- Cognitive Science, Joint Action, Conceptual Metaphor Theory, Coaching and Personal Development, Social Psychology, Ronald Langacker, and 50 moreConstructivism, Joint attention, Psycholinguistics, Michael Torke, Vygotsky's Sociocultural Theory, Vygotsky, Alan Fogel, Embodied Cognition, Linguistics, George Lakoff, Coaching (Education), Cognitive Neuropsychology, Cognitive Psychology, Cognitive Neuroscience, Social Cognition, Embodied Mind and Cognition, Applied Linguistics, Linguistic Anthropology, Brian Eno, Structuralism/Post-Structuralism, Jerome of Prague, Charles Faulkner, Multimodal Communication, Funding Mechanisms in Higher Education, Cognitive Linguistics, Zotero, Conceptual Metaphor, Translation, Terminology, Contrastive Analysis, Psycholinguistics of Reading, Philosophy, Psychology, Communication, Languages and Linguistics, Philosophy of Science, Philosophy Of Language, Embodiment, Corpus Linguistics, Emotion, Sociology, Sociology of Knowledge, Psychotherapy and Counseling, Dynamical Systems, Metaphor, Nonverbal Communication, Work-Life Balance, Interpersonal Coordination, Wittgenstein, and Gesture Studiesedit
- Twitter style description: Researched: Communication is a multimodal meaning making in joint attention frame. How d... moreTwitter style description:
Researched: Communication is a multimodal meaning making in joint attention frame. How do we communicate in coaching, tutoring and training?
Present position:
since 2007: Assistant Professor at the Department of Psycholinguistics – Institute of Linguistics at Faculty of Modern Languages and Literature – AMU @ ij.amu.edu.pl
since 2006: Member of the DiaGest research group at CSLP AMU at Poznań @ https://sites.google.com/site/diagestteam
since 2005: Member of the Centre for Speech and Language Processing AMU" @ http://ifa.amu.edu.pl/cslp
since 2005: Assistant Editor of Investigationes Linguisticae (electronic journal) www.inveling.amu.edu.pl
Member of ICF POLAND and PTJK
Research experience
Core team member in three projects funded by the Ministry of Science and Higher Education:
2009: DiaGest2: Models of Multimodal Dialogue Acts for Task-oriented Dialogues (present)
2008-2009: Diagest1: International project under the umbrella of COST2102 European Action:
Complementarity of Gesture and Speech in Cartoon Narration Task by Polish Children and Adults. PCNC: Polish Cartoon Narration Corpus
2005-2007: Pol'n'Asia: Prosody in Korean, Polish, Thai and Vietnamese Dialogues (completed)
Research interests
cognitive linguistics and constructivism in communication
coaching, nvc, nlp, synergology as coomunication models
multimodal communication (grants) and creative communicology
multimedial communication .- human-computer interaction (HCI)
computer mediated communication (CMC)
joint attention communication and child-computer dialogue (PhD dissertation)
joint attention and meaning making in coaching and training
multimedia systems in education, e-learning and everyday life ;-)
literacy theories (Ong, McLuhan, Havelock, Goody, de Kerkhove, Olson...)
embodiment, enactivism, experientialism and emergentismedit
Numerous studies on political discourse claim that metaphors help politicians to construct coherent arguments to convince their voters. Yet, most of them, with a few notable exceptions, do not adhere to any theory of argumentation. In... more
Numerous studies on political discourse claim that metaphors help politicians to construct coherent arguments to convince their voters. Yet, most of them, with a few notable exceptions, do not adhere to any theory of argumentation. In this paper, we integrate Discourse Dynamic Approach to Metaphor with Inference Anchoring Theory to enhance our understanding of the interaction of metaphors and arguments in dynamic discourse. Our data come from three pre-election debates: Two in Poland and one in the US. The focus is on the reform of the health service. We show how discourse participants co-construct metaphors and arguments in an attempt to achieve their illocutionary goals. Their interaction is curbed by a number of discursive forces identified in the data. We propose a classification of types of interaction between metaphors and arguments, which can be further used for developing tools for automatic or semi-automatic identification of these types in large corpora.
