotics, 10(1).
  3. Speech acts addressed to Hadza infants in Tanzania - Cross-cultural c…

    Abels, M., Kilale, A., & Vogt, P. (2020). Speech acts addressed to Hadza infants in Tanzania: Cross-cultural comparison, speaker age, and camp livelihood. First Language, [0142723720972000].
  4. Adults Use Cross-Situational Statistics for Word Learning in a Conser…

    Aussems, S., & Vogt, P. (2020). Adults Use Cross-Situational Statistics for Word Learning in a Conservative Way. IEEE Transactions on Cognitive and Developmental Systems, 12(2), 232-242.
  5. The effects of feedback on children's engagement and learning outcome…

    de Haas, M., Vogt, P., & Krahmer, E. (2020). The effects of feedback on children's engagement and learning outcomes in robot-assisted second language learning. Frontiers in Robotics and AI.

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