How does life experience influence teaching a contingent robot?

The aim of this paper is to support the idea that not only the robots behaviours, but also development/experience of the participant matters, when teaching a robot. The results presented encourage us to look more closer in the interplay between teacher and learners perspective to create the robots behaviour for a natural interaction. The results, therefore, provide both insights into individual differences in human behaviour - through developmental theory [5] - as well how we might build better robots for human computer interaction.