The paper "Socially Intelligent Robots: Dimensions of Human–Robot Interaction" by Kerstin Dautenhahn explores the emerging field of human-robot interaction (HRI) and the importance of social intelligence in robots. The author discusses the challenges and requirements for social skills in robots, emphasizing that social intelligence is a key component of human intelligence and can significantly enhance a robot's ability to interact with humans. The paper categorizes HRI approaches into three main directions: robot-centered, human-centered, and robot cognition-centered, each with its own focus and implications for social interaction. The author highlights the need for social skills in robots, particularly in service and assistive robotics, where the robot's behavior must be socially acceptable and comfortable for humans. The paper presents two case studies: the development of a cognitive robot companion and the use of robots as educational or therapeutic tools for children with autism. These studies illustrate the importance of social rules and heuristics (robotiquette) in robot behavior and the emergence of social interactions without explicit social processes. The paper concludes by examining different paradigms regarding the social relationships between robots and humans, emphasizing the interdisciplinary nature of HRI research and the need for a synthetic approach that integrates robot-centered, human-centered, and robot cognition-centered perspectives.The paper "Socially Intelligent Robots: Dimensions of Human–Robot Interaction" by Kerstin Dautenhahn explores the emerging field of human-robot interaction (HRI) and the importance of social intelligence in robots. The author discusses the challenges and requirements for social skills in robots, emphasizing that social intelligence is a key component of human intelligence and can significantly enhance a robot's ability to interact with humans. The paper categorizes HRI approaches into three main directions: robot-centered, human-centered, and robot cognition-centered, each with its own focus and implications for social interaction. The author highlights the need for social skills in robots, particularly in service and assistive robotics, where the robot's behavior must be socially acceptable and comfortable for humans. The paper presents two case studies: the development of a cognitive robot companion and the use of robots as educational or therapeutic tools for children with autism. These studies illustrate the importance of social rules and heuristics (robotiquette) in robot behavior and the emergence of social interactions without explicit social processes. The paper concludes by examining different paradigms regarding the social relationships between robots and humans, emphasizing the interdisciplinary nature of HRI research and the need for a synthetic approach that integrates robot-centered, human-centered, and robot cognition-centered perspectives.