The work presented in this paper was carried out in the context of the project Girls and boys: one day at university promoted by the City of Turin together with the University of Turin. We were responsible for two educational activities on robotics and coding hosted at the Computer Science Department, which made one of its laboratories available for this kind of lesson. At the conclusion of the lab's sessions, children compiled the Attribution of Mental State (AMS) questionnaire, which is a measure of mental states that participants attribute to robots, namely the user's perception of the robot's mental qualities as compared to humans. We distributed the questionnaires both to children attending the educational robotics lab and to children performing coding activities. Results show that the first group attributed higher mental qualities to the robots, compared to the attribution given by children that did not have a direct experience with a robot.

翻译：本文所述工作是在都灵市与都灵大学共同发起的“男孩女孩：大学一日行”项目背景下开展的。我们负责计算机科学系举办的两项机器人编程与编码教育活动，该系为此类课程提供了实验室资源。实验环节结束后，儿童填写了心理状态归因问卷（AMS），该问卷测量参与者对机器人心理状态的归因，即用户感知机器人相较于人类所具备的心理品质。我们将问卷分发给参加教育机器人实验课程和编码活动的儿童群体。结果表明，与未直接接触机器人的儿童相比，参与机器人实验课程的儿童对机器人赋予了更高的心理品质归因。