23,408 research outputs found
Strategic Argumentation is NP-Complete
In this paper we study the complexity of strategic argumentation for dialogue
games. A dialogue game is a 2-player game where the parties play arguments. We
show how to model dialogue games in a skeptical, non-monotonic formalism, and
we show that the problem of deciding what move (set of rules) to play at each
turn is an NP-complete problem
Lambek vs. Lambek: Functorial Vector Space Semantics and String Diagrams for Lambek Calculus
The Distributional Compositional Categorical (DisCoCat) model is a
mathematical framework that provides compositional semantics for meanings of
natural language sentences. It consists of a computational procedure for
constructing meanings of sentences, given their grammatical structure in terms
of compositional type-logic, and given the empirically derived meanings of
their words. For the particular case that the meaning of words is modelled
within a distributional vector space model, its experimental predictions,
derived from real large scale data, have outperformed other empirically
validated methods that could build vectors for a full sentence. This success
can be attributed to a conceptually motivated mathematical underpinning, by
integrating qualitative compositional type-logic and quantitative modelling of
meaning within a category-theoretic mathematical framework.
The type-logic used in the DisCoCat model is Lambek's pregroup grammar.
Pregroup types form a posetal compact closed category, which can be passed, in
a functorial manner, on to the compact closed structure of vector spaces,
linear maps and tensor product. The diagrammatic versions of the equational
reasoning in compact closed categories can be interpreted as the flow of word
meanings within sentences. Pregroups simplify Lambek's previous type-logic, the
Lambek calculus, which has been extensively used to formalise and reason about
various linguistic phenomena. The apparent reliance of the DisCoCat on
pregroups has been seen as a shortcoming. This paper addresses this concern, by
pointing out that one may as well realise a functorial passage from the
original type-logic of Lambek, a monoidal bi-closed category, to vector spaces,
or to any other model of meaning organised within a monoidal bi-closed
category. The corresponding string diagram calculus, due to Baez and Stay, now
depicts the flow of word meanings.Comment: 29 pages, pending publication in Annals of Pure and Applied Logi
Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values
The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research
Vagueness and referential ambiguity in a large-scale annotated corpus
In this paper, we argue that difficulties in the definition of coreference itself contribute to lower inter-annotator agreement in certain cases. Data from a large referentially annotated corpus serves to corroborate this point, using a quantitative investigation to assess which effects or problems are likely to be the most prominent. Several examples where such problems occur are discussed in more detail, and we then propose a generalisation of Poesio, Reyle and Stevenson’s Justified Sloppiness Hypothesis to provide a unified model for these cases of disagreement and argue that a deeper understanding of the phenomena involved allows to tackle problematic cases in a more principled fashion than would be possible using only pre-theoretic intuitions
Individual and Domain Adaptation in Sentence Planning for Dialogue
One of the biggest challenges in the development and deployment of spoken
dialogue systems is the design of the spoken language generation module. This
challenge arises from the need for the generator to adapt to many features of
the dialogue domain, user population, and dialogue context. A promising
approach is trainable generation, which uses general-purpose linguistic
knowledge that is automatically adapted to the features of interest, such as
the application domain, individual user, or user group. In this paper we
present and evaluate a trainable sentence planner for providing restaurant
information in the MATCH dialogue system. We show that trainable sentence
planning can produce complex information presentations whose quality is
comparable to the output of a template-based generator tuned to this domain. We
also show that our method easily supports adapting the sentence planner to
individuals, and that the individualized sentence planners generally perform
better than models trained and tested on a population of individuals. Previous
work has documented and utilized individual preferences for content selection,
but to our knowledge, these results provide the first demonstration of
individual preferences for sentence planning operations, affecting the content
order, discourse structure and sentence structure of system responses. Finally,
we evaluate the contribution of different feature sets, and show that, in our
application, n-gram features often do as well as features based on higher-level
linguistic representations
- …