Research Interests:
Research Interests: Metaphor and Linguistics
Research Interests:
Emotion lexicons are useful in research across various disciplines, but the availability of such resources remains limited for most languages. While existing emotion lexicons typically comprise words, it is a particular meaning of a word... more
Emotion lexicons are useful in research across various disciplines, but the availability of such resources remains limited for most languages. While existing emotion lexicons typically comprise words, it is a particular meaning of a word (rather than the word itself) that conveys emotion. To mitigate this issue, we present the Emotion Meanings dataset, a novel dataset of 6000 Polish word meanings. The word meanings are derived from the Polish wordnet (plWordNet), a large semantic network interlinking words by means of lexical and conceptual relations. The word meanings were manually rated for valence and arousal, along with a variety of basic emotion categories (anger, disgust, fear, sadness, anticipation, happiness, surprise, and trust). The annotations were found to be highly reliable, as demonstrated by the similarity between data collected in two independent samples: unsupervised (n = 21,317) and supervised (n = 561). Although we found the annotations to be relatively stable for...
Research Interests:
Research Interests:
Research Interests:
This is an exploratory study of content construction in in- struction dialogue acts (IDA). The aim of the study is a description of variety of meaning mappings in IDA. The material under study is obtained from the DIAGEST2 research corpus... more
This is an exploratory study of content construction in in- struction dialogue acts (IDA). The aim of the study is a description of variety of meaning mappings in IDA. The material under study is obtained from the DIAGEST2 research corpus of Polish task-oriented dialogues. In order to model the multimodal meaning mappings a theory of mental spaces (blending) is used. What we want to know here is how the Instruction Giver (IG) can construct mental spaces and how IG contribute to mental spaces of a Instruction Follower. Finally an inter- pretation of multimodal meaning mapping and a tentative multimodal mental model of dialogue act are proposed.
Research Interests:
Aspects of gestural alignment in task-oriented dialoguesInterlocutors in a conversation influence each other in a number of dimensions. This process may lead to observable changes in their communicative behaviour. The directions and... more
Aspects of gestural alignment in task-oriented dialoguesInterlocutors in a conversation influence each other in a number of dimensions. This process may lead to observable changes in their communicative behaviour. The directions and profiles of these changes are often correlated with the quality of interaction and may predict its success. In the present study, the gestural component of communication is scrutinised for changes that may reflect the process of alignment. Two types of task-oriented dialogues between teenagers are recorded and annotated for gestures and their features. We hypothesize that the dialogue task type (collaborative vs. competitive), as well as certain culture-specific properties of alignment that differ between German and Polish pairs, may significantly influence the process of communication. In order to explore the data and detect tendencies in gestural behaviour, automatised annotation mining and statistical exploration have been used, including a moving fra...
Research Interests:
In the paper we aim to describe multimodal communication in career coaching sessions using recorded natural, face-to-face interactions and corpus techniques. We look on how the specific context of communication influences the lexical and... more
In the paper we aim to describe multimodal communication in career coaching sessions using recorded natural, face-to-face interactions and corpus techniques. We look on how the specific context of communication influences the lexical and gestural behaviour of speakers in the dialogues between a professional career coach and a participant. Main topic of the conversation was participant’s future career. Spoken corpus of career coaching sessions was compared with standard spoken Polish corpus, to reveal four main categories of keywords: cognition verbs, words describing uncertainty and words indicating an abstract referent. Also some types and functions of gestures in career coaching were analysed with the use of NEUROGES coding system.
Research Interests:
Research Interests:
Research Interests:
Juszczyk, Konrad, and Victoria Kamasa. 2016. “Ku Metodzie Identyfikacji Wyrażeń Metaforycznych Dla Polszczyzny Na Przykładzie Rozmów O Karierze Zawodowej.” In Język a Komunikacja, 37:177–86. TERTIUM. Przedstawiamy możliwości... more
Juszczyk, Konrad, and Victoria Kamasa. 2016. “Ku Metodzie Identyfikacji Wyrażeń Metaforycznych Dla Polszczyzny Na Przykładzie Rozmów O Karierze Zawodowej.” In Język a Komunikacja, 37:177–86. TERTIUM.
Przedstawiamy możliwości zastosowania procedury identyfikacji metafory (MIP) w języku polskim na materiale zebranym podczas nagrań sesji coachingowych. Proponujemy nominalną i operacyjną definicję metafory językowej jako wyrażenia metaforycznego i opisujemy problemy związane z identyfikacją takich wyrażeń wraz z możliwymi rozwiązaniami. Podajemy także wstępną wersję procedury identyfikacji wyrażeń metaforycznych dla polszczyzny.
