Information and Experience in Metaphor: A Perspective From Computer Analysis

Novel linguistic metaphor can be seen as the assignment of attributes to a topic through a vehicle belonging to another domain. The experience evoked by the vehicle is a significant aspect of the meaning of the metaphor, especially for abstract metaphor, which involves more than mere physical similarity. In this article I indicate, through description of a specific model, some possibilities as well as limitations of computer processing directed toward both informative and experiential/affective aspects of metaphor. A background to the discussion is given by other computational treatments of metaphor analysis, as well as by some questions about metaphor originating in other disciplines. The approach on which the present metaphor analysis model is based is consistent with a theory of language comprehension that includes both the intent of the originator and the effect on the recipient of the metaphor. The model addresses the dual problem of (a) determining potentially salient properties of the vehicle concept, and (b) defining extensible symbolic representations of such properties, including affective and other connotations. The nature of the linguistic analysis underlying the model suggests how metaphoric expression of experiential components in abstract metaphor is dependent on the nominalization of actions and attributes. The inverse process of undoing such nominalizations in computer analysis of metaphor constitutes a translation of a metaphor to a more literal expression within the metaphor-nonmetaphor dichotomy

Introduction: The Third International Conference on Epigenetic Robotics

This paper summarizes the paper and poster contributions to the Third International Workshop on Epigenetic Robotics. The focus of this workshop is on the cross-disciplinary interaction of developmental psychology and robotics. Namely, the general goal in this area is to create robotic models of the psychological development of various behaviors. The term "epigenetic" is used in much the same sense as the term "developmental" and while we could call our topic "developmental robotics", developmental robotics can be seen as having a broader interdisciplinary emphasis. Our focus in this workshop is on the interaction of developmental psychology and robotics and we use the phrase "epigenetic robotics" to capture this focus

Affective Man-Machine Interface: Unveiling human emotions through biosignals

As is known for centuries, humans exhibit an electrical profile. This profile is altered through various psychological and physiological processes, which can be measured through biosignals; e.g., electromyography (EMG) and electrodermal activity (EDA). These biosignals can reveal our emotions and, as such, can serve as an advanced man-machine interface (MMI) for empathic consumer products. However, such a MMI requires the correct classification of biosignals to emotion classes. This chapter starts with an introduction on biosignals for emotion detection. Next, a state-of-the-art review is presented on automatic emotion classification. Moreover, guidelines are presented for affective MMI. Subsequently, a research is presented that explores the use of EDA and three facial EMG signals to determine neutral, positive, negative, and mixed emotions, using recordings of 21 people. A range of techniques is tested, which resulted in a generic framework for automated emotion classification with up to 61.31% correct classification of the four emotion classes, without the need of personal profiles. Among various other directives for future research, the results emphasize the need for parallel processing of multiple biosignals

Aligning the topic of FCA with existing module learning outcomes

Although Formal Concept Analysis is worthy of study on computing courses, it is not always possible or practical to dedicate a whole module to it. It may, however, fit into an existing module as a topic but require some careful design of teaching and assessment activities to properly align it to the intended learning outcomes of the module. This paper describes and evaluates a three year project to align the teaching and assessment of FCA with the learning outcomes of a final-year undergraduate Smart Applications module at Sheffield Hallam University. Biggs' constructive alignment was used, incorporating an adapted version of Yin's case study research method, in an iterative process; progressively modifying teaching and assessment activities to align them more closely with the prescribed learning outcomes. The process involved examining conclusions made by students, from carrying out FCA case study assignments, to draw cross-case conclusions about the learning outcomes achieved, and how they deviated from the prescribed ones. These cross-case conclusions were used to feed back into the design of learning and assessment activities for the next delivery of the module. After three cycles, the learning outcomes achieved closely matched the prescribed learning outcomes of the module