Training relational responding in humans has been shown to improve language and cognitive functioning, including perspective taking ToM skills. Developing a robot assistant to support the development of ToM skills in children will address a real-world therapeutic challenge present in clinical and educational settings. The higher level of procedural precision will allow greater customisation of the teaching process leading to more efficient and effective learning pathways. It will also provide a detailed examination of RFT and generalised relational learning in general which in turn can be used to improve the efficiency of adult-child teaching processes across a range of other cognitive abilities.
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