An Empirical Approach to Temporal Reference Resolution

This paper presents the results of an empirical investigation of temporal reference resolution in scheduling dialogs. The algorithm adopted is primarily a linear-recency based approach that does not include a model of global focus. A fully automatic system has been developed and evaluated on unseen test data with good results. This paper presents the results of an intercoder reliability study, a model of temporal reference resolution that supports linear recency and has very good coverage, the results of the system evaluated on unseen test data, and a detailed analysis of the dialogs assessing the viability of the approach.Comment: 13 pages, latex using aclap.st

Deictic Reference and Discourse Structure

Research on the factors and processes involved in pronoun interpretation has to date concentrated on anaphoric pronouns. Results have supported the now widely-held view that discourse understanding involves the creation of a partial, mental model of the situation described through the discourse. Anaphoric pronouns are taken to refer to elements of that model (often called discourse referents or discourse entities), usually ones that have, at the moment of referring, some special focus status. This paper examines deictic pronouns - in particular, ones that refer to the interpretation of one or more clauses. I argue that referents for these pronouns must come from the interpretations of discourse segments on the right frontier of an evolving structure representing the discourse. Under the assumption that reference is always to an individual, this implies that discourse segment interpretations must also be part of the evolving discourse model. I discuss this in the last section of the paper

Investigating the Influence of Grammatical Aspect on Eye-Movements

People’s ability to understand language is influenced by numerous factors, one of which is grammatical aspect. The present study focused on whether hearing the imperfective aspect (“The man was slicing the vegetables”; ongoing action) versus the perfective aspect (“The man had sliced the vegetables”; completed action) affects the activation of the mental representation of an outcome (e.g., a sliced carrot) and of the instrument used for a specific action (e.g., a knife for slicing). We conducted a visual-world paradigm eye-tracking study to investigate moment-by-moment language understanding (Heuttig et al., 2011). Participants listened to sentences such as those above while viewing four pictures on a computer screen. Each trial contained one picture depicting the instrument employed for the action mentioned in the sentence (a knife), one depicting the patient that is being acted upon (a carrot), and two unrelated distractors (a basket and a present). We measured the time course of participants’ eye-movements to the pictures, as well as the duration of their fixations. Overall there was an increase in looks to the instruments for the imperfective over the perfective in the time period between the verb and the noun. However, there was no increase in looks to the patient in the perfective over the imperfective. Our results demonstrate that people are sensitive to grammatical aspect as the sentence unfolds, including as the verb is being heard. This suggests that aspect dynamically influences how people interpret and process events

Anadil ve yabancı dil olarak Türkçe ve İngilizce' demetin işaret adılları ile söylem bağlaçlarının deneysel psikodilbilim yöntemiyle incelenmesi

TÜBİTAK SOBAG Proje01.08.201

Feedback-Based Gameplay Metrics and Gameplay Performance Segmentation: An audio-visual approach for assessing player experience.

Gameplay metrics is a method and approach that is growing in popularity amongst the game studies research community for its capacity to assess players’ engagement with game systems. Yet, little has been done, to date, to quantify players’ responses to feedback employed by games that conveys information to players, i.e., their audio-visual streams. The present thesis introduces a novel approach to player experience assessment - termed feedback-based gameplay metrics - which seeks to gather gameplay metrics from the audio-visual feedback streams presented to the player during play. So far, gameplay metrics - quantitative data about a game state and the player's interaction with the game system - are directly logged via the game's source code. The need to utilise source code restricts the range of games that researchers can analyse. By using computer science algorithms for audio-visual processing, yet to be employed for processing gameplay footage, the present thesis seeks to extract similar metrics through the audio-visual streams, thus circumventing the need for access to, whilst also proposing a method that focuses on describing the way gameplay information is broadcast to the player during play. In order to operationalise feedback-based gameplay metrics, the present thesis introduces the concept of gameplay performance segmentation which describes how coherent segments of play can be identified and extracted from lengthy game play sessions. Moreover, in order to both contextualise the method for processing metrics and provide a conceptual framework for analysing the results of a feedback-based gameplay metric segmentation, a multi-layered architecture based on five gameplay concepts (system, game world instance, spatial-temporal, degree of freedom and interaction) is also introduced. Finally, based on data gathered from game play sessions with participants, the present thesis discusses the validity of feedback-based gameplay metrics, gameplay performance segmentation and the multi-layered architecture. A software system has also been specifically developed to produce gameplay summaries based on feedback-based gameplay metrics, and examples of summaries (based on several games) are presented and analysed. The present thesis also demonstrates that feedback-based gameplay metrics can be conjointly analysed with other forms of data (such as biometry) in order to build a more complete picture of game play experience. Feedback based game-play metrics constitutes a post-processing approach that allows the researcher or analyst to explore the data however they wish and as many times as they wish. The method is also able to process any audio-visual file, and can therefore process material from a range of audio-visual sources. This novel methodology brings together game studies and computer sciences by extending the range of games that can now be researched but also to provide a viable solution accounting for the exact way players experience games

