Processing the language of a narrative text, be it a novel, a extended flashbacks). These subsequent levels of blending film, or a play, is a crucial component of narrative of narrative spaces eventually yield the emergent space, comprehension. The research reported here shows how traditionally described as'the story'. The final product of processes driven by general linguistic and conceptual narrative comprehension is thus a mental construct, a patterns of meaning construction prompt the reader's or mega-blend, which emerges through multiple levels of viewer's response to the narrative artifact.

This paper summarizes the online machine learning method LCore, which enables robots to learn to communicate with users from scratch through verbal and behavioral interaction in the physical world. LCore combines speech, visual, and tactile information obtained through the interaction, and enables robots to learn beliefs regarding speech units, words, the concepts of objects, motions, grammar, and pragmatic and communicative capabilities. The overall belief system is represented by a dynamic graphical model in an integrated way. Experimental results show that through a small, practical number of learning episodes with a user, the robot was eventually able to understand even fragmental and ambiguous utterances, respond to them with confirmation questions and/or actions, generate directive utterances, and answer questions, appropriately for the given situation. This paper discusses the importance of a developmental approach to realize personally and physically situated human-robot conversations.

We assume that the brain is some kind of a computer and look at operations implied by the figurative use of language. Figurative language is pervasive, bypasses the literal meaning of what is said and is interpreted metaphorically or by analogy. Such an interpretation calls for a mapping in concept space, leading us to speculate about the nature of concept space in terms of readily computable mappings. We find that mappings of the appropriate kind are possible in high-dimensional spaces and demonstrate them with the simplest such space, namely, where the dimensions are binary. Two operations on binary vectors, one akin to addition and the other akin to multiplication, allow new representations to be composed from existing ones, and the ``multiplication'' operation is also suited for the mapping. The properties of high-dimensional spaces have been shown elsewhere to correspond to cognitive phenomena such as memory recall. The present ideas further suggest the suitability of high-dimensional representation for cognitive modeling.

Inconsistency in behaviors of virtual agents and robots, like that between utterance contents, utterance forms, and postures, has a possibility of influences into human impression, cognition, and memory, and as a result, may lead to inhibition of dialogues between humans and these artifacts. In order to discuss about this possibility and its implications on dialogue design, this paper introduces some case studies using simple animated characters and a small-sized humanoid robot in Japan.

Data clustering is a common technique for statistical data analysis. It is used in many fields including machine learning, data mining, customer segmentation, trend analysis, pattern recognition and image analysis. The proposed Localized Diffusion Folders methodology performs hierarchical clustering of high-dimensional datasets. The diffusion folders are multi-level data partitioning into local neighborhoods that are generated by several random selections of data points and folders in a diffusion graph and by defining local diffusion distances between them. This multi-level partitioning defines an improved localized geometry of the data and a localized Markov transition matrix that is used for the next time step in the diffusion process. The result of this clustering method is a bottom-up hierarchical clustering of the data while each level in the hierarchy contains localized diffusion folders of folders from the lower levels. This methodology preserves the local neighborhood of each point while eliminating noisy connections between distinct points and areas in the graph. The performance of the algorithms is demonstrated on real data and it is compared to existing methods.

Links between licit and illicit economies fuel conflict in countries mired in irregular warfare. We argue that in Afghanistan, cultivating poppy and trading drugs bring stability to farmers who face the unintended consequences of haphazard development efforts while lacking alternative livelihoods and security necessary to access markets. Drug trafficking funds the crime-insurgency nexus and government corruption, in turn foiling attempts to establish a unified governance body. We show how individual rationality, market forces, corruption and opium stocks accumulated at different stages in the supply chain counteract the effects of poppy eradication. To that end, we use initial results from a multiagent model of the Afghan drug industry. We define physical, administrative, social and infrastructural environments in the simulation, and outline objectives and inputs for decision making and the structure of actor interactions.

This paper provides an overview of a web-based, database-driven cognitive support system for scaffolding ill-structured problem solving processes through fostering self-regulation. Self-regulation learning and ill-structured problem-solving theories guided the design framework of this cognitive tool. Of particular interest are the roles of question prompts, expert view, and peer review mechanisms in supporting self-monitoring, self-regulation, and self-reflection in the processes of ill-structured problem solving, which have been tested through empirical studies in various content domains and contexts. Based on findings, suggestions are made to improve the cognitive support system for future research, including mapping self-regulation learning processes more closely with ill-structured problem-solving processes, and focusing on the system’s capability to automatically adapt scaffolding based on individual needs and prior knowledge.

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

Journalists and editors work under pressure to collect relevant details and background information about specific events. They spend a significant amount of time sifting through documents and finding new information such as facts, opinions or stakeholders (i.e. people, places and organizations that have a stake in the news). Spotting them is a tedious and cognitively intense process. One task, essential to this process, is to find and keep track of stakeholders. This task is taxing cognitively and in terms of memory. Tell Me More offers an automatic aid to this task. Tell Me More is a system that, given a seed story, mines the web for similar stories reported by different sources and selects only those stories which offer new information with respect to that original seed story. Much like a journalist, the task of detecting named entities is central to its success. In this paper we briefly describe Tell Me More and, in particular, we focus on Tell Me More's entity detection component. We describe an approach that combines off-the-shelf named entity recognizers (NERs) with WPED, an in-house publicly available NER that uses Wikipedia as its knowledge base. We show significant increase in precision scores with respect to traditional NERs. Lastly, we present an overall evaluation of Tell Me More using this approach.

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.