Effective weakly supervised semantic frame induction using expression sharing in hierarchical hidden Markov models

We present a framework for the induction of semantic frames from utterances in the context of an adaptive command-and-control interface. The system is trained on an individual user's utterances and the corresponding semantic frames representing controls. During training, no prior information on the alignment between utterance segments and frame slots and values is available. In addition, semantic frames in the training data can contain information that is not expressed in the utterances. To tackle this weakly supervised classification task, we propose a framework based on Hidden Markov Models (HMMs). Structural modifications, resulting in a hierarchical HMM, and an extension called expression sharing are introduced to minimize the amount of training time and effort required for the user. The dataset used for the present study is PATCOR, which contains commands uttered in the context of a vocally guided card game, Patience. Experiments were carried out on orthographic and phonetic transcriptions of commands, segmented on different levels of n-gram granularity. The experimental results show positive effects of all the studied system extensions, with some effect differences between the different input representations. Moreover, evaluation experiments on held-out data with the optimal system configuration show that the extended system is able to achieve high accuracies with relatively small amounts of training data

Developing the personal narratives of children with complex communication needs associated with intellectual disabilities: what is the potential of Storysharing®?

Background: Sharing personal experience in narrative is challenging for individuals with intellectual disabilities. The aim was to investigate the potential of Storysharing® intervention. Materials and Methods: The study involved eleven pupil-educational supporter dyads at a special school. Storysharing® was implemented over a fifteen-week period. Personal narratives were captured on video pre- and post-intervention. The data were analysed for discourse and narrative. Results: Significant differences revealed a decline in ‘query-answer’ sequences and an increase in supporter use of ‘prompts’. Post-intervention there were fewer story episodes. Narrative structure showed gains in action sequences leading to climax, and in closing elements, indicating a more complete narrative. Conclusions: The Storysharing® intervention appears to be associated with changes to the dyadic, personal narratives illustrating its potential

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Undergraduate and Graduate Course Descriptions, 2017 Fall

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