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61.
Gordon, Andrew S.
Language evidence for changes in a Theory of Mind Book Section
In: Arbib, Michael A. (Ed.): Action to Language via the Mirror Neuron System, University of Cambridge Press, Cambridge, UK, 2006, ISBN: 978-0-521-84755-1.
@incollection{gordon_language_2006,
title = {Language evidence for changes in a Theory of Mind},
author = {Andrew S. Gordon},
editor = {Michael A. Arbib},
url = {http://www.cambridge.org/gb/knowledge/isbn/item1172518/?site_locale=en_GB},
isbn = {978-0-521-84755-1},
year = {2006},
date = {2006-09-01},
booktitle = {Action to Language via the Mirror Neuron System},
publisher = {University of Cambridge Press},
address = {Cambridge, UK},
abstract = {Mirror neurons may hold the brain's key to social interaction - each coding not only a particular action or emotion but also the recognition of that action or emotion in others. The Mirror System Hypothesis adds an evolutionary arrow to the story - from the mirror system for hand actions, shared with monkeys and chimpanzees, to the uniquely human mirror system for language. In this accessible 2006 volume, experts from child development, computer science, linguistics, neuroscience, primatology and robotics present and analyse the mirror system and show how studies of action and language can illuminate each other. Topics discussed in the fifteen chapters include: what do chimpanzees and humans have in common? Does the human capability for language rest on brain mechanisms shared with other animals? How do human infants acquire language? What can be learned from imaging the human brain? How are sign- and spoken-language related? Will robots learn to act and speak like humans?},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Mirror neurons may hold the brain's key to social interaction - each coding not only a particular action or emotion but also the recognition of that action or emotion in others. The Mirror System Hypothesis adds an evolutionary arrow to the story - from the mirror system for hand actions, shared with monkeys and chimpanzees, to the uniquely human mirror system for language. In this accessible 2006 volume, experts from child development, computer science, linguistics, neuroscience, primatology and robotics present and analyse the mirror system and show how studies of action and language can illuminate each other. Topics discussed in the fifteen chapters include: what do chimpanzees and humans have in common? Does the human capability for language rest on brain mechanisms shared with other animals? How do human infants acquire language? What can be learned from imaging the human brain? How are sign- and spoken-language related? Will robots learn to act and speak like humans?
62.
Swanson, Reid; Gordon, Andrew S.
A Comparison of Alternative Parse Tree Paths for Labeling Semantic Roles Proceedings Article
In: Proceedings of the Joint Conference of the International Committee on Computational Linguistics and the Association for Computational Linguistics (COLING/ACL), Sydney, Australia, 2006.
@inproceedings{swanson_comparison_2006,
title = {A Comparison of Alternative Parse Tree Paths for Labeling Semantic Roles},
author = {Reid Swanson and Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/A%20Comparison%20of%20Alternative%20Parse%20Tree%20Paths%20for%20Labeling%20Semantic%20Roles.pdf},
year = {2006},
date = {2006-07-01},
booktitle = {Proceedings of the Joint Conference of the International Committee on Computational Linguistics and the Association for Computational Linguistics (COLING/ACL)},
address = {Sydney, Australia},
abstract = {The integration of sophisticated inference-based techniques into natural language processing applications first requires a reliable methos of encoding the predicate-argument structure of the propositional context of text. Recent statistical approaches to automated predicate-argument annotaion have utilized parse tree paths as predictive features, which encode the path between a verb predicate and a node in the parse tree that governs its argument. In this paper, we explore a number of alternaitves for how these parse tree paths are encoded, focusing on the difference between automatically generated constituency parses and dependency parses. After describing five alternatives for encoding parse tree paths, we investigate how well each can be aligned with the argument substrings in annotated text corpora, their relative precision and recall performance, and their comparative learning curves. Results indicate that constituency parsers produce parse tree paths that can more easily be aligned to argument substrings, perform better in precision and recall, and have more favorable learning curves than those produced by a dependency parser.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
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The integration of sophisticated inference-based techniques into natural language processing applications first requires a reliable methos of encoding the predicate-argument structure of the propositional context of text. Recent statistical approaches to automated predicate-argument annotaion have utilized parse tree paths as predictive features, which encode the path between a verb predicate and a node in the parse tree that governs its argument. In this paper, we explore a number of alternaitves for how these parse tree paths are encoded, focusing on the difference between automatically generated constituency parses and dependency parses. After describing five alternatives for encoding parse tree paths, we investigate how well each can be aligned with the argument substrings in annotated text corpora, their relative precision and recall performance, and their comparative learning curves. Results indicate that constituency parsers produce parse tree paths that can more easily be aligned to argument substrings, perform better in precision and recall, and have more favorable learning curves than those produced by a dependency parser.
