The Rise of Personal Robots | Cynthia Breazeal | TED Talks

159,450 views ・ 2011-02-08

TED


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翻译人员: Guo Tang 校对人员: Felix Chen
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
07:44
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,
07:48
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
07:56
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,
08:23
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)
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