Using Cultural and Social Beliefs in Language Games

Agreement on word-object pairing in communication depends on the intensity of the beliefs that gradually emerge in a society of agents, on the condition that no one was born with embedded knowledge. The agents search and exchange ideas about unknown word-object pairings, until they meet a consensus about what the object should be named. A language game is a social process of finding agreement on word-object pairings through communication in a multi-agent system. In this paper, a technique is proposed to discover the association between a word and the agents' beliefs on an object using self-organizing maps and a cultural algorithm in a multi-hearer environment. A conceptual space is implemented, which stores the agent's beliefs in three dimensions, represented by colors. The technique was evaluated for a variety of scenarios using four significant measures: coherence, specificity, success rate, and word size. The results showed that with the proposed method social agents can reach agreement fast and that their communication is effective

LANGUAGE USE AND PERCEPTIONS OF ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNERS IN A TASK-BASED CLASS IN "SECOND LIFE "

Situated in cognitive interactionist theory and driven by task-based language teaching (TBLT), this study employed a multiple methods design to better address research questions regarding EFL learners' language use and perceptions about their language practices during task-based interaction in Second Life (SL). Findings showed that students perceived SL as a viable platform for language learning. Nine adult EFL learners worldwide were recruited to participate in this virtual course and used avatars to interact with peers via voice chat in simulated real-life tasks. Quantitative results revealed that confirmation checks, clarification requests and comprehension checks were the three most frequently used strategies. Two strategies that had not been documented in previous SL research were found--metacognitive strategy and "spell out the word." Negotiation patterns were also identified: single-layered and multi-layered trigger-resolution sequences. Additionally, the interrelationship among task types, negotiation and strategies was established--jigsaw task prompted the most instances of negotiation and strategy use whereas opinion-exchange task triggered the least. Results also indicated that EFL students had a statistically significant improvement on syntactic complexity and variety as well as on linguistic accuracy across all measured levels. Three core themes emerged from qualitative data: 1) perceptions about factors that impact virtual learning experience in SL, 2) attitudes toward learning English via avatars in SL, and 3) beliefs about the effects of task-based instruction on learning outcomes in SL. SL was endorsed as a promising learning environment owing to its conspicuous features, simulated immersion, augmented reality, tele/copresence and masked identities via avatars. This study demonstrated that implementation of task-based instruction can be maximized by 3-D, simulated features in SL, as evidenced in that 1) convergent tasks with single-outcome conditions stimulate more cognitive and linguistic processes; 2) 3-D multimodal resources in SL provide additional visual and linguistic support; 3) pre-task planning can optimize the quality of learners' linguistic performance; 4) real-life tasks that capitalize on SL features, accommodate learners' cultural/world knowledge, and simulate real-life tasks can make a difference in their virtual learning experiences; and 5) avatar identities boost learners' sense of self-image and confidence

Planning Smalltalk Behavior with Cultural Influences for Multiagent Systems

International audienceThere are several factors that inuence communicative behavior, such as gen- der, personality or culture. As virtual agents interact in a more and more human-like manner, their behavior should be dependent on social factors as well. Culture is a phenomenon that a_ects one's behavior without one realiz- ing it. Behavior is thus sometimes perceived as inappropriate because there is no awareness of the cultural gap. Thus, we think cultural background should also inuence the communication behavior of virtual agents. Behav- ioral di_erences are sometimes easy to recognize by humans but still hard to describe formally, to enable integration into a system that automatically generates culture-speci_c behavior. In our work, we focus on culture-related di_erences in the domain of casual Small Talk. Our model of culture-related di_erences in Small Talk behavior is based on _ndings described in the lit- erature as well as on a video corpus that was recorded in Germany and Japan. In a validation study, we provide initial evidence that our simulation of culture-speci_c Small Talk with virtual agents is perceived di_erently by human observers. We thus implemented a system that automatically gener- ates culture-speci_c Small Talk dialogs for virtual agents

COIN@AAMAS2015

COIN@AAMAS2015 is the nineteenth edition of the series and the fourteen papers included in these proceedings demonstrate the vitality of the community and will provide the grounds for a solid workshop program and what we expect will be a most enjoyable and enriching debate.Peer reviewe

Foreign language as a special subject for creation of activity simula-tions

The purpose of the article is to substantiate the important characteristics of a foreign language as an educational subject for the creation of special problem situations that contribute to the effective assimilation of foreign language material. The specific objectives include: to analyze types of activity simulations used in the English language classroom; to conduct teachers survey and to reveal the peculiarities of using activity simulations; to develop the algorithm of using activity simulations in the English language classroom. During the educational research we use the following methods: literature review, open-ended survey, observation, content analysis, interview. The research was conducted in the first semester of 2022-2023 academic year and involved 156 teachers of English language of different higher educational institutions throughout the country. The findings showed that brainstorming, education discussion, round table, project-based technology, analysis of real-life situations, and simulation exercise are used most effective in the process of teaching a foreign language. They bring a number of advantages like engagement of students, formation of real-life experience, language practice, improvement of communication, improvement of collaboration, efficient organization of individualized learning, and motivation enhancement.. The research resulted in elaboration of recommendations for the teaching staff of higher educational institutions to use activity simulations in the classroom

Navigating the Interim

Navigating the Interim attempts to build a framework for the ways in which visual art, media studies, and forms of social practice might intermingle within a career in the arts, as well as within a thorough art education curriculum. From broad theoretical analysis to the specificity of technical exercises and prompts, this paper serves as a roadmap for the ways in which production, teaching, and organizing might begin to merge into a single holistic practice. The author’s projects provide an anchor from which to analyze the various conceptual trajectories of art that have stemmed from modernism throughout the 20th century, as well as to challenge the anti-aesthetic phenomenon that has emerged out of this evolution, which has influenced paradigms within art education and leads to an analysis of the author’s own creative impulses, such as media activism, noise-based and appropriative tactics, and concerns about Debordian Spectacle. These self-analyses and reflections are situated within various binary oppositions: object-action, opacity-transparency, deconstruction-enstrangement, replacement-extension, and static-progressive

Behaviors That Impact the Economic Outcomes of Mergers & Acquisitions; The Premium Price Paid and Return on Investment

This quantitative study explores the impact of overconfidence bias, lying for strategic advantage, and co-operation (or non-cooperation) among 29 highly experienced private equity fund and investment managers. Using four structured experiments, M&A professionals were assigned buyer and seller roles and allowed to choose among investment opportunities. Within a game theory framework, the buyers and sellers bargained over the purchase price. The results of these experiments were explored using a linear regression format. The skill level of the participants was measured using a financial literacy test prior to the experiments and two overconfidence measures were constructed. Lying for strategic advantage was an embedded behavior, and co-operation versus non-cooperation was observed. Results suggest that more experienced buyers, along with more skilled buyers, were able to achieve a lower price paid and higher ROI. Lying for strategic advantage was not found to have an impact on the price paid by buyers. Cooperation was not found to have a statistically significant impact. However, results suggest that when lying and cooperation is employed by a buyer, they can achieve a lower price paid for an acquisition, thus a higher ROI. These findings contribute to our understanding of outcomes observed from private equity transactions