63.
Gandhe, Sudeep; Gordon, Andrew S.; Traum, David
Improving Question-Answering With Linking Dialogues Proceedings Article
In: International Conference on Intelligent User Interfaces (IUI-2006), Sydney, Australia, 2006.
@inproceedings{gandhe_improving_2006,
title = {Improving Question-Answering With Linking Dialogues},
author = {Sudeep Gandhe and Andrew S. Gordon and David Traum},
url = {http://ict.usc.edu/pubs/Improving%20Question-Answering%20With%20Linking%20Dialogues%20.pdf},
year = {2006},
date = {2006-01-01},
booktitle = {International Conference on Intelligent User Interfaces (IUI-2006)},
address = {Sydney, Australia},
abstract = {Question-answering dialogue systems have found many applications in interactive learning environments. This paper is concerned with one such application for Army leadership training, where trainees input free-text questions that elicit pre-recorded video responses. Since these responses are already crafted before the question is asked, a certain degree of incoherence exists between the question that is asked and the answer that is given. This paper explores the use of short linking dialogues that stand in between the question and its video response to alleviate the problem of incoherence. We describe a set of experiments with human generated linking dialogues that demonstrate their added value. We then describe our implementation of an automated method for utilizing linking dialogues and show that these have better coherence properties than the original system without linking dialogues.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Question-answering dialogue systems have found many applications in interactive learning environments. This paper is concerned with one such application for Army leadership training, where trainees input free-text questions that elicit pre-recorded video responses. Since these responses are already crafted before the question is asked, a certain degree of incoherence exists between the question that is asked and the answer that is given. This paper explores the use of short linking dialogues that stand in between the question and its video response to alleviate the problem of incoherence. We describe a set of experiments with human generated linking dialogues that demonstrate their added value. We then describe our implementation of an automated method for utilizing linking dialogues and show that these have better coherence properties than the original system without linking dialogues.
64.
Gordon, Andrew S.; Ganesan, Kavita
Automated Story Capture From Conversational Speech Proceedings Article
In: 3rd International Conference on Knowledge Capture (K-CAP 05), Banff, Alberta, Canada, 2005.
@inproceedings{gordon_automated_2005,
title = {Automated Story Capture From Conversational Speech},
author = {Andrew S. Gordon and Kavita Ganesan},
url = {http://ict.usc.edu/pubs/Automated%20Story%20Capture%20From%20Conversational%20Speech.pdf},
year = {2005},
date = {2005-10-01},
booktitle = {3rd International Conference on Knowledge Capture (K-CAP 05)},
address = {Banff, Alberta, Canada},
abstract = {While storytelling has long been recognized as an important part of effective knowledge management in organizations, knowledge management technologies have generally not distinguished between stories and other types of discourse. In this paper we describe a new type of technological support for storytelling that involves automatically capturing the stories that people tell to each other in conversations. We describe our first attempt at constructing an automated story extraction system using statistical text classification and a simple voting scheme. We evaluate the performance of this system and demonstrate that useful levels of precision and recall can be obtained when analyzing transcripts of interviews, but that performance on speech recognition data is not above what can be expected by chance. This paper establishes the level of performance that can be obtained using a straightforward approach to story extraction, and outlines ways in which future systems can improve on these results and enable a wide range of knowledge socialization applications.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
While storytelling has long been recognized as an important part of effective knowledge management in organizations, knowledge management technologies have generally not distinguished between stories and other types of discourse. In this paper we describe a new type of technological support for storytelling that involves automatically capturing the stories that people tell to each other in conversations. We describe our first attempt at constructing an automated story extraction system using statistical text classification and a simple voting scheme. We evaluate the performance of this system and demonstrate that useful levels of precision and recall can be obtained when analyzing transcripts of interviews, but that performance on speech recognition data is not above what can be expected by chance. This paper establishes the level of performance that can be obtained using a straightforward approach to story extraction, and outlines ways in which future systems can improve on these results and enable a wide range of knowledge socialization applications.
65.
Gordon, Andrew S.
