TEDWomen 2010
Cynthia Breazeal: The rise of personal robots
辛西娅·布雷齐尔：个人机器人的兴起
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作为一名研究生，辛西娅·布雷齐尔疑惑为什么我们在火星上却不是在房间里使用机器人。她意识到，问题的关键是：要训练机器人与人类互动。现在，她梦想并且设计出可以教受，学习和游戏的机器人。观看一段与小孩子互动游戏的很棒的演示视频。
Cynthia Breazeal - Roboticist
At MIT, Cynthia Breazeal and her team are building robots with social intelligence that communicate and learn the same way people do. Full bio
At MIT, Cynthia Breazeal and her team are building robots with social intelligence that communicate and learn the same way people do. Full bio
Double-click the English transcript below to play the video.
00:15
Ever since I was a little girl
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我还是个小女孩
00:18
seeing "Star Wars" for the first time,
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第一次看“星球大战”时，
00:20
I've been fascinated by this idea
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我就着迷于
00:22
of personal robots.
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个人机器人的想法。
00:24
And as a little girl,
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作为一个小女孩，
00:26
I loved the idea of a robot that interacted with us
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我喜欢与我们互动的机器人更像是
00:28
much more like a helpful, trusted sidekick --
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一个有助的，值得信赖的伙伴的想法 --
00:31
something that would delight us, enrich our lives
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可以令我们欢乐，充实我们的生活，
00:33
and help us save a galaxy or two.
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并帮助我们拯救一两个银河系。
00:37
I knew robots like that didn't really exist,
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因此我知道那样的机器人实际上并不存在，
00:40
but I knew I wanted to build them.
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但是我知道我想要制作出它们。
00:42
So 20 years pass --
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二十年过去了--
00:44
I am now a graduate student at MIT
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现在我是在MIT的一个研究生
00:46
studying artificial intelligence,
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学习人工智能，
00:48
the year is 1997,
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在1997年，
00:50
and NASA has just landed the first robot on Mars.
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美国国家航空和航天管理局发射了登上火星的第一个机器人。
00:53
But robots are still not in our home, ironically.
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讽刺的是，机器人却始终不在我们的家里。
00:56
And I remember thinking about
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我记得我考虑了
00:58
all the reasons why that was the case.
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所有的原因。
01:00
But one really struck me.
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但是有一个原因令我作罢。
01:02
Robotics had really been about interacting with things,
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机器人技术的确是与事物互动，
01:05
not with people --
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而并非人类--
01:07
certainly not in a social way that would be natural for us
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的确不是以一种自然的社交方式
01:09
and would really help people accept robots
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来使人们接受机器人
01:11
into our daily lives.
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进入我们的日常生活中。
01:13
For me, that was the white space; that's what robots could not do yet.
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对我来说，这是片空白，这是机器人还无法做到的。
01:16
And so that year, I started to build this robot, Kismet,
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所以那一年，我开始制造这个机器人，Kismet,
01:19
the world's first social robot.
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世界上第一个社交机器人。
01:22
Three years later --
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三年之后--
01:24
a lot of programming,
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许多的程序，
01:26
working with other graduate students in the lab --
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和其他的研究生一起在实验室工作--
01:28
Kismet was ready to start interacting with people.
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Kismet已经做好了和人类互动的准备。
01:30
(Video) Scientist: I want to show you something.
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（视频）科学家：我想向你们展示些东西。
01:32
Kismet: (Nonsense)
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Kismet：（无意义的声音）。
01:34
Scientist: This is a watch that my girlfriend gave me.
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科学家：这是我女朋友送给我的手表。
01:37
Kismet: (Nonsense)
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Kismet：（无意义的声音）。
01:39
Scientist: Yeah, look, it's got a little blue light in it too.
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科学家：看，它里面有一个小蓝灯。
01:41
I almost lost it this week.
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这周我差点丢了它。
01:44
Cynthia Breazeal: So Kismet interacted with people
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辛西娅 布雷齐尔: Kismet 与人类互动
01:47
like kind of a non-verbal child or pre-verbal child,
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正如一个不能说话或者是发声前的孩子，
01:50
which I assume was fitting because it was really the first of its kind.
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我认为这很合适因为它是第一个这类的机器人。
01:53
It didn't speak language, but it didn't matter.