Planning multisentential English text using communicative acts

The goal of this research is to develop explanation presentation mechanisms for knowledge based systems which enable them to define domain terminology and concepts, narrate events, elucidate plans, processes, or propositions and argue to support a claim or advocate action. This requires the development of devices which select, structure, order and then linguistically realize explanation content as coherent and cohesive English text. With the goal of identifying generic explanation presentation strategies, a wide range of naturally occurring texts were analyzed with respect to their communicative sttucture, function, content and intended effects on the reader. This motivated an integrated theory of communicative acts which characterizes text at the level of rhetorical acts (e.g., describe, define, narrate), illocutionary acts (e.g., inform, request), and locutionary acts (e.g., ask, command). Taken as a whole, the identified communicative acts characterize the structure, content and intended effects of four types of text: description, narration, exposition, argument. These text types have distinct effects such as getting the reader to know about entities, to know about events, to understand plans, processes, or propositions, or to believe propositions or want to perform actions. In addition to identifying the communicative function and effect of text at multiple levels of abstraction, this dissertation details a tripartite theory of focus of attention (discourse focus, temporal focus, and spatial focus) which constrains the planning and linguistic realization of text. To test the integrated theory of communicative acts and tripartite theory of focus of attention, a text generation system TEXPLAN (Textual EXplanation PLANner) was implemented that plans and linguistically realizes multisentential and multiparagraph explanations from knowledge based systems. The communicative acts identified during text analysis were formalized as over sixty compositional and (in some cases) recursive plan operators in the library of a hierarchical planner. Discourse, temporal, and spatial focus models were implemented to track and use attentional information to guide the organization and realization of text. Because the plan operators distinguish between the communicative function (e.g., argue for a proposition) and the expected effect (e.g., the reader believes the proposition) of communicative acts, the system is able to construct a discourse model of the structure and function of its textual responses as well as a user model of the expected effects of its responses on the reader's knowledge, beliefs, and desires. The system uses both the discourse model and user model to guide subsequent utterances. To test its generality, the system was interfaced to a variety of domain applications including a neuropsychological diagnosis system, a mission planning system, and a knowledge based mission simulator. The system produces descriptions, narrations, expositions, and arguments from these applications, thus exhibiting a broader range of rhetorical coverage than previous text generation systems

Relating two simultaneous events in discourse: the role of on-goingness devices in L1 Tunisian Arabic, L1 French and L2 French by Tunisian learners

Our PhD study focuses on the role of aspectual marking in expressing simultaneity of events in Tunisian Arabic as a first language, French as a first language, as well as in French as a second language by Tunisian learners at different acquisitional stages. We examine how the explicit markers of on-goingness qa:’id and «en train de» in Tunisian Arabic and in French respectively are used to express this temporal relation, in competition with the simple forms, the prefixed verb form in Tunisian Arabic and the présent de l’indicatif in French. We use a complex verbal task of retelling simultaneous events sharing an interval on the time axis based on eight videos presenting two situations happening in parallel. Two types of simultaneity are exploited: perfect simultaneity (when the two situations are parallel to each other) and inclusion (one situation is framed by the second one). Our informants in French and in Tunisian Arabic have two profiles, highly educated and low educated speakers. We show that the participants’ response to the retelling task varies according to their profiles, and so does their use of the on-goingness devices in the expression of simultaneity. The differences observed between the two profile groups are explained by the degree to which the speakers have developed a habit of responding to tasks. This is a skill typically acquired during schooling. We notice overall that the use of qa:’id as well as of «en train de» is less frequent in the data than the use of the simple forms. However, qa:’id as well as «en train de» are employed to play discursive roles that go beyond the proposition level. We postulate that despite the shared features between Tunisian Arabic and French regarding marking the concept of on-goingness, namely the presence of explicit lexical, not fully grammaticalised markers competing with other non-marked forms, the way they are used in the discourse of simultaneous events shows clear differences. We explain that «en train de» plays a more contrastive role than qa:’id and its use in discourse obeys a stricter rule. In cases of the inclusion type of simultaneity, it is used to construe the ‘framing’ event that encloses the second event. In construing perfectly simultaneneous events, and when both «en train de» and présent de l’indicatif are used, the proposition with «en train de» generally precedes the proposition with présent de l’indicatif, and not the other way around. qa:id obeys, but to a less strict rule as it can be used interchangeably with the simple form regardless of the order of propositions. The contrastive analysis of French L1 and L2 reveals learners’ deviations from natives’ use of on-goingness devices. They generalise the use of «en train de» and apply different rules to the interaction of the different marked and unmarked forms in discourse. Learners do not master its role in discourse even at advanced stages of acquisition despite its possible emergence around the basic and intermediate varieties. We conclude that the native speakers’ use of «en train de» involves mastering its role at the macro-structure level. This feature, not explicitly available to learners in the input, might persistently present a challenge to L2 acquisition of the periphrasis