2,472 research outputs found
Specifying Logic Programs in Controlled Natural Language
Writing specifications for computer programs is not easy since one has to
take into account the disparate conceptual worlds of the application domain and
of software development. To bridge this conceptual gap we propose controlled
natural language as a declarative and application-specific specification
language. Controlled natural language is a subset of natural language that can
be accurately and efficiently processed by a computer, but is expressive enough
to allow natural usage by non-specialists. Specifications in controlled natural
language are automatically translated into Prolog clauses, hence become formal
and executable. The translation uses a definite clause grammar (DCG) enhanced
by feature structures. Inter-text references of the specification, e.g.
anaphora, are resolved with the help of discourse representation theory (DRT).
The generated Prolog clauses are added to a knowledge base. We have implemented
a prototypical specification system that successfully processes the
specification of a simple automated teller machine.Comment: 16 pages, compressed, uuencoded Postscript, published in Proceedings
CLNLP 95, COMPULOGNET/ELSNET/EAGLES Workshop on Computational Logic for
Natural Language Processing, Edinburgh, April 3-5, 199
Between Sense and Sensibility: Declarative narrativisation of mental models as a basis and benchmark for visuo-spatial cognition and computation focussed collaborative cognitive systems
What lies between `\emph{sensing}' and `\emph{sensibility}'? In other words,
what kind of cognitive processes mediate sensing capability, and the formation
of sensible impressions ---e.g., abstractions, analogies, hypotheses and theory
formation, beliefs and their revision, argument formation--- in domain-specific
problem solving, or in regular activities of everyday living, working and
simply going around in the environment? How can knowledge and reasoning about
such capabilities, as exhibited by humans in particular problem contexts, be
used as a model and benchmark for the development of collaborative cognitive
(interaction) systems concerned with human assistance, assurance, and
empowerment?
We pose these questions in the context of a range of assistive technologies
concerned with \emph{visuo-spatial perception and cognition} tasks encompassing
aspects such as commonsense, creativity, and the application of specialist
domain knowledge and problem-solving thought processes. Assistive technologies
being considered include: (a) human activity interpretation; (b) high-level
cognitive rovotics; (c) people-centred creative design in domains such as
architecture & digital media creation, and (d) qualitative analyses geographic
information systems. Computational narratives not only provide a rich cognitive
basis, but they also serve as a benchmark of functional performance in our
development of computational cognitive assistance systems. We posit that
computational narrativisation pertaining to space, actions, and change provides
a useful model of \emph{visual} and \emph{spatio-temporal thinking} within a
wide-range of problem-solving tasks and application areas where collaborative
cognitive systems could serve an assistive and empowering function.Comment: 5 pages, research statement summarising recent publication
Towards an Intelligent Tutor for Mathematical Proofs
Computer-supported learning is an increasingly important form of study since
it allows for independent learning and individualized instruction. In this
paper, we discuss a novel approach to developing an intelligent tutoring system
for teaching textbook-style mathematical proofs. We characterize the
particularities of the domain and discuss common ITS design models. Our
approach is motivated by phenomena found in a corpus of tutorial dialogs that
were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor
for textbook-style mathematical proofs can be built on top of an adapted
assertion-level proof assistant by reusing representations and proof search
strategies originally developed for automated and interactive theorem proving.
The resulting prototype was successfully evaluated on a corpus of tutorial
dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453
Staging Transformations for Multimodal Web Interaction Management
Multimodal interfaces are becoming increasingly ubiquitous with the advent of
mobile devices, accessibility considerations, and novel software technologies
that combine diverse interaction media. In addition to improving access and
delivery capabilities, such interfaces enable flexible and personalized dialogs
with websites, much like a conversation between humans. In this paper, we
present a software framework for multimodal web interaction management that
supports mixed-initiative dialogs between users and websites. A
mixed-initiative dialog is one where the user and the website take turns
changing the flow of interaction. The framework supports the functional
specification and realization of such dialogs using staging transformations --
a theory for representing and reasoning about dialogs based on partial input.
It supports multiple interaction interfaces, and offers sessioning, caching,
and co-ordination functions through the use of an interaction manager. Two case
studies are presented to illustrate the promise of this approach.Comment: Describes framework and software architecture for multimodal web
interaction managemen
Hybrid dialog: Dialogic learning in large lecture classes
Attendance at classical lectures usually leads to rather poor learning success. A wide variety of studies show that while lectures are as effective as any other method for transmitting information, they are inferior in many other dimensions. Lectures are not as effective as discussion methods in promoting thought and they are ineffective at teaching behavioral skills and subject-related values as well as at awakening interest in a subject. Still ex-cathedra teaching is a favored way to cope with a high student-to-teacher ratio. To solve this conflict between organizational and pedagogical requirements, a group of researchers at the Institute of Teacher Education at the University of Zurich has developed a hybrid course setting using an online learning platform. Their setting incorporates a dialog among students within a large lecture class. Furthermore a feedback loop enables the lecturer to continuously adjust the content of the lecture to the learning process of the students. In this article, the authors first present the structure of this setting and then illustrate how to implement it by the web-based open source learning management system OLAT (Online Learning and Training). Based on their research, they focus on key components for the success of their hybrid dialog. They show how individual and group learning can be fostered with corresponding assignments, assessments, and assigned roles such as moderators. Thus, the authors will define their position that the challenge of a large lecture class can be met while successfully implementing social learning and process-oriented assessments of academic achievement
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