Papers
10
Total Citations
111
H-Index
6
About
Georgi Stojanov is a pioneering researcher in developmental robotics and cognitive artificial intelligence, whose work has significantly shaped how autonomous systems are designed to emulate human cognitive development. Drawing heavily on Jean Piaget's genetic epistemology and Lev Vygotsky's activity theory, Stojanov has dedicated much of his career to building theoretical and architectural foundations for robots capable of genuine developmental learning. His early contributions, including "Petitage: A Case Study in Developmental Robotics" (2001, 18 citations) and "Structures, Inner Values, Hierarchies and Stages" (2002, 18 citations), established essential frameworks for developmental robot architectures that remain influential in the field. Stojanov also played a central organizational role in the Epigenetic Robotics community, co-editing proceedings from the Third and Fourth International Workshops (2004, 29 and 15 citations respectively), helping consolidate a global research agenda around biologically inspired robotic cognition. His broader intellectual curiosity extended to representation in behavior-based systems, curiosity-driven intelligence, analogical reasoning, and imitation-based learning under stress. More recently, his interests have expanded into behavioral nudging technologies. Collectively accumulating nearly 110 citations, Stojanov's work remains a valuable reference point for researchers exploring the intersection of cognitive science, developmental theory, and intelligent robotics.
Research Focus
Key Achievements
Top Papers
- 1
- 2Petitage: A Case Study in Developmental Robotics18 citations · 2001
- 3
- 4Proceedings of the Fourth International Workshop on Epigenetic Robotics15 citations · 2004
- 5On Curiosity in Intelligent Robotic Systems.10 citations · 2006
- 6Interactivism in artificial intelligence (AI) and intelligent robotics7 citations · 2006
- 7
- 8
- 9Fostering Safe Behaviors via Metaphor-Based Nudging Technologies2 citations · 2022
- 10Extending MASIVE: The Impact of Stress on Imitation-Based Learning2 citations · 2005