This chapter covers:

1. • The role of nonverbal communication in interactions between people—how communication is enhanced by facial expressions, hand gestures, body posture, and sounds;

2. • The importance of interpreting, using, and responding to nonverbal cues in the appropriate way, both to successful human– robot interactions and to generate a positive perception of robots;

3. • Nonverbal communication channels that are unique to robots, as well as channels that replicate those commonly used by humans;

4. • How robotic sounds, lights, and colors or physical gestures with arms, legs, tails, ears, and other body parts can be effective for communicating with people.

This chapter covers:

1. • How a well-designed robot can lift interactions to the next level (physical design);

2. • How people do not treat robots as an assembly of plastic, electronics, and code but rather as humanlike entities (anthropomorphism);

3. • How HRI research draws on psychological theories, such as anthropomorphism, to design and study people’s interactions with robots;

4. • Design methods and prototyping tools used in human–robot interaction.

About this book; Christoph Bartneck; Tony Belpaeme; Friederike Eyssel; Takayuki Kanda; Merel Keijsers; Selma Šabanović; Notes on second edition

This chapter covers:

1. • The diverse areas of robot applications where human–robot interaction (HRI) is an important component;

2. • Applications beyond robots that are studied in a research context;

3. • Possible future applications;

4. • Potential problems that would need to be solved when HRI has a larger role in our society.

This chapter covers:

1. • The difference between affect, emotions, and mood;

2. • What roles emotions play in interacting with other humans and robots;

3. • Basic models of emotions;

4. • The challenges in emotion processing.

This chapter covers:

1. • The basic hardware and software components that a robot consists of;

2. • The techniques we can apply to make a robot ready for interacting with people.

This chapter covers:

1. • Current attitude of the general public toward robots and how this may change in the coming years;

2. • Possible shifts and developments in the nature of human–robot relationships, specifically companion bots;

3. • Further development of the technology of human–robot interactions, specifically artificial intelligence;

4. • The inherent issues with predicting the future (“crystal ball problems”).

This chapter covers:

1. • The complexities and challenges of human verbal interaction;

2. • The components of speech in human and human–robot interaction (HRI);

3. • The basic principles of speech recognition and its application to HRI;

4. • Dialogue management systems in HRI;

5. • Natural-language interaction in HRI, including the use of chatbots.

This chapter covers:

1. • The importance of the spatial placement of agents in social interaction;

2. • Basic human proxemics: how people manage space in relation to others;

3. • How a robot manages the space around it, including interactions such as approaching, initiating interaction, maintaining distance, and navigating around people;

4. • How the properties of spatial interaction can be used as cues for robots.

This chapter covers:

1. • Methodological considerations and various decisions you need to make in setting up and performing a human–robot interaction (HRI) study;

2. • The strengths and weaknesses of different research methods and how to identify them for understanding and evaluating HRI;

3. • How the choice of robot, environment, and context matter for study results;

4. • The importance of looking at new ways of reporting data and insights befitting HRI, even though there is a tradition of reporting experimental work.

This chapter covers:

1. • The influence of the media on human–robot interaction (HRI) research;

2. • Stereotypes of robots in the media;

3. • Positive and negative visions of HRI;

4. • Ethical considerations when designing an HRI study;

5. • Ethical issues of robots that fulfill a user’s emotional needs;

6. • The dilemmas associated with behavior toward robots (e.g., robots’ right to be treated in a moral way);

7. • The issue of job losses as a result of the increasing number of robots in the workforce.

This chapter covers:

1. • What different social science theories say about how people form perceptions about others;

2. • How we understand anthropomorphism of robots based on prior social science literature;

3. • How anthropomorphism makes us see robots as uncanny, trustworthy, or likable.

We all have to eat, and what we eat has been established by numerous cultural forces. When we begin to view food as fuel for our brain, we may have to confront our dietary eating patterns in order to enhance brain health and mental strength. The consumption of hyperpalatable foods, often ultra-processed with excess sugar and fat, can lead to self-medication with food and to compromised brain health. The motivation and reward system in our brain that facilitates our habits includes the overconsumption of unhealthy food. This chapter covers the critical neurodestructive conditions that are impacted by our diet (dementia, Alzheimer’s disease, inflammation, oxidation, elevated blood sugar, malfunctioning gut microbiome); argues that ultra-processed foods and comfort foods with high concentrations of sugar and fat are bad for the brain, highly addictive, and targets for self-medication; and concludes with foods to avoid and foods to consume to optimize brain health and mental strength.

The intense socialization of law school is where students are introduced to the pressures that dehumanize the lawyering culture. The law school environment, featuring extreme competition, isolation, and alienation, undermines well-being and can transform students into dispirited zombies. Rather than inspiring positive emotions and the formation of new and robust relationships, the intense workload and stressful learning environment promote negative emotions and deterioration of relationships, when students are forced to compete with each other for the few high grades at the top of the grade curve. Engagement and meaning are thwarted by the mandatory grade curve and the frustration and learned helplessness it generates. The culture of legal practice is not an improvement, with overwork and chronic stress as its key features. Much like the grade curve that drives the competitive learning environment at law schools, the billable hour drives the tradition of overwork in legal practice. Stress intensifies, meaning and purpose are lost, social support deteriorates, and negative emotions take over. International Bar Association research indicates there is a global crisis in lawyer well-being.