THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes

Computational explorations of semantic cognition

Motivated by the widespread use of distributional models of semantics within the cognitive science community, we follow a computational modelling approach in order to better understand and expand the applicability of such models, as well as to test potential ways in which they can be improved and extended. We review evidence in favour of the assumption that distributional models capture important aspects of semantic cognition. We look at the models’ ability to account for behavioural data and fMRI patterns of brain activity, and investigate the structure of model-based, semantic networks. We test whether introducing affective information, obtained from a neural network model designed to predict emojis from co-occurring text, can improve the performance of linguistic and linguistic-visual models of semantics, in accounting for similarity/relatedness ratings. We find that adding visual and affective representations improves performance, especially for concrete and abstract words, respectively. We describe a processing model based on distributional semantics, in which activation spreads throughout a semantic network, as dictated by the patterns of semantic similarity between words. We show that the activation profile of the network, measured at various time points, can account for response time and accuracies in lexical and semantic decision tasks, as well as for concreteness/imageability and similarity/relatedness ratings. We evaluate the differences between concrete and abstract words, in terms of the structure of the semantic networks derived from distributional models of semantics. We examine how the structure is related to a number of factors that have been argued to differ between concrete and abstract words, namely imageability, age of acquisition, hedonic valence, contextual diversity, and semantic diversity. We use distributional models to explore factors that might be responsible for the poor linguistic performance of children suffering from Developmental Language Disorder. Based on the assumption that certain model parameters can be given a psychological interpretation, we start from “healthy” models, and generate “lesioned” models, by manipulating the parameters. This allows us to determine the importance of each factor, and their effects with respect to learning concrete vs abstract words

The neural correlates of semantic richness : Evidence from an fMRI study of word learning

We investigated the neural correlates of concrete nouns with either many or few semantic features. A group of 21 participants underwent two days of training and were then asked to categorize 40 newly learned words and a set of matched familiar words as living or nonliving in an MRI scanner. Our results showed that the most reliable effects of semantic richness were located in the left angular gyrus (AG) and middle temporal gyrus (MTG), where activation was higher for semantically rich than poor words. Other areas showing the same pattern included bilateral precuneus and posterior cingulate gyrus. Our findings support the view that AG and anterior MTG, as part of the multimodal network, play a significant role in representing and integrating semantic features from different input modalities. We propose that activation in bilateral precuneus and posterior cingulate gyrus reflects interplay between AG and episodic memory systems during semantic retrieval

Understanding analogical reasoning : viewpoints from psychology and related disciplines

Analogy and metaphor have a long history of study in linguistics, education, philosophy and psychology. Consensus over what analogy is or how analogy functions in language and thought, however, has been elusive. This paper, the first in a two part series, examines these various research traditions, attempting to bring out major lines of agreement over the role of analogy in individual human experience. As well as being a general literature review which may be helpful for newcomers to the study of analogy, this paper attempts to extract from these literatures existing theories, models and concepts which may be interesting or useful for computational studies of analogical reasoning

Meta-Referential Games to Learn Compositional Learning Behaviours

Human beings use compositionality to generalise from past experiences to novel experiences. We assume a separation of our experiences into fundamental atomic components that can be recombined in novel ways to support our ability to engage with novel experiences. We frame this as the ability to learn to generalise compositionally, and we will refer to behaviours making use of this ability as compositional learning behaviours (CLBs). A central problem to learning CLBs is the resolution of a binding problem (BP). While it is another feat of intelligence that human beings perform with ease, it is not the case for state-of-the-art artificial agents. Thus, in order to build artificial agents able to collaborate with human beings, we propose to develop a novel benchmark to investigate agents' abilities to exhibit CLBs by solving a domain-agnostic version of the BP. We take inspiration from the language emergence and grounding framework of referential games and propose a meta-learning extension of referential games, entitled Meta-Referential Games, and use this framework to build our benchmark, that we name Symbolic Behaviour Benchmark (S2B). We provide baseline results showing that our benchmark is a compelling challenge that we hope will spur the research community towards developing more capable artificial agents.Comment: work in progres