Przedstawiamy możliwości zastosowania procedury identyfikacji metafory (MIP) w języku polskim na materiale zebranym podczas nagrań sesji coachingowych. Proponujemy nominalną i operacyjną definicję metafory językowej jako wyrażenia metaforycznego i opisujemy problemy związane z identyfikacją takich wyrażeń wraz z możliwymi rozwiązaniami. Podajemy także wstępną wersję procedury identyfikacji wyrażeń metaforycznych dla polszczyzny.
This is an exploratory study of content construction in in- struction dialogue acts (IDA). The aim of the study is a description of variety of meaning mappings in IDA. The material under study is obtained from the DIAGEST2 research corpus... more
This is an exploratory study of content construction in in- struction dialogue acts (IDA). The aim of the study is a description of variety of meaning mappings in IDA. The material under study is obtained from the DIAGEST2 research corpus of Polish task-oriented dialogues. In order to model the multimodal meaning mappings a theory of mental spaces (blending) is used. What we want to know here is how the Instruction Giver (IG) can construct mental spaces and how IG contribute to mental spaces of a Instruction Follower. Finally an inter- pretation of multimodal meaning mapping and a tentative multimodal mental model of dialogue act are proposed.
Research Interests:
Research Interests:
Research Interests:
DialoguesimulationinInternetapplications Naturalversusvirtualcommunication... more
DialoguesimulationinInternetapplications
Naturalversusvirtualcommunication
Dialogueistoservepeopletosharetheirexperience.Wedialoguewhenwedealwitheverydayproblems,getthingsdone,exchangethoughts,concentrateonthesameparticularlyimportantissuesforusandfinallywemakemeaning.Naturalcommunicationisafacetofaceinteraction,whichdemandsacloseandimmediate(simultaneous)presenceofinteractants.Contemporaryinternettechnologysupportusandsimulatethedialoguewhenweareawayandworkwithourremotecoworkers.Todayweareapproachingnewwayofcommunication,herecalledvirtual(media).AmongvariousInternetservicestherearealsothosewhichallowustoeasilysharedocumentsonlineandhelpinrealtimecooperation.Someofthemarepresented:GoogleDocs,ZOHO,OfficeLive,ConceptShare,MSSharedView,Mind42.TheaimofthispreliminaryanalysisistopresentamodelofComputerMediatedCommunicationandexplainhowtheseprogramsfacilitatethecomputersupportedcooperationwork.Thereforeacomparisonoftwokindsofcommunicationisshownandfourcommunicationcorrelatesareintroduced.Theresearchisdoneinajointattentionparadigm.
Naturalversusvirtualcommunication
Dialogueistoservepeopletosharetheirexperience.Wedialoguewhenwedealwitheverydayproblems,getthingsdone,exchangethoughts,concentrateonthesameparticularlyimportantissuesforusandfinallywemakemeaning.Naturalcommunicationisafacetofaceinteraction,whichdemandsacloseandimmediate(simultaneous)presenceofinteractants.Contemporaryinternettechnologysupportusandsimulatethedialoguewhenweareawayandworkwithourremotecoworkers.Todayweareapproachingnewwayofcommunication,herecalledvirtual(media).AmongvariousInternetservicestherearealsothosewhichallowustoeasilysharedocumentsonlineandhelpinrealtimecooperation.Someofthemarepresented:GoogleDocs,ZOHO,OfficeLive,ConceptShare,MSSharedView,Mind42.TheaimofthispreliminaryanalysisistopresentamodelofComputerMediatedCommunicationandexplainhowtheseprogramsfacilitatethecomputersupportedcooperationwork.Thereforeacomparisonoftwokindsofcommunicationisshownandfourcommunicationcorrelatesareintroduced.Theresearchisdoneinajointattentionparadigm.
Research Interests:
Juszczyk, K. 2008. (with Maciej Karpinski; Zofia Malisz, Michał Szczyszek; Ewa Jarmołowicz-Nowikow) Rejestracja, transkrypcja i tagowanie mowy oraz gestów w narracji dzieci i dorosłych. (Recording, transcription and tagging of speech and gestures in child and adult narration). Poznań, Investigationes Linguisticae, Volume XVI: 83-98.more
In the present paper, the experimental procedure, the details of sound and video recording set-up as well as the system for speech and gesture transciption and coding used in the Polish Cartoon Narration Corpus (PCNC) project are... more
In the present paper, the experimental procedure, the details of sound and video recording set-up as well as the system for speech and gesture transciption and coding used in the Polish Cartoon Narration Corpus (PCNC) project are described. The audio-visual data come from a cartoon narration task performed by both children and adults. The recordings are transcribed
orthographically and phonemically, and labelled for selected phenomena on a number of levels, including gesture, lexicon, prosody, and dialogue acts.
orthographically and phonemically, and labelled for selected phenomena on a number of levels, including gesture, lexicon, prosody, and dialogue acts.