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他不会说任何语言，但是无所谓。
01:55
This little robot was somehow able
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这个小机器人却可以
01:57
to tap into something deeply social within us --
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深深触动我们内心的交际性。
02:00
and with that, the promise of an entirely new way
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于是，这预示了一种我们能与机器人
02:02
we could interact with robots.
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交流的全新的方式。
02:04
So over the past several years
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因此过去的这几年
02:06
I've been continuing to explore this interpersonal dimension of robots,
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我持续地探索机器人的这些与人互动的各个方面，
02:08
now at the media lab
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现在在媒体实验室
02:10
with my own team of incredibly talented students.
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和我的无与伦比的天才学生们组成的团队。
02:12
And one of my favorite robots is Leonardo.
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我最喜欢的一个机器人是里昂纳多.
02:15
We developed Leonardo in collaboration with Stan Winston Studio.
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我们与斯坦·温斯顿工作室一起研发了里昂纳多。
02:18
And so I want to show you a special moment for me of Leo.
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我想向你们展示一个我与里昂纳多的特殊的时刻。
02:21
This is Matt Berlin interacting with Leo,
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这是迈特·柏林正在和里昂纳多互动，
02:23
introducing Leo to a new object.
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向里昂介绍一种新的物体。
02:25
And because it's new, Leo doesn't really know what to make of it.
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因为是新事物，里昂纳多并不知道对此该怎么做。
02:28
But sort of like us, he can actually learn about it
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但是有点像我们，他可以通过观察
02:30
from watching Matt's reaction.
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马特的反映来学习。
02:33
(Video) Matt Berlin: Hello, Leo.
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（视频）马特柏林：你好，里昂。
02:38
Leo, this is Cookie Monster.
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里昂，这是饼干怪兽。
02:44
Can you find Cookie Monster?
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你可以找到饼干怪兽吗？
02:52
Leo, Cookie Monster is very bad.
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里昂，饼干怪兽非常的坏。
02:56
He's very bad, Leo.
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他很坏，里昂。
03:00
Cookie Monster is very, very bad.
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饼干怪兽是非常非常的坏。
03:07
He's a scary monster.
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他是个可怕的怪兽。
03:09
He wants to get your cookies.
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他想得到你的饼干。
03:12
(Laughter)
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（笑声）
03:14
CB: All right, so Leo and Cookie
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辛西娅·布雷齐尔：里昂和饼干
03:17
might have gotten off to a little bit of a rough start,
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开始交往的时候有点困难，
03:19
but they get along great now.
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但是他们现在相处得很好。
03:22
So what I've learned
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所以我所学到的是
03:24
through building these systems
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经过建立这些系统，
03:26
is that robots are actually
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机器是实际上是
03:28
a really intriguing social technology,
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一种真正有趣的社交科技。
03:30
where it's actually their ability
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机器人有能力
03:32
to push our social buttons
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触动我们的交际按钮
03:34
and to interact with us like a partner
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像我们的伙伴一样同我们交流
03:36
that is a core part of their functionality.
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这是他们功能的核心。
03:39
And with that shift in thinking, we can now start to imagine
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有了这种思考上的变化，我们现在可以开始想象
03:41
new questions, new possibilities for robots
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对于机器人我们不曾想到的
03:44
that we might not have thought about otherwise.
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新的问题和心得可能性。
03:47
But what do I mean when I say "push our social buttons?"
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但什么是我所说的“触动我们交际的按钮”呢？
03:49
Well, one of the things that we've learned
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我们所学到的一件事情
03:51
is that, if we design these robots to communicate with us
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就是，如果我们设计这些机器人来和我们交流
03:53
using the same body language,
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用相同的肢体语言，
03:55
the same sort of non-verbal cues that people use --
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用和人类相同的所谓的非语言暗示 --
03:57
like Nexi, our humanoid robot, is doing here --
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像Nexi, 我们的类人机器人在这里所做的 --
04:00
what we find is that people respond to robots
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我们发现，我们对机器人的回应
04:02
a lot like they respond to people.
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十分类似于我们对他人的回应。
04:04
People use these cues to determine things like how persuasive someone is,
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人们用这些线索来决定一个人多有说服力，
04:07
how likable, how engaging,
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多讨人喜爱，多迷人，
04:09
how trustworthy.
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多值得信任。
04:11
It turns out it's the same for robots.
