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<meta http-equiv="Content-Type" content="text/html; charset=us-ascii"></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space;" class=""><div class="">================================================<br class="">IEEE Transactions on Cognitive and Developmental Systems<br class=""><br class="">Special Issue on Language Learning in Humans and Robots<br class="">================================================<br class=""><br class="">Children acquire language by interacting with their caregivers and others in their social environment. When children start to talk, their sensory-motor intelligence (visual perception, body movement, navigation, object manipulation, auditory perception and articulatory control) is already reaching a high level of competence. Importantly, communication is based on representations and skills that have started to develop much earlier and that are shaped already in first (social) interactions. These interactions are multimodal in nature and vary across contexts. The contexts vary not only across developmental time and situations within individuals, but also between individuals, socio-economic groups and cultures. Continuously, representations become further enriched in ongoing interactions and across different contexts.<br class=""><br class="">Even though there are various efforts in developmental robotics to model communication, the emergence of symbolic communication is still an unsolved problem. We are still lacking convincing theories and implementations that show how cooperation and interaction skills could emerge in long-term experiments with populations of robotic agents or how these skills develop in children. Importantly, the continuous acquisition of knowledge in different contexts and being able to further enrich the underlying representations provides a potential powerful mechanism (cross-situational learning), which is already well recognized in learning in children. Still, we need to know more about how children recognize contexts and how their language learning benefits from different language use varying across contexts.<br class=""><br class="">THEMES<br class="">------------<br class="">This special issue aims at surveying the state of the art of the emergence of communication which requires combining and integrating knowledge from diverse disciplines: developmental psychology, robotics, artificial language evolution, complex systems science, computational linguistics and machine learning. Topics relevant to this special issue include, but are not limited to<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Psychological experiments on language learning in children<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Corpus-based approaches to language acquisition<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Language learning models for all stages of acquisition (gesture learning, early lexicon and grammar)<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Representations for language learning (sensorimotor schemas, constructions, neural networks, mirror neurons)<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Cognitive architectures and strategies for language learning<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Cross-situational learning<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Language acquisition and development of self-awareness<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Role of context in language learning<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Role of embodiment in language learning<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Role of multimodality (gesture, gaze etc) in language learning<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Role of social interaction and joint attention<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Co-development of skills, e.g. motor and language skills; <br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span> integration of natural language grounding into perception-action cycles<br class=""><span class="Apple-tab-span" style="white-space: pre;"> </span>- Connection with cultural and biological evolution of language<br class=""><br class="">SUBMISSION<br class="">-------------------<br class="">Manuscripts should be prepared according to the "Information for Authors" of the journal found at <br class=""><a href="http://cis.ieee.org/publications.html" class="">http://cis.ieee.org/publications.html</a> and submissions should be done through the IEEE TCDS Manuscript center: <a href="https://mc.manuscriptcentral.com/tcds-ieee" class="">https://mc.manuscriptcentral.com/tcds-ieee</a> and please select the category "SI: Language Learning".<br class=""><br class="">31. August 2017 - Deadline for manuscript submissions<br class="">The publication will be in early 2018.<br class=""><br class="">FURTHER INFORMATION<br class="">------------------------------------<br class="">For further information, please contact Malte Schilling (<a href="mailto:mschilli@techfak.uni-bielefeld.de" class="">mschilli@techfak.uni-bielefeld.de</a>) or Michael Spranger (<a href="mailto:michael.spranger@gmail.com" class="">michael.spranger@gmail.com</a>) and see the website for the special issue <a href="https://sites.google.com/view/tcds2017language" class="">https://sites.google.com/view/tcds2017language</a></div><div class=""><br class=""></div><div class="">WORKSHOP AT ICDL-EPIROB</div><div class="">------------------------------------------</div><div class="">There will also be a workshop on Language Learning at ICDL-Epirob on 18th of September.</div><div class="">For further information see <a href="https://sites.google.com/view/epirob2017language" class="">https://sites.google.com/view/epirob2017language</a> and you are welcome to present your work there as well.<br class=""><br class=""><br class="">GUEST EDITORS<br class="">------------------------<br class="">Prof. Chen Yu, Indiana University, United States, <a href="mailto:chenyu@indiana.edu" class="">chenyu@indiana.edu</a><br class="">Prof. Katharina Rohlfing, Paderborn University, Germany, <a href="mailto:katharina.rohlfing@uni-paderborn.de" class="">katharina.rohlfing@uni-paderborn.de</a><br class="">Dr. Malte Schilling (corresponding guest editor), CITEC, Bielefeld, Germany, <a href="mailto:mschilli@techfak.uni-bielefeld.de" class="">mschilli@techfak.uni-bielefeld.de</a><br class="">Dr. Michael Spranger (corresponding guest editor), Sony Computer Science Laboratories Inc. Tokyo, Japan, <a href="mailto:michael.spranger@gmail.com" class="">michael.spranger@gmail.com</a><br class="">Dr. Paul Vogt, Tilburg University, The Netherlands, <a href="mailto:p.a.vogt@uvt.nl" class="">p.a.vogt@uvt.nl</a></div><div class=""><br class=""></div></body></html>