Children in today’s western society develop in dialogue both with human beings and computers. Human beings provide them with wholehearted support which is needed in early language acquisition. Computers serve as a mind-tools for... more
Children in today’s western society develop in dialogue both with human beings and computers. Human beings provide them with wholehearted support which is needed in early language acquisition. Computers serve as a mind-tools for developing secondary language skills such as reading and writing. The aim of the research is to show how the dialogue between a child and the computer resembles a dialogue between people. The analysis of this dialogue is done in joint attention paradigm
(Vygotsky 1989; Moore and Dunham 1995; Tomasello 1999; Eilan et. al. 2005) where acquiring language is based on social and cognitive skills such as intention-reading and pattern-finding
(Tomasello 2005). Children develop a language because they identify with other people and perceive them as intentional agents. This helps them to understand communicative intentions and learn through role-reversal imitation. It is argued that children interact with the computer and avatars (life-like
characters) in educational programs because they treat them like other people (media equation; Reeves and Nass 1996) and act as if they were in a joint attentional frame with them.
The program chosen for the research - Colorado Literacy Tutor (CSLR) – provides Fundamental Reading Exercises guided by a life-like character – Marni. The reading method deployed in this
program is a combination of analytical and global method guided by the tutor (Wide [in press]). The exercises were tested by 50 Polish children in primary school and recorded in order to collect utterances and behaviours of both conversation partners: a child and the avatar. The age of children is 6-9 and the total number of exercises done is 289. The results show that children liked Marni and found Colorado Literacy Tutor very entertaining. The average score in exercises was above 70% which suggests that Polish children understand what Marni
says. Furthermore, children’s comments and conversation-like utterances prove that they try to behave as if in a joint attention frame and interact with Marni identifying with her.
The conclusion is that successful computer assisted learning to read is possible because children do treat avatars as other people. Perceiving them like the self is a consequence of being brought up in a series of joint attentional frames. The more child-computer interaction resembles joint attention frame the better language support children receive.
Bibliography
Eilan, N. et. al. 2005. Joint Attention: Communication and Other Minds: Issues in Philosophy and Psychology. Oxford University Press
Moore, C. and P. Dunham. 1995. Joint Attention: Its Origins and Role in Development. Lawrence Erlbaum.
Reeves, B., and C. Nass. 1996. Media Equation. Cambridge: Cambridge University Press.
Tomasello, M. 1999. The Cultural Origins of Human Cognition. Cambridge: Harvard University Press.
Tomasello, M. 2005. Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge: Harvard University Press.
Vygotsky, L. 1986. Thought and language. The MIT Press.
Wise, B. et. al. [in press]. Learning to Read with a Virtual Tutor: Foundations Literacy. in Interactive Literacy Education. (ed.). Mahwah, NJ: Lawrence Erlbaum.
http://CSLR.colorado.edu/beginweb/virtual_tutor/virtual_tutor.html
(Vygotsky 1989; Moore and Dunham 1995; Tomasello 1999; Eilan et. al. 2005) where acquiring language is based on social and cognitive skills such as intention-reading and pattern-finding
(Tomasello 2005). Children develop a language because they identify with other people and perceive them as intentional agents. This helps them to understand communicative intentions and learn through role-reversal imitation. It is argued that children interact with the computer and avatars (life-like
characters) in educational programs because they treat them like other people (media equation; Reeves and Nass 1996) and act as if they were in a joint attentional frame with them.
The program chosen for the research - Colorado Literacy Tutor (CSLR) – provides Fundamental Reading Exercises guided by a life-like character – Marni. The reading method deployed in this
program is a combination of analytical and global method guided by the tutor (Wide [in press]). The exercises were tested by 50 Polish children in primary school and recorded in order to collect utterances and behaviours of both conversation partners: a child and the avatar. The age of children is 6-9 and the total number of exercises done is 289. The results show that children liked Marni and found Colorado Literacy Tutor very entertaining. The average score in exercises was above 70% which suggests that Polish children understand what Marni
says. Furthermore, children’s comments and conversation-like utterances prove that they try to behave as if in a joint attention frame and interact with Marni identifying with her.
The conclusion is that successful computer assisted learning to read is possible because children do treat avatars as other people. Perceiving them like the self is a consequence of being brought up in a series of joint attentional frames. The more child-computer interaction resembles joint attention frame the better language support children receive.