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实际上，机器人也一样。
04:13
It's turning out now
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结果现在
04:15
that robots are actually becoming a really interesting new scientific tool
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机器人实际上变成了一种非常有趣的新的科学工具
04:18
to understand human behavior.
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来理解人类行为。
04:20
To answer questions like, how is it that, from a brief encounter,
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来回答一些类似这样的问题：从一次简短的相见，
04:23
we're able to make an estimate of how trustworthy another person is?
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我们能够判断另一个人有多值得信任么？
04:26
Mimicry's believed to play a role, but how?
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模仿被认为在起作用，但究竟是如何呢？
04:29
Is it the mimicking of particular gestures that matters?
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是不是模仿一个特定的姿势有影响呢？
04:32
It turns out it's really hard
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事实上从观察人类
04:34
to learn this or understand this from watching people
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来学习这些或者理解这些是非常难的
04:36
because when we interact we do all of these cues automatically.
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因为当我们互动时我们不用自主地做出所有的这些暗示。
04:39
We can't carefully control them because they're subconscious for us.
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我们不能小心地控制他们因为他们是我们的潜意识。
04:41
But with the robot, you can.
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但是和机器人互动时你却可以。
04:43
And so in this video here --
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因此在这段视频中--
04:45
this is a video taken from David DeSteno's lab at Northeastern University.
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这是一段在东北大学大卫·德斯迪诺的实验室里录制的视频。
04:48
He's a psychologist we've been collaborating with.
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他是一名和我们合作过的心理学家。
04:50
There's actually a scientist carefully controlling Nexi's cues
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有科学家在仔细控制着Nexi的肢体暗示信号
04:53
to be able to study this question.
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来研究这个问题。
04:56
And the bottom line is -- the reason why this works is
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结论是 - -这样做有效的原因是 --
04:58
because it turns out people just behave like people
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结果是人们行动正如人类
05:00
even when interacting with a robot.
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就算他们和机器人互动。
05:03
So given that key insight,
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因此有了那个关键的洞察之后，
05:05
we can now start to imagine
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我们现在可以开始想象
05:07
new kinds of applications for robots.
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机器人新的应用程序。
05:10
For instance, if robots do respond to our non-verbal cues,
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例如，如果机器人对我们非语言的暗示做出反应，
05:13
maybe they would be a cool, new communication technology.
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他们可能成为一种很酷的，新的交流技术。
05:17
So imagine this:
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因此，想象一下：
05:19
What about a robot accessory for your cellphone?
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给你的手机一个机器人佩饰怎么样？
05:21
You call your friend, she puts her handset in a robot,
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你可以告诉你的朋友，她将她的耳机放在一个机器人里，
05:23
and, bam! You're a MeBot --
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然后，嘣！你就是一个MeBot--
05:25
you can make eye contact, you can talk with your friends,
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你可以利用眼神交流，你可以和你的朋友交流，
05:28
you can move around, you can gesture --
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你可以到处移动，你可以做肢体语言--
05:30
maybe the next best thing to really being there, or is it?
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或许退而求其次地真实的存在于此，不是么？
05:33
To explore this question,
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为了探索这个问题
05:35
my student, Siggy Adalgeirsson, did a study
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我的学生，Siggy Adalgeirsson，做了一个研究
05:38
where we brought human participants, people, into our lab
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我们召集了一些参与者在我们的实验室
05:41
to do a collaborative task
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与一个远程合作者
05:43
with a remote collaborator.
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共同完成一个合作任务。
05:45
The task involved things
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任务包括
05:47
like looking at a set of objects on the table,
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想看桌子上放置的一系列东西，
05:49
discussing them in terms of their importance and relevance to performing a certain task --
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然后讨论这些东西对于完成一个特定任务-最终是一个生存任务--
05:52
this ended up being a survival task --
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的相关性和重要性--
05:54
and then rating them in terms
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然后根据他们认为这样东西多有价值
05:56
of how valuable and important they thought they were.
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多重要来打分。
05:58
The remote collaborator was an experimenter from our group
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远程合作者是一个来自我们组的试验人员
06:01
who used one of three different technologies
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他们使用三种不同的科技手段
06:03
to interact with the participants.
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来与参与者互动。
06:05
The first was just the screen.
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第一种是屏幕。
06:07
This is just like video conferencing today.
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就像如今的视频会议一样。
06:10
The next was to add mobility -- so, have the screen on a mobile base.
