Text analysis and computers

Content: Erhard Mergenthaler: Computer-assisted content analysis (3-32); Udo Kelle: Computer-aided qualitative data analysis: an overview (33-63); Christian Mair: Machine-readable text corpora and the linguistic description of danguages (64-75); Jürgen Krause: Principles of content analysis for information retrieval systems (76-99); Conference Abstracts (100-131)

Human-machine communication for educational systems design

This book contains the papers presented at the NATO Advanced Study Institute (ASI) on the Basics of man-machine communication for the design of educational systems, held August 16-26, 1993, in Eindhoven, The Netherland

Proceedings

Proceedings of the Ninth International Workshop on Treebanks and Linguistic Theories. Editors: Markus Dickinson, Kaili Müürisep and Marco Passarotti. NEALT Proceedings Series, Vol. 9 (2010), 268 pages. © 2010 The editors and contributors. Published by Northern European Association for Language Technology (NEALT) http://omilia.uio.no/nealt . Electronically published at Tartu University Library (Estonia) http://hdl.handle.net/10062/15891

Applied and Computational Linguistics

Розглядається сучасний стан прикладної та комп’ютерної лінгвістики, проаналізовано лінгвістичні теорії 20-го – початку 21-го століть під кутом розмежування різних аспектів мови з метою формалізованого опису у електронних лінгвістичних ресурсах. Запропоновано критичний огляд таких актуальних проблем прикладної (комп’ютерної) лінгвістики як укладання комп’ютерних лексиконів та електронних текстових корпусів, автоматична обробка природної мови, автоматичний синтез та розпізнавання мовлення, машинний переклад, створення інтелектуальних роботів, здатних сприймати інформацію природною мовою. Для студентів та аспірантів гуманітарного профілю, науково-педагогічних працівників вищих навчальних закладів України

Hesitations in Spoken Dialogue Systems

Betz S. Hesitations in Spoken Dialogue Systems. Bielefeld: Universität Bielefeld; 2020

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)