Bibliography
Eilan, N. et. al. 2005. Joint Attention: Communication and Other Minds: Issues in Philosophy and Psychology. Oxford University Press
Moore, C. and P. Dunham. 1995. Joint Attention: Its Origins and Role in Development. Lawrence Erlbaum.
Reeves, B., and C. Nass. 1996. Media Equation. Cambridge: Cambridge University Press.
Tomasello, M. 1999. The Cultural Origins of Human Cognition. Cambridge: Harvard University Press.
Tomasello, M. 2005. Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge: Harvard University Press.
Vygotsky, L. 1986. Thought and language. The MIT Press.
Wise, B. et. al. [in press]. Learning to Read with a Virtual Tutor: Foundations Literacy. in Interactive Literacy Education. (ed.). Mahwah, NJ: Lawrence Erlbaum.
http://CSLR.colorado.edu/beginweb/virtual_tutor/virtual_tutor.html
Research Interests:
This article is to explain how computer programs can teach children to read. The children-computer interaction is analyzed as a joint attentional frame. It is argued that children interact with computer and avatars (life-like characters)... more
This article is to explain how computer programs can teach children to read. The children-computer interaction is analyzed as a joint attentional frame. It is argued that children interact with computer and avatars (life-like characters) in educational programs because they treat them like other people (media equation) and act like in a joint attentional frame. The article consists of four parts. The first part is an introduction showing a broad background of this research. The second part presents current views on language acquisition in cognitive linguistics framework which is a Tomasello?s socio-pragmatic theory. The third part is an analysis of some educational programs in terms of joint attentional frame with emphasis on Colorado Literacy Tutor. The last part suggests that children do treat avatars as people because they perceive them like the self, which is a consequence of being brought up in a series of joint attentional frames.
Research Interests:
The article below is a short presentation of Colorado Literacy Tutor (CLT ) to Polish readers. CLT is a computer program built to help children in developing literacy skills in English. The main advantage of CLT is the deployment of... more
The article below is a short presentation of Colorado Literacy Tutor (CLT ) to Polish readers. CLT is a computer program built to help children in developing literacy skills in English. The main advantage of CLT is the deployment of animated highly interactive interface that enhances both human-computer interaction and the student’s learning performance. Designed
to help American children, CLT is capable to serve as a learning tool for all children who need to practice reading in English. Since teaching English to Polish children is common in almost
all elementary schools and some kindergartens, CLT provides an ideal test bed for research on how Polish children acquir e reading abilities in English. The main components of CLT
are presented and their impact on reading acquisition is explained. A short preliminary report on author’s pilot study is also given.
to help American children, CLT is capable to serve as a learning tool for all children who need to practice reading in English. Since teaching English to Polish children is common in almost
all elementary schools and some kindergartens, CLT provides an ideal test bed for research on how Polish children acquir e reading abilities in English. The main components of CLT
are presented and their impact on reading acquisition is explained. A short preliminary report on author’s pilot study is also given.
This article is to explain how computer programs can teach children to read. The children-computer interaction is analyzed as a joint attentional frame. It is argued that children interact with computer and avatars (life-like characters)... more
This article is to explain how computer programs can teach children to read. The children-computer interaction is analyzed as a joint attentional frame. It is argued that children interact with computer and avatars (life-like characters) in educational programs because they treat them like other people (media equation) and act like in a joint attentional frame. The article consists of four parts. The first part is an introduction showing a broad background of this research. The second part presents current views on language acquisition in cognitive linguistics framework which is a Tomasello?s socio-pragmatic theory. The third part is an analysis of some educational programs in terms of joint attentional frame with emphasis on Colorado Literacy Tutor. The last part suggests that children do treat avatars as people because they perceive them like the self, which is a consequence of being brought up in a series of joint attentional frames.
Research Interests:
Research Interests:
Categorization and Labelling of Dialogue Acts in Pol'n'Asia Project Konrad Juszczyk, Maciej Karpiński, Janusz Kleśta, Emilia Szalkowska, Marcin Włodarczak (Adam Mickiewicz University, Poznań) There exists an impressive number of... more
Categorization and Labelling of Dialogue Acts in Pol'n'Asia Project
Konrad Juszczyk, Maciej Karpiński, Janusz Kleśta, Emilia Szalkowska, Marcin
Włodarczak (Adam Mickiewicz University, Poznań)
There exists an impressive number of approaches to defining and categorizing dialogue units. Many of them are anchored in the tradition of Speech Act Theory and related to the intentional level of analysis [Austin 1962; Searle 1969, 1976; Boella et al.]. The number and variety of available systems has resulted in attempts to propose commonly acceptable and applicable standards [e.g., Core, Allen 1999; Klein 1999; Bunt, Girard 2005]. However, to meet the demands of specific corpora and research aims, new, specialized systems are still developed. The aim of our presentation is to show the process of
design and application of a dialogue act labelling system in Pol'n'Asia corpus.