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第二种我们加入了移动性，一个便携的屏幕。
06:13
This is like, if you're familiar with any of the telepresence robots today --
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就像，如果你熟悉任何现有的远程呈现机器人的话 --
06:16
this is mirroring that situation.
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这与那种情形相似。
06:19
And then the fully expressive MeBot.
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接着是能充分表现的MeBot。
06:21
So after the interaction,
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因此在互动之后，
06:23
we asked people to rate their quality of interaction
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我们要求人们和一个远程的合作者
06:26
with the technology, with a remote collaborator
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用这种科技以不同的方式，
06:28
through this technology, in a number of different ways.
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去评价他们与科技互动的质量，
06:31
We looked at psychological involvement --
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我们考虑了心理的投入度--
06:33
how much empathy did you feel for the other person?
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你有多么设身处地地考虑另一个人？
06:35
We looked at overall engagement.
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我们看了整体的参与度。
06:37
We looked at their desire to cooperate.
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我们考虑了他们合作的欲望度。
06:39
And this is what we see when they use just the screen.
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这是他们只是用屏幕的结果。
06:42
It turns out, when you add mobility -- the ability to roll around the table --
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如果你加入移动性 -- 在桌子上转动的能力 --
06:45
you get a little more of a boost.
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你能得到一点提高。
06:47
And you get even more of a boost when you add the full expression.
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但如果加入完全的表达，你能得到更高的提高。
06:50
So it seems like this physical, social embodiment
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所以看上去实体的交流化身
06:52
actually really makes a difference.
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能起重要的作用。
06:54
Now let's try to put this into a little bit of context.
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现在把这个放入大一点的社会环境。
06:57
Today we know that families are living further and further apart,
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我们知道如今家庭成员之间住的越来越远，
07:00
and that definitely takes a toll on family relationships
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这距离确实给我们的家庭关系
07:02
and family bonds over distance.
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和家庭联结打了折扣。
07:04
For me, I have three young boys,
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就我而言，我有三个小儿子，
07:06
and I want them to have a really good relationship
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我想让他们和他们的爷爷奶奶
07:08
with their grandparents.
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有很好的关系。
07:10
But my parents live thousands of miles away,
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但是我的父母住得远隔千里，
07:12
so they just don't get to see each other that often.
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所以他们并不能那么经常见到彼此。
07:14
We try Skype, we try phone calls,
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我们尝试Skype, 我们尝试打电话，
07:16
but my boys are little -- they don't really want to talk;
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但是我的孩子们还小 -- 他们不想说话，
07:18
they want to play.
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他们想玩儿。
07:20
So I love the idea of thinking about robots
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他们会喜欢这个机器人成为
07:22
as a new kind of distance-play technology.
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一种新的远程游戏科技的想法。
07:25
I imagine a time not too far from now --
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所以我想象在不远的将来 --
07:28
my mom can go to her computer,
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我的妈妈能够坐在电脑前，
07:30
open up a browser and jack into a little robot.
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打开一个浏览窗然后化身为一个小小的机器人。
07:32
And as grandma-bot,
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如同机器人奶奶，
07:35
she can now play, really play,
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她可以游戏，真正的游戏，
07:37
with my sons, with her grandsons,
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和我的儿子，她的孙子，
07:39
in the real world with his real toys.
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在这个真实世界和他的真实的玩具。
07:42
I could imagine grandmothers being able to do social-plays
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我可以想象祖母们能够和她们的孙女，她们的朋友
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with their granddaughters, with their friends,
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做一些社交的游戏，
07:46
and to be able to share all kinds of other activities around the house,
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并且可以分享在房屋周围的所有的其他的活动，
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like sharing a bedtime story.
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如同分享一个睡前的故事。
07:50
And through this technology,
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通过这种科技，
07:52
being able to be an active participant
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成为一个活跃的参与者
07:54
in their grandchildren's lives
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在她们的孙子的生活中
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in a way that's not possible today.
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以一种今天不可能的方式。
07:58
Let's think about some other domains,
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让我们来想像其他的一些领域，
08:00
like maybe health.
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如同健康，
08:02
So in the United States today,
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今天在美国，
08:04
over 65 percent of people are either overweight or obese,
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超过65%的人超重或者有肥胖症，
08:07
and now it's a big problem with our children as well.