Commonsense Psychology and the Functional Requirements of Cognitive Models Proceedings Article
In: American Association of Artificial Intelligence Workshop on Modular Construction of Human-Like Intelligence, AAAI Press, Pittsburgh, PA, 2005.
@inproceedings{gordon_commonsense_2005,
title = {Commonsense Psychology and the Functional Requirements of Cognitive Models},
author = {Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/Commonsense%20Psychology%20and%20the%20Functional%20Requirements%20of%20Cognitive%20Models.pdf},
year = {2005},
date = {2005-07-01},
booktitle = {American Association of Artificial Intelligence Workshop on Modular Construction of Human-Like Intelligence},
publisher = {AAAI Press},
address = {Pittsburgh, PA},
abstract = {In this paper we argue that previous models of cognitive abilities (e.g. memory, analogy) have been constructed to satisfy functional requirements of implicit commonsense psychological theories held by researchers and nonresearchers alike. Rather than working to avoid the influence of commonsense psychology in cognitive modeling research, we propose to capitalize on progress in developing formal theories of commonsense psychology to explicitly define the functional requirements of cognitive models. We present a taxonomy of 16 classes of cognitive models that correspond to the representational areas that have been addressed in large-scale inferential theories of commonsense psychology. We consider the functional requirements that can be derived from inferential theories for one of these classes, the processes involved in human memory. We argue that the breadth coverage of commonsense theories can be used to better evaluate the explanatory scope of cognitive models, as well as facilitate the investigation of larger-scale cognitive systems.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
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In this paper we argue that previous models of cognitive abilities (e.g. memory, analogy) have been constructed to satisfy functional requirements of implicit commonsense psychological theories held by researchers and nonresearchers alike. Rather than working to avoid the influence of commonsense psychology in cognitive modeling research, we propose to capitalize on progress in developing formal theories of commonsense psychology to explicitly define the functional requirements of cognitive models. We present a taxonomy of 16 classes of cognitive models that correspond to the representational areas that have been addressed in large-scale inferential theories of commonsense psychology. We consider the functional requirements that can be derived from inferential theories for one of these classes, the processes involved in human memory. We argue that the breadth coverage of commonsense theories can be used to better evaluate the explanatory scope of cognitive models, as well as facilitate the investigation of larger-scale cognitive systems.
66.
Hobbs, Jerry R.; Gordon, Andrew S.
Encoding Knowledge of Commonsense Psychology Proceedings Article
In: 7th International Symposium on Logical Formalizations of Commonsense Reasoning, Corfu, Greece, 2005.
@inproceedings{hobbs_encoding_2005,
title = {Encoding Knowledge of Commonsense Psychology},
author = {Jerry R. Hobbs and Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/Encoding%20Knowledge%20of%20Commonsense%20Psychology.pdf},
year = {2005},
date = {2005-05-01},
booktitle = {7th International Symposium on Logical Formalizations of Commonsense Reasoning},
address = {Corfu, Greece},
abstract = {Introduction: In previous papers (Gordon and Hobbs, 2003, 2004) we have described a methodology for determining what knowledge should be included in the knowledge base for an intelligent agent, capable of constructing and executing plans to achieve its goals. An intelligent agent is at least a planning mechanism, so Gordon (2004) asked what concepts are necessary for the common strategies that people use in achieving their goals. He investigated ten different domains, including politics, personal relationships, artistic performance, and warfare, and collected 372 strategies. He authored representations of these strategies in order to identify a controlled vocabulary involving of concepts. These concepts were categorized into 48 different representational areas, such as sets, space, and time. Thirty of the representational areas, involving 635 concepts, were concerned with commonsense psychology; among these are memory, knowledge management, planning, and so on. This result by itself demonstrates the very great importance of commonsense psychology in the construction of intelligent agents. Gordon et al. (2003) then, to deï¬ne further each of the representational areas, augmented the list of concepts by investigating the English language expressions for concepts in each area. The result was a list of 528 concepts, a set that identiï¬es the target coverage of a formal theory of commonsense psychology. The authors began the development of formal theories that would encompass this list of concepts. In our earlier work (Gordon and Hobbs, 2003), we described the ï¬rst theory we constructed, memory, as an illustration of the method. We have now completed 14 of the 30 theories, and this paper provides an overview of this work as we close in on the halfway mark.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Introduction: In previous papers (Gordon and Hobbs, 2003, 2