Pol'n'Asia project is focused on comparative studies of dialogue intonation. Two intonational (Korean and Polish) and two tonal languages (Thai and Vietnamese) are investigated. In order to compare the prosodic realization of various categories of utterances, the material has been annotated according to a
new system of dialogue acts, based on the multidimensional approach [Bunt 1996, 2006; Bunt, Girard 2005].
The following factors have influenced the design of the Pol'n'Asia dialogue act system: a) multilingual material coming from regions of vividly varying cultures; b) structural and culture-related divergency of the languages; c) the type of the dialogue task (a relatively complex map-task) resulting in the use of specific dialogue strategies, vocabulary and grammatical structures; d) twofold application of the corpus: research (comparative studies on intonation and structure of task-oriented dialogues) and education (teaching/learning intonation and tone in foreign languages).
In the Pol'n'Asia system, four "aspects" or "dimensions" of dialogue acts are considered: External Action Control (EAC; related to extralinguistic, mostly task-related actions), Information Transfer (IT; related to the transfer of information between the interlocutors), Dialogue Flow Control (DFC; related
to the control of the flow of conversation) and Attitudinal Content (AC; related to the emotional and attitudinal aspect of utterances). An additional Modality Index is also introduced in order to describe the surface-grammatical modality of each utterance. This is mostly meant for the learners who will
look for cues about possible intonational realizations of certain typical utterances. In each dimension, each act takes one value from a predefined list. As a result, each dialogue act can be represented as a sequence of five values (EAC, DFC, IT, AC, MI).
At the stage of practical application, dialogue act systems often show their weak points even more vividly [Traum, Hinkelmann 1996; Traum 2000]. In order to solve these problems, we provide detailed definitions and procedures for determinig the categories of dialogue acts and the ranges of their realizations. Nevertheless, we stress that one should expect and accept an amount of subjectivity and a degree of uncertainty in the categorization of the intentional level units on the basis of linguistic utterances' analysis.
References
Austin, J. 1962. How to Do Things with Words, Oxford.
Boella, G., Damiano, R., Lesmo, L., Ardissono, L. 1999. Conversational Cooperation: The Leading Role of Intentions. Proceedings of Amstelogue ’99, Amsterdam.
Bunt, H. 1996. Dynamic interpretation and dialogue theory. [In:] M. M. Taylor, F. Neel, D. G.
Bouwhuis [Eds.] The Structure of Multimodal Dialogue, Volume 2, John Benjamins, pp. 139-166.
Bunt, H. 2006. Dimensions in dialogue act annotation. Proceedings Fifth International Conference on Language Resources and Evaluation (LREC 2006).
Bunt, H., Girard, Y. 2005. Designing an Open, Multidimensional Dialogue Act Taxonomy. The Proceedings of DIALOR'2005 Workshop, Nancy.
Core, M. G., Allen, J. F. 1997. Coding Dialogues with the DAMSL Annotation Scheme. [In:] D. Traum (red.) Working Notes of the Fall Symposium in Communicative Action in Humans and
Machines. Menlo Park, CA: AAAI, pp. 28 – 35.
Klein, M. 1999. Standardisation Efforts on the Level of Dialogue Act in the MATE Project [In:] Towards Standards and Tools for Discourse Tagging: Proceedings of the Workshop.
Searle, J. R. 1969. Speech acts: An essay in the philosophy of language. Cambridge: CUP.
Searle, J. R. 1976. The classification of illocutionary acts. Language in Society, 5, pp. 1 – 24.
Traum, D. R. 2000. 20 Questions for Dialogue Act Taxonomies. Journal of Semantics 17(1), pp. 7 – 30.
Traum, D. R., Heeman, P. A. 1996. Utterance Units in Spoken Dialogue. ECAI Workshop on Dialogue Processing in Spoken Language Systems, Budapest, pp. 84 – 91.
