Children take first steps towards interpreting actions already quite early during their development, whereas for artificial systems understanding actions constitutes one of the most difficult tasks within the field of cognitive robotics.
The workshop's motivation was thus to bring together developmental psychologists, linguists and computer scientists in order to reflect on the organisation of an action, its hierarchy and the role of language involved. The role of language aroused interest on account of the fact that actions are frequently explained to children. In these explanations tutors not only modify their verbal communication but also the way they gesticulate and demonstrate an action. Findings compiled when research into ontogenetic human development is considered together with application and evaluation of its results in the field of cognitive robotics promise a decisive step not only with a view to social robots but also in modeling intermodal learning.