Recent technological developments in robotics has driven the design and production of different humanoid robots. Several studies have highlighted that the presence of human-like physical features could lead both adults and children to anthropomorphize the robots. In the present study we aimed to compare the attribution of mental states to two humanoid robots, NAO and Robovie, which differed in the degree of anthropomorphism. Children aged 5, 7, and 9 years were required to attribute mental states to the NAO robot, which presents more human-like characteristics compared to the Robovie robot, whose physical features look more mechanical. The results on mental state attribution as a function of children’s age and robot type showed that 5-year-olds have a greater tendency to anthropomorphize robots than older children, regardless of the type of robot. Moreover, the findings revealed that, although children aged 7 and 9 years attributed a certain degree of human-like mental features to both robots, they attributed greater mental states to NAO than Robovie compared to younger children. These results generally show that children tend to anthropomorphize humanoid robots that also present some mechanical characteristics, such as Robovie. Nevertheless, age-related differences showed that they should be endowed with physical characteristics closely resembling human ones to increase older children’s perception of human likeness. These findings have important implications for the design of robots, which also needs to consider the user’s target age, as well as for the generalizability issue of research findings that are commonly associated with the use of specific types of robots.

Abstract. This review focuses on some relevant issues concerning the relationship between theory of mind (ToM) and humanoid robots. Humanoid robots are employed in different everyday-life contexts, so it seems relevant to question whether the relationships between human beings and humanoids can be characterized by a mode of interaction typical of the relationships between human beings, that is, the attribution of mental states. Because ToM development continuously undergoes changes from early childhood to late adulthood, we adopted a lifespan perspective. We analyzed contributions from the literature by organizing them around the partition between “mental states and actions” and “human-like features.” Finally, we considered how studying human–robot interaction, within a ToM context, can contribute to our understanding of the intersubjective nature of this interaction.

Studying trust in the context of human-robot interaction is of great importance given the increasing relevance and presence of robotic agents in the social sphere, including educational and clinical. We investigated the acquisition, loss, and restoration of trust when preschool and school-age children played with either a human or a humanoid robot in vivo. The relationship between trust and the representation of the quality of attachment relationships, Theory of Mind, and executive function skills was also investigated. Additionally, to outline children's beliefs about the mental competencies of the robot, we further evaluated the attribution of mental states to the interactive agent. In general, no substantial differences were found in children's trust in the play partner as a function of agency (human or robot). Nevertheless, 3-year-olds showed a trend toward trusting the human more than the robot, as opposed to 7-year-olds, who displayed the reverse pattern. These findings align with results showing that, for 3-and 7-yearolds, the cognitive ability to switch was significantly associated with trust restoration in the human and the robot, respectively. Additionally, supporting previous findings, we found a dichotomy between attributions of mental states to the human and robot and children's behavior: while attributing to the robot significantly lower mental states than the human, in the Trusting Game, children behaved in a similar way when they related to the human and the robot. Altogether, the results of this study highlight that similar psychological mechanisms are at play when children are to establish a novel trustful relationship with a human and robot partner. Furthermore, the findings shed light on the interplay-during development-between children's quality of attachment relationships and the development of a Theory of Mind, which act differently on trust dynamics as a function of the children's age as well as the interactive partner's nature (human vs. robot).

Several studies have shown that the human gaze, but not the robot gaze, has significant effects on infant social cognition and facilitate social engagement. The present study investigates early understanding of the referential nature of gaze by comparing—through the eye-tracking technique—infants’ response to human and robot’s gaze. Data were acquired on thirty-two 17-month-old infants, watching four video clips, where either a human or a humanoid robot performed an action on a target. The agent’s gaze was either turned to the target (congruent) or opposite to it (incongruent). The results generally showed that, independent of the agent, the infants attended longer at the face area compared to the hand and target. Additionally, the effect of referential gaze on infants’ attention to the target was greater when infants watched the human compared to the robot’s action. These results suggest the presence, in infants, of two distinct levels of gaze-following mechanisms: one recognizing the other as a potential interactive partner, the second recognizing partner's agency. In this study, infants recognized the robot as a potential interactive partner, whereas ascribed agency more readily to the human, thus suggesting that the process of generalizability of gazing behaviour to non-humans is not immediate.

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The human physical resemblance of humanoid social robots (HRSs) has proven to be particularly effective in interactions with humans in different contexts. In particular, two main factors affect the quality of human-robot interaction, the physical appearance and the behaviors performed by the robot. In this study, we examined the psychological effect of two HRSs, NAO and Pepper. Although some studies have shown that these two robots are very similar in terms of the human likeness, other evidence has shown some differences in their design affecting different psychological elements of the human partner. The present study aims to analyze the variability of the attributions of mental states (AMS), expectations of robotic development and negative attitudes as a function of the physical appearance of two HRSs after observing a real interaction with a human (an experimenter). For this purpose, two groups of young adults were recruited, one for the NAO (N = 100, M = 20.22) and the other for the Pepper (N = 74, M = 21.76). The results showed that both the observation of interaction and the type of robot affect the AMS, with a greater AMS to Pepper robot compared to NAO. People's expectations, instead, are influenced by the interaction and are independent of the type of robot. Finally, negative attitudes are independent of both the interaction and the type of robot. The study showed that also subtle differences in the physical appearance of HSRs have significant effects on how humans perceived robots.

We investigated self-injurious behaviors and body modification practices in eating disorder patients, considering different ED diagnoses and illness severities. Of the total sample, 50.9% showed at least one form of self-injury and 50.9% reported at least one tattoo, piercing, or both. Patients reporting only body modifications showed more positive feelings toward their bodies, higher levels of self-esteem, less impulsivity, depression, and anxiety, and lower levels of social dysfunction than those reporting only self-injury or both self-injury and body modifications. Self-injury was influenced by both diagnosis and severity of disorders.

This study focused on the manipulation of objects by children with suspected autism spectrum disorder. The aim was to demonstrate how objects can be seen as active agents of interpersonal exchange in face-to-face interactions. Participants: Three children with suspected autism spectrum disorder (aged 18, 20, and 24 months) were selected as representative of the sensorimotor stage of development. Methods: Starting from Piaget's classical approach to the sensorimotor and symbolic developmental stages, the study moved toward a socio-material interpretation in which some patterns of interaction involving object manipulation seem to create a space that supports adult-child communication. In videotaped observations of verbal and nonverbal signs during an (organized) free play session, each child manipulated seven small blocks of colored plastic in the presence of an adult. The observations were informed by a checklist of 14 items, including eye contact and building a tower of toy blocks from section B of the CHAT (CHecklist for Autism in Toddlers) instrument. results: Based on a broad Piagetian perspective and recent work in the field of socio-materiality, key observations included the following: (1) sensorimotor and realistic play was observed in all three children; (2) there were some intriguing indications that objects serve as concrete mediators in the intersubjective space between adult and child; (3) some of the children's attention patterns were visibly mediated by the object. Discussion and conclusion: All three children exhibited a particular sequence of actions. First, they manipulated the blocks through active experimentation; second, there was an apparent pause, during which, the children were in fact examining the blocks to determine how best to continue the interaction; and finally, the children monitored adult attention by means of eye contact or by restarting manipulation of the blocks. As this last step in the sequence indicated that the object became a mediator of reciprocal attention, this interpersonal process was labeled "attention mediated by object."