Listening between the Lines: Learning Personal Attributes from Conversations

Open-domain dialogue agents must be able to converse about many topics while incorporating knowledge about the user into the conversation. In this work we address the acquisition of such knowledge, for personalization in downstream Web applications, by extracting personal attributes from conversations. This problem is more challenging than the established task of information extraction from scientific publications or Wikipedia articles, because dialogues often give merely implicit cues about the speaker. We propose methods for inferring personal attributes, such as profession, age or family status, from conversations using deep learning. Specifically, we propose several Hidden Attribute Models, which are neural networks leveraging attention mechanisms and embeddings. Our methods are trained on a per-predicate basis to output rankings of object values for a given subject-predicate combination (e.g., ranking the doctor and nurse professions high when speakers talk about patients, emergency rooms, etc). Experiments with various conversational texts including Reddit discussions, movie scripts and a collection of crowdsourced personal dialogues demonstrate the viability of our methods and their superior performance compared to state-of-the-art baselines.Comment: published in WWW'1

Computational Sociolinguistics: A Survey

Language is a social phenomenon and variation is inherent to its social nature. Recently, there has been a surge of interest within the computational linguistics (CL) community in the social dimension of language. In this article we present a survey of the emerging field of "Computational Sociolinguistics" that reflects this increased interest. We aim to provide a comprehensive overview of CL research on sociolinguistic themes, featuring topics such as the relation between language and social identity, language use in social interaction and multilingual communication. Moreover, we demonstrate the potential for synergy between the research communities involved, by showing how the large-scale data-driven methods that are widely used in CL can complement existing sociolinguistic studies, and how sociolinguistics can inform and challenge the methods and assumptions employed in CL studies. We hope to convey the possible benefits of a closer collaboration between the two communities and conclude with a discussion of open challenges.Comment: To appear in Computational Linguistics. Accepted for publication: 18th February, 201

Who Learns from Collaborative Digital Projects? Cultivating Critical Consciousness and Metacognition to Democratize Digital Literacy Learning

Collaborative group work is common in writing classrooms, especially ones assigning digital projects. While a wealth of scholarship theorizes collaboration and advocates for specific collaborative pedagogies, writing studies has yet to address the ways in which privilege tied to race, gender, class, and other identity characteristics replicates itself within student groups by shaping the responsibilities individual group members assume, thereby affecting students\u27 opportunities for learning. Such concerns about equity are especially pressing where civically and professionally valuable twenty-first century digital literacies are concerned. This article uses theories of cultural capital and the participation gap to (1) analyze role uptake in case studies of diverse student groups and (2) suggest ways to expand writing studies\u27 current use of metacognition to address such inequities