The current study investigates the relationship between children’s curiosity and question asking ability. Generation of two types of questions was assessed: identification (yes/no questions asked to identify a target from an array) and understanding questions, asked to learn more about a topic. The latter was related to children’s curiosity, as was the ability to recognize the effectiveness of questions in solving a mystery. Training on asking identification questions was effective in improving children’s ability to ask that type of question, but did not transfer to the other task. Training on asking understanding questions was not successful. Children’s curiosity did not influence the effectiveness of the training.

People acquire new knowledge in various ways and this helps them to adapt to changing environment properly. In this paper, we investigatethe interoperation of multiple learning mechanisms within a single system. We extend a cognitive architecture, ICARUS, to have three different modes of learning. Through experiments in a modified Blocks World and a route generation domain, we test and demonstrate the system's ability to get synergistic effects from these learning mechanisms.

In this paper, we propose a simulation platform for the performance testing of robots and human operations. Robots have been used in disaster scenarios, where the environment is unstable. Human operators may have no prior experience in dealing with such dynamically changing environments, which may also be unstable for robotic tasks. To develop rescue robots, disaster situation emulation and human-in-loop test platform are required in addition to robot simulators. The proposed platform is used to design, develop robots and to conduct drills for robot operations, and to carry out experiments. And the results of experiments are presented.

In this paper, we consider the issue of guiding ethical behavior in human-robot teams from a systemic viewpoint. Considering a team as a sociotechnical complex, we look at how responsibility for actions can arise through the interaction between the different actors in the team while playing specific roles. We define the notions of role, discuss how they establish a social network, and then use logical notions of multi-agent trust to formalize responsibility as accountability against capabilities that are invoked during collaboration.

Good readers ask questions during reading, and this is presumed to improve their text comprehension. But what about not-so-good readers? Does question asking promote comprehension for struggling readers and, if so, how can we best support these students? This paper examines question generation among low-performing sixth-graders who read moderately-challenging science texts. It characterizes the nature of students’ questions and describes the effects of a video-based peer modeling intervention on their question asking and reading comprehension. In contrast to previous research, this study found that students asked a large number of deep reasoning questions, particularly those related to identifying goals, processes, causes, and consequences. However, such questions were not generally associated with greater understanding. Only two types of deep reasoning questions were related to text comprehension—those that were not answered in the text (directly or indirectly) and those that students labeled as “I’m Confused” questions. The study also found that readers who were exposed to video-based peer modeling of question generation asked more of these types of questions and scored significantly higher on multiple measures of text comprehension. These findings have implications for the design of systems to support struggling readers and for theory-building about question generation.

Recent studies on question generation identify the need for automatic discourse analysers. We evaluated the feasibility of integrating an available discourse analyser called HILDA for a specific question generation system called CODA; introduce an approach by extracting a discourse corpus from the CODA parallel corpus; and identified future work towards automatic discourse analysis in the domain of question generation.

We present an evaluation methodology and a system for ranking questions within the context of a multimodal tutorial dialogue. Such a framework has applications for automatic question selection and generation in intelligent tutoring systems. To create this ranking system we manually author candidate questions for specific points in a dialogue and have raters assign scores to these questions. To explore the role of question type in scoring, we annotate dialogue turns with labels from the DISCUSS dialogue move taxonomy. Questions are ranked using a SVM-regression model trained with features extracted from the dialogue context, the candidate question, and the human ratings. Evaluation shows that our system’s rankings correlate with human judgments in question ranking.

Next, through the Question Type Selection ArikIturri (Aldabe et al. 2006) is a system developed for the process, the question type is selected. Finally, by means automatic generation of different types of exercise. One of of the Question Construction step, the surface form of the the aims of ArikIturri is to generate items that could form question is created based on the previous steps. As regards part of real scenarios; this is why their creation is based our QG system, the sentence retriever module is responsible on topics that are part of the curriculum. Thus, the system for the Target Selection task and the item generator module is able to automatically generate tests from texts, to be included performs the Question Type Selection and Question Construction in testing tasks. The system is able to produce fill-inthe-blank processes.

This paper explores the application of computer simulation techniques to the fields of literary studies and narratology by developing a model for plot structure and characterization. Using a corpus of 19th Century British novels as a case study, the author begins with a descriptive quantitative analysis of character names, developing a set of stylized facts about the way narratives allocate attention to their characters. The author shows that narrative attention in many novels appears to follow a “long tail” distribution.The author then constructs an explanatory model in NetLogo, demonstrating that basic assumptions about plot structure are sufficient to generate output consistent with the real novels in the corpus.

Ant colony optimization (ACO) algorithms are computational problem-solving methods that are inspired by the complex behaviors of ant colonies; specifically, the ways in which ants interact with each other and their environment to optimize the overall performance of the ant colony. Our eventual goal is to develop and experiment with ACO methods that can more effectively adapt to dynamically changing environments and problems. We describe biological ant systems and the dynamics of their environments and behaviors. We then introduce a family of dynamic ACO algorithms that can handle dynamic modifications of their inputs. We report empirical results, showing that dynamic ACO algorithms can effectively adapt to time-varying environments.