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现在我们的孩子也有同样的问题。
08:09
And we know that as you get older in life,
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我们知道如果你变老，
08:11
if you're obese when you're younger, that can lead to chronic diseases
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如果你在年轻的时候肥胖，那将导致慢性疾病
08:14
that not only reduce your quality of life,
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那将不仅仅降低我们生活的质量，
08:16
but are a tremendous economic burden on our health care system.
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并且对保健系统也还是一个硕大的经济负担。
08:19
But if robots can be engaging,
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但是如果机器人可以有趣味，
08:21
if we like to cooperate with robots,
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如果我们愿意和机器人合作，
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if robots are persuasive,
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如果机器人有说服力，
08:25
maybe a robot can help you
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一个机器人可能可以帮助你
08:27
maintain a diet and exercise program,
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维持一个饮食和锻炼项目，
08:29
maybe they can help you manage your weight.
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他们可能可以帮助你管理你的体重。
08:32
Sort of like a digital Jiminy --
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这正像是我们熟知的
08:34
as in the well-known fairy tale --
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童话故事中的电子吉米尼，
08:36
a kind of friendly, supportive presence that's always there
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机器人作为一种友好支持的存在
08:38
to be able to help you make the right decision
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总能在那里帮你做出正确抉择
08:40
in the right way at the right time
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以合适的方式，在合适的时间，
08:42
to help you form healthy habits.
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来帮你组建健康习惯。
08:44
So we actually explored this idea in our lab.
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因此我们实际上已经探索了这个主意。
08:46
This is a robot, Autom.
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这是一个机器人，叫Autom.
08:48
Cory Kidd developed this robot for his doctoral work.
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克里·基德为他的博士论文发明了这个机器人
08:51
And it was designed to be a robot diet-and-exercise coach.
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他被设计为一个机器人健康饮食锻炼教练。
08:54
It had a couple of simple non-verbal skills it could do.
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它由一些简单的非语言技巧。
08:56
It could make eye contact with you.
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它可以与你眼神交流。
08:58
It could share information looking down at a screen.
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它可以低头看屏幕与你分享信息。
09:00
You'd use a screen interface to enter information,
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你将用一个屏幕界面输入信息，
09:02
like how many calories you ate that day,
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像你今天吃了多少卡路里，
09:04
how much exercise you got.
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运动了多少
09:06
And then it could help track that for you.
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他就能追踪记录那些
09:08
And the robot spoke with a synthetic voice
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同时机器人可以用它人造的合成声音
09:10
to engage you in a coaching dialogue
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与你进行指导对话。
09:12
modeled after trainers
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这些对话模拟真实的
09:14
and patients and so forth.
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训练者与病人的交流。
09:16
And it would build a working alliance with you
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所以通过对话，它可以与你形成
09:18
through that dialogue.
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一种工作同盟。
09:20
It could help you set goals and track your progress,
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它帮你建立目标，记录你的进程，
09:22
and it would help motivate you.
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帮助你激励你。
09:24
So an interesting question is,
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因此一个有趣的问题就是，
09:26
does the social embodiment really matter? Does it matter that it's a robot?
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这种社会的载体真的重要吗？这种载体是一个机器人有关系吗？
09:29
Is it really just the quality of advice and information that matters?
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还是知识建议和信息的质量有影响？
09:32
To explore that question,
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因此去解决那个问题，
09:34
we did a study in the Boston area
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我们在波士顿地区作了一个研究
09:36
where we put one of three interventions in people's homes
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在几周时间里，我们把三种介入方式的一种
09:39
for a period of several weeks.
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放入人们的家中。
09:41
One case was the robot you saw there, Autom.
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一种是你看过的机器人， Autom.
09:44
Another was a computer that ran the same touch-screen interface,
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另一种是一个有同样触摸屏幕界面，
09:47
ran exactly the same dialogues.
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运行完全相同的对话。
09:49
The quality of advice was identical.
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建议的质量也完全相同。
09:51
And the third was just a pen and paper log,
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第三种是一支笔和一张纸，
09:53
because that's the standard intervention you typically get
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因为那是传统上开始一项
09:55
when you start a diet-and-exercise program.
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饮食锻炼计划典型的介入方式。
09:58
So one of the things we really wanted to look at
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所以我们特别想要关注的是
10:01
was not how much weight people lost,
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不是人们减少了多少体重，
10:04
but really how long they interacted with the robot.
