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We examine affective vocalizations provided by human teachers to robotic learners. In unscripted one-on-one interactions, participants provided vocal input to a robotic dinosaur as the robot selected toy buildings to knock down. We find that (1) people vary their vocal input depending on the learner's performance history, (2) people do not wait until a robotic learner completes an action before they provide input and (3) people naively and spontaneously use intensely affective vocalizations.doi:10.1145/1514095.1514102 dblp:conf/hri/KimLTS09 fatcat:4jeumh235rbk5jtbmi2l76kw3i