Konrad Juszczyk, Maciej Karpiński, Janusz Kleśta, Emilia Szalkowska, Marcin
Włodarczak (Adam Mickiewicz University, Poznań)
There exists an impressive number of approaches to defining and categorizing dialogue units. Many of them are anchored in the tradition of Speech Act Theory and related to the intentional level of analysis [Austin 1962; Searle 1969, 1976; Boella et al.]. The number and variety of available systems has resulted in attempts to propose commonly acceptable and applicable standards [e.g., Core, Allen 1999; Klein 1999; Bunt, Girard 2005]. However, to meet the demands of specific corpora and research aims, new, specialized systems are still developed. The aim of our presentation is to show the process of
design and application of a dialogue act labelling system in Pol'n'Asia corpus.
Pol'n'Asia project is focused on comparative studies of dialogue intonation. Two intonational (Korean and Polish) and two tonal languages (Thai and Vietnamese) are investigated. In order to compare the prosodic realization of various categories of utterances, the material has been annotated according to a
new system of dialogue acts, based on the multidimensional approach [Bunt 1996, 2006; Bunt, Girard 2005].
The following factors have influenced the design of the Pol'n'Asia dialogue act system: a) multilingual material coming from regions of vividly varying cultures; b) structural and culture-related divergency of the languages; c) the type of the dialogue task (a relatively complex map-task) resulting in the use of specific dialogue strategies, vocabulary and grammatical structures; d) twofold application of the corpus: research (comparative studies on intonation and structure of task-oriented dialogues) and education (teaching/learning intonation and tone in foreign languages).
In the Pol'n'Asia system, four "aspects" or "dimensions" of dialogue acts are considered: External Action Control (EAC; related to extralinguistic, mostly task-related actions), Information Transfer (IT; related to the transfer of information between the interlocutors), Dialogue Flow Control (DFC; related
to the control of the flow of conversation) and Attitudinal Content (AC; related to the emotional and attitudinal aspect of utterances). An additional Modality Index is also introduced in order to describe the surface-grammatical modality of each utterance. This is mostly meant for the learners who will
look for cues about possible intonational realizations of certain typical utterances. In each dimension, each act takes one value from a predefined list. As a result, each dialogue act can be represented as a sequence of five values (EAC, DFC, IT, AC, MI).
At the stage of practical application, dialogue act systems often show their weak points even more vividly [Traum, Hinkelmann 1996; Traum 2000]. In order to solve these problems, we provide detailed definitions and procedures for determinig the categories of dialogue acts and the ranges of their realizations. Nevertheless, we stress that one should expect and accept an amount of subjectivity and a degree of uncertainty in the categorization of the intentional level units on the basis of linguistic utterances' analysis.
References
Austin, J. 1962. How to Do Things with Words, Oxford.
Boella, G., Damiano, R., Lesmo, L., Ardissono, L. 1999. Conversational Cooperation: The Leading Role of Intentions. Proceedings of Amstelogue ’99, Amsterdam.
Bunt, H. 1996. Dynamic interpretation and dialogue theory. [In:] M. M. Taylor, F. Neel, D. G.
Bouwhuis [Eds.] The Structure of Multimodal Dialogue, Volume 2, John Benjamins, pp. 139-166.
Bunt, H. 2006. Dimensions in dialogue act annotation. Proceedings Fifth International Conference on Language Resources and Evaluation (LREC 2006).
Bunt, H., Girard, Y. 2005. Designing an Open, Multidimensional Dialogue Act Taxonomy. The Proceedings of DIALOR'2005 Workshop, Nancy.
Core, M. G., Allen, J. F. 1997. Coding Dialogues with the DAMSL Annotation Scheme. [In:] D. Traum (red.) Working Notes of the Fall Symposium in Communicative Action in Humans and
Machines. Menlo Park, CA: AAAI, pp. 28 – 35.
Klein, M. 1999. Standardisation Efforts on the Level of Dialogue Act in the MATE Project [In:] Towards Standards and Tools for Discourse Tagging: Proceedings of the Workshop.
Searle, J. R. 1969. Speech acts: An essay in the philosophy of language. Cambridge: CUP.
Searle, J. R. 1976. The classification of illocutionary acts. Language in Society, 5, pp. 1 – 24.