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而是他们与机器人能维持多久的交流。
10:07
Because the challenge is not losing weight, it's actually keeping it off.
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因为挑战不是减去重量，而是保持重量下降。
10:10
And the longer you could interact with one of these interventions,
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所以你能越长时间与这些介入方式互动，
10:13
well that's indicative, potentially, of longer-term success.
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就越能表明有潜在获得长久成功的可能。
10:16
So the first thing I want to look at is how long,
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所以我想看的第一件事情就是多久，
10:18
how long did people interact with these systems.
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人们可以与这些系统互动多久。
10:20
It turns out that people interacted with the robot
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结果是人们和机器人互动的时间
10:22
significantly more,
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远远多于其他，
10:24
even though the quality of the advice was identical to the computer.
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尽管建议的质量和电脑是完全一样的。
10:28
When it asked people to rate it on terms of the quality of the working alliance,
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当询问人们去评价相互合作的质量
10:31
people rated the robot higher
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人们评价机器人更高
10:33
and they trusted the robot more.
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他们更相信机器人。
10:35
(Laughter)
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（笑声）
10:37
And when you look at emotional engagement,
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当我们看到感性的介入，
10:39
it was completely different.
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是完全的不同情况。
10:41
People would name the robots.
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人们愿意给机器人起名字。
10:43
They would dress the robots.
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人们愿意给机器人穿衣服。
10:45
(Laughter)
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（笑声）
10:47
And even when we would come up to pick up the robots at the end of the study,
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甚至当我们结束学习研究取回机器人的时候，
10:50
they would come out to the car and say good-bye to the robots.
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他们愿意从车中走出来并对机器人说再见。
10:52
They didn't do this with a computer.
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他们从未对电脑作过这些。
10:54
The last thing I want to talk about today
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今天我想要谈的最后一件事情就是
10:56
is the future of children's media.
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孩子媒体的未来。
10:58
We know that kids spend a lot of time behind screens today,
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我们知道现在孩子花更多的时间在屏幕之后，
11:01
whether it's television or computer games or whatnot.
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不论是电视还是电脑游戏或者别的。
11:04
My sons, they love the screen. They love the screen.
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我的儿子，他们热爱屏幕。他们热爱屏幕。
11:07
But I want them to play; as a mom, I want them to play,
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但是我希望他们游戏，如果一个妈妈我希望他们
11:10
like, real-world play.
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能像在真实世界里一样游戏。
11:12
And so I have a new project in my group I wanted to present to you today
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所以我想向你们呈现我组里的一个新项目
11:15
called Playtime Computing
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名为游戏时间计算
11:17
that's really trying to think about how we can take
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这技术想要把
11:19
what's so engaging about digital media
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电子媒体中最有趣吸引的东西
11:21
and literally bring it off the screen
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带出屏幕，
11:23
into the real world of the child,
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带入到孩子们的真实的世界，
11:25
where it can take on many of the properties of real-world play.
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拥有现实中有喜的许多性质。
11:29
So here's the first exploration of this idea,
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所以这是这种理念的第一个探索，
11:33
where characters can be physical or virtual,
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游戏角色可以使实体的和虚拟的，
11:36
and where the digital content
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其中，电子的内容
11:38
can literally come off the screen
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能走出屏幕
11:40
into the world and back.
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进入现实然后回去。
11:42
I like to think of this
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我喜欢把这想象成
11:44
as the Atari Pong
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这种虚拟现实游戏的
11:46
of this blended-reality play.
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Atar Pong (第一台街机游戏机)
11:48
But we can push this idea further.
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但我们可以将这个想法发展得更远。
11:50
What if --
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如果--
11:52
(Game) Nathan: Here it comes. Yay!
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（游戏）内森：他来了，耶！
11:55
CB: -- the character itself could come into your world?
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辛西娅·布雷齐尔：--卡通人物本身能进入你的世界？
11:58
It turns out that kids love it
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结果是孩子们很爱它
12:00
when the character becomes real and enters into their world.
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当那个卡通人物变成了真实的并且进入他们的世界。
12:03
And when it's in their world,
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当它在他们的世界，
12:05
they can relate to it and play with it in a way
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他们可以与它建立联系，用一种与他们在屏幕里玩
12:07
that's fundamentally different from how they play with it on the screen.
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完全不同的方式，在现实里与它玩。
12:09
Another important idea is this notion
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另一个重要的概念是卡通形象穿越
12:11
of persistence of character across realities.
