This paper proposes a number of social issues that are essential in understanding any given story, and thus, that must be included in a comprehensive approach to computational modeling of narrative. It focuses on oral narratives, and on the social event of the telling of a story. For participants in the telling, the central social issue is the story’s evaluation or meaning: the point or moral of the story. Value or meaning is created relative to social membership, and so, to understand evaluation, it is not sufficient to understand a story solely as a bounded unit. Therefore, this paper examines the ways in which narrative meaning is negotiated between narrator and interlocutors. It demonstrates how a given story can take on different meanings for different audiences. The life course of a story is also proposed as relevant dimension for understanding. Ephemeral stories are distinguished from stories which have multiple tellings, both for the stories of individuals, and for stories which form part of the story stock of institutions. Storytelling rights are also considered: who within a group has the right to tell a particular story on a particular occasion. These issues are proposed as potential meta-data to be used in the analysis of stories. Finally, the paper indicates an area in which computational understanding of narrative, including these social issues, has potential for practical applications: as part of current commercial knowledge capture and archiving activities.

Meta-cognitive skills to be developed in learning for the 21st century is the detection and correction of errors in solutions. These meta-cognitive skills can help to detect errors the learner has made her/himself as well as errors others have made. Our investigations in learning from errors have the ultimate goal to adapt the selection and presentation to the learner so that he/she can better learn from erroneous examples others have made. In our experiments we found that (1) erroneous examples with help provision can promote students skill of find errors, (2) the benefit from erroneous examples depends on the relation between the student's level and the example's difficulty, i.e. if the student is prepared for the problem, (3) for many students it is very difficult to correct errors.

Coarse word sense disambiguation (WSD) is an NLP task that is both important and practical: it aims to distinguish senses of a word that have very different meanings, while avoiding the complexity that comes from trying to finely distinguish every possible word sense. Reasoning techniques that make use of common sense information can help to solve the WSD problem by taking word meaning and context into account. We have created a system for coarse word sense disambiguation using blending, a common sense reasoning technique, to combine information from SemCor, WordNet, ConceptNet and Extended WordNet. Within that space, a correct sense is suggested based on the similarity of the ambiguous word to each of its possible word senses. The general blending-based system performed well at the task, achieving an f-score of 80.8\% on the 2007 SemEval Coarse Word Sense Disambiguation task.

Investigates the potential role of `basic communicative acts' (pointing gestures, yes/no signs, object-offer, object-request, attention-getting signals, and many others) for human-robot interaction. Argues that BCAs constitute a strategy for implementing natural HRI because they are (1) non-linguistic, hence simpler than language-based signals, (2) while simultaneously permitting sophisticated human-robot cooperation. Draws on evolutionary theory and research on embodied cognition (`affordances'). Discusses some of the challenges involved in implementing embodied systems that comprehend BCAs. The chief problem will be to design systems that use context.

In this paper we present a model of language contextualization for spatially situated dialogue systems including service robots. The contextualization model addresses the problem of location sensitivity in language understanding for human-robot interaction. Our model is based on the application of situation-sensitive contextualization functions to a dialogue move's semantic roles — both for the resolution of specified content and the augmentation of empty roles in cases of ellipsis. Unlike the previous use of default values, this methodology provides a context-dependent discourse process which reduces unnecessary artificial clarificatory statements. We detail this model and report on a number of user studies conducted with a simulated robotic system based on this model.

We outline several challenges and opportunities for building physically situated systems that can interact in open, dynamic, and relatively unconstrained environments. We review a platform and recent progress on developing computational methods for situated, multiparty, open-world dialog, and highlight the value of representations of the physical surroundings and of harnessing the broader situational context when managing communicative processes such as engagement, turn taking, language understanding, and dialog management. Finally, we outline an open-world learning challenge that spans these different levels

A well-documented finding in the help-seeking literature is that especially those learners who need it the most do not seek help (appropriately). In this exploratory study, we investigated re-reading as a unique window into elementary help-seeking processes. Students had to learn the content of multiple hypertext pages of different complexity for a subsequent knowledge test. After this learning phase we randomly assigned learners to two experimental groups: The memory control group (MG, n = 14) directly answered the knowledge test and the experimental help-seeking group (HSG, n = 15) had the option to re-read the hypertext pages before answering. Results show that HSG students outperformed MG students and that HSG students strongly adapted the extent and frequency of their re-reading to task complexity and the complexity of the hypertext pages. However, more re-reading or more adaptivity did not automatically enhance performance on the knowledge test. The implications of these findings for the design of adaptive (metacognitive) help functions in computer-based learning environments will be discussed.

Developing the capabilities of children to comprehend written texts is key to their development as young adults. Text comprehension skills develop enormously from the age of 7- 8 until the age of 11. Nowadays, several young children (˜5% – 10% of novice readers) turn out to be poor (text) comprehenders: they demonstrate text comprehension difficulties, related to inference-making skills, despite proficiency in lowlevel cognitive skills like word decoding. Though there are several pencil-and-paper reading interventions for improving inference-making skills on text, and addressed to poor comprehenders, the design and evaluation of Adaptive Learning Systems (ALSs) are lagging behind. The use of more intelligent ALSs to custom-tailor such interventions in the form of games for poor comprehenders has tremendous potential. Our system embodies that potential. This paper presents the design of our ALS by focusing on its intelligent adaptive engine and the related conceptual models, and by presenting the visual interfaces for story telling and gaming.

A large body of research describes the importance of adaptability for systems to be resilient in the face of disruptions. However, adaptive processes can be fallible, either because systems fail to adapt in situations requiring new ways of functioning, or because the adaptations themselves produce undesired consequences. A central question is then: how can systems better manage their capacity to adapt to perturbations, and constitute intelligent adaptive systems? Based on studies conducted in different high-risk domains (healthcare, mission control, military operations, urban firefighting), we have identified three basic patterns of adaptive failures or traps: (1) decompensation – when a system exhausts its capacity to adapt as disturbances and challenges cascade; (2) working at cross-purposes – when sub-systems or roles exhibit behaviors that are locally adaptive but globally maladaptive; (3) getting stuck in outdated behaviors – when a system over-relies on past successes although conditions of operation change. The identification of such basic patterns then suggests ways in which a work organization, as an example of a complex adaptive system, needs to behave in order to see and avoid or recognize and escape the corresponding failures. The paper will present how expert practitioners exhibit such resilient behaviors in high-risk situations, and how adverse events can occur when systems fail to do so. We will also explore how various efforts in research related to complex adaptive systems provide fruitful directions to advance both the necessary theoretical work and the development of concrete solutions for improving systems’ resilience.

In this paper we propose a middleware to reuse multimedia resources in order to produce new types of multimedia artifacts. In this work we adopt some basic concepts of film theory, such as the notions of plot, fabula and, in particular, diegetic time. The techniques we use are located within the area of artificial intelligence, using an explicit representation of time. The middleware consists of several modules, some devoted to the semantic annotation of multimedia components, and others to their visualization. Some modules regard the analysis of temporal connectivity and consistency of events. From a methodological point of view, an important module of the middleware contains the representation of a story (time of the narration and time of the story) and the temporal reasoning services, which are both implemented using a logic programming language (Flora2). Finally, there is a module in the middleware that translates the logical representation (in Flora2 language) into SMIL language, which allows the use of the final composition by a standard player.