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Research Interests:
Children in today’s western society develop in dialogue both with human beings and computers. Human beings provide them with wholehearted support which is needed in early language acquisition. Computers serve as a mind-tools for... more
Children in today’s western society develop in dialogue both with human beings and computers. Human beings provide them with wholehearted support which is needed in early language acquisition. Computers serve as a mind-tools for developing secondary language skills such as reading and writing. The aim of the research is to show how the dialogue between a child and the computer resembles a dialogue between people. The analysis of this dialogue is done in joint attention paradigm (Vygotsky 1989; Moore and Dunham 1995; Tomasello 1999; Eilan et. al. 2005) where acquiring language is based on social and cognitive skills such as intention-reading and pattern-finding (Tomasello 2005). Children develop a language because they identify with other people and perceive them as intentional agents. This helps them to understand communicative intentions and learn through role-reversal imitation. It is argued that children interact with the computer and avatars (life-like characters) in educational programs because they treat them like other people (media equation; Reeves and Nass 1996) and act as if they were in a joint attentional frame with them.
The program chosen for the research Colorado Literacy Tutor (CSLR) – provides Fundamental Reading Exercises guided by a life-like character – Marni. The reading method deployed in this program is a combination of analytical and global method guided by the tutor (Wide [in press]). The exercises were tested by 50 Polish children in primary school and recorded in order to collect utterances and behaviours of both conversation partners: a child and the avatar. The age of children is 6-9 and the total number of exercises done is 289.
The results show that children liked Marni and found Colorado Literacy Tutor very entertaining. The average score in exercises was above 70% which suggests that Polish children understand what Marni says. Furthermore, children’s comments and conversation-like utterances prove that they try to behave as if in a joint attention frame and interact with Marni identifying with her.
The conclusion is that successful computer assisted learning to read is possible because children do treat avatars as other people. Perceiving them like the self is a consequence of being brought up in a series of joint attentional frames. The more child-computer interaction resembles joint attention frame the better language support children receive.
Word count:
Number of words excluding references: 391
Total number of words: 515
References:
Eilan, N. et. al. 2005. Joint Attention: Communication and Other Minds: Issues in Philosophy and Psychology. Oxford University Press
Moore, C. and P. Dunham. 1995. Joint Attention: Its Origins and Role in Development. Lawrence Erlbaum.
Reeves, B., and C. Nass. 1996. Media Equation. Cambridge: Cambridge University Press.
Tomasello, M. 1999. The Cultural Origins of Human Cognition. Cambridge: Harvard University Press.
Tomasello, M. 2005. Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge: Harvard University Press.
Vygotsky, L. 1986. Thought and language. The MIT Press.
Wise, B. et. al. [in press]. Learning to Read with a Virtual Tutor: Foundations Literacy. in Interactive Literacy Education. (ed.). Mahwah, NJ: Lawrence Erlbaum. http://CSLR.colorado.edu/beginweb/virtual_tutor/virtual_tutor.ht
The program chosen for the research Colorado Literacy Tutor (CSLR) – provides Fundamental Reading Exercises guided by a life-like character – Marni. The reading method deployed in this program is a combination of analytical and global method guided by the tutor (Wide [in press]). The exercises were tested by 50 Polish children in primary school and recorded in order to collect utterances and behaviours of both conversation partners: a child and the avatar. The age of children is 6-9 and the total number of exercises done is 289.
The results show that children liked Marni and found Colorado Literacy Tutor very entertaining. The average score in exercises was above 70% which suggests that Polish children understand what Marni says. Furthermore, children’s comments and conversation-like utterances prove that they try to behave as if in a joint attention frame and interact with Marni identifying with her.
The conclusion is that successful computer assisted learning to read is possible because children do treat avatars as other people. Perceiving them like the self is a consequence of being brought up in a series of joint attentional frames. The more child-computer interaction resembles joint attention frame the better language support children receive.
Word count:
Number of words excluding references: 391
Total number of words: 515
References:
Eilan, N. et. al. 2005. Joint Attention: Communication and Other Minds: Issues in Philosophy and Psychology. Oxford University Press
Moore, C. and P. Dunham. 1995. Joint Attention: Its Origins and Role in Development. Lawrence Erlbaum.
Reeves, B., and C. Nass. 1996. Media Equation. Cambridge: Cambridge University Press.
Tomasello, M. 1999. The Cultural Origins of Human Cognition. Cambridge: Harvard University Press.
Tomasello, M. 2005. Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge: Harvard University Press.
Vygotsky, L. 1986. Thought and language. The MIT Press.
Wise, B. et. al. [in press]. Learning to Read with a Virtual Tutor: Foundations Literacy. in Interactive Literacy Education. (ed.). Mahwah, NJ: Lawrence Erlbaum. http://CSLR.colorado.edu/beginweb/virtual_tutor/virtual_tutor.ht