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现实的一致性。
12:14
So changes that children make in the real world
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所以孩子们在现实中做的变化
12:16
need to translate to the virtual world.
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也许要进入虚拟世界。
12:18
So here, Nathan has changed the letter A to the number 2.
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因此这里，内森把字母A改成了数字2。
12:21
You can imagine maybe these symbols
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你可以想象当这些象征进入虚拟世界时
12:23
give the characters special powers when it goes into the virtual world.
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他能给与这些人物特殊的力量。
12:26
So they are now sending the character back into that world.
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所以他们现在将这些人物送回那个世界。
12:29
And now it's got number power.
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现在他得到了数字的力量。
12:32
And then finally, what I've been trying to do here
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最终，我一直努力在做的
12:34
is create a really immersive experience for kids,
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就是为孩子们创造一个真正沉浸在其中的体验，
12:37
where they really feel like they are part of that story,
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他们能够搞到他们是故事中的一部分，
12:40
a part of that experience.
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经历中的一部分。
12:42
And I really want to spark their imaginations
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我真的希望能够激发他们的想象力
12:44
the way mine was sparked as a little girl watching "Star Wars."
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正如我是个小女孩观看“星球大战”被启发的那样。
12:47
But I want to do more than that.
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但是我想要做更多。
12:49
I actually want them to create those experiences.
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我实际上想让他们创造这些经验。
12:52
I want them to be able to literally build their imagination
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我想让他们能够真的将他们的想象力
12:54
into these experiences and make them their own.
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建造到这些经验中，成为他们自己的经验。
12:56
So we've been exploring a lot of ideas
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所以我们在远程呈现和混合现实领域
12:58
in telepresence and mixed reality
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探索了许多理念
13:00
to literally allow kids to project their ideas into this space
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能够允许孩子把他们的想法投射在这个空间，
13:03
where other kids can interact with them
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在那里其他的孩子能够同他们互动
13:05
and build upon them.
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进一步发挥想象。
13:07
I really want to come up with new ways of children's media
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我真地想要找到孩童媒体的新方向
13:10
that foster creativity and learning and innovation.
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能培养创造力，学习能力，和创新能力。
13:13
I think that's very, very important.
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我认为这非常非常的重要
13:16
So this is a new project.
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所以这是一个新的项目。
13:18
We've invited a lot of kids into this space,
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我们邀请了一些孩子来到这个空间
13:20
and they think it's pretty cool.
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他们以为这个十分的酷
13:23
But I can tell you, the thing that they love the most
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但是我可以告诉你，他们最爱的是
13:25
is the robot.
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机器人。
13:27
What they care about is the robot.
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他们所关心的是机器人。
13:30
Robots touch something deeply human within us.
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机器人触动我们深处的人性。
13:33
And so whether they're helping us
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因此它们是否帮助我们
13:35
to become creative and innovative,
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变得更加富有创造力和创新能力，
13:37
or whether they're helping us
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或者他们帮助我们
13:39
to feel more deeply connected despite distance,
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彼此跨越距离，更加联结，
13:41
or whether they are our trusted sidekick
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还是他们是我们可信赖的好帮手
13:43
who's helping us attain our personal goals
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帮我们实现我们的个人目标
13:45
in becoming our highest and best selves,
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实现更高更好的自我，
13:47
for me, robots are all about people.
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对我而言，机器人是与人类有关的一切。
13:50
Thank you.
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谢谢。
13:52
(Applause)
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（掌声）
ABOUT THE SPEAKER
Cynthia Breazeal - RoboticistAt MIT, Cynthia Breazeal and her team are building robots with social intelligence that communicate and learn the same way people do.
Why you should listen
Cynthia Breazeal founded and directs the Personal Robots Group at MIT’s Media Lab. Her research focuses on developing the principles and technologies for building personal robots that are socially intelligent—that interact and communicate with people in human-centric terms, work with humans as peers, and learn from people as an apprentice.
She has developed some of the world’s most famous robotic creatures, ranging from small hexapod robots to highly expressive humanoids, including the social robot Kismet and the expressive robot Leonardo. Her recent work investigates the impact of social robots on helping people of all ages to achieve personal goals that contribute to quality of life, in domains such as physical performance, learning and education, health, and family communication and play over distance.
Cynthia Breazeal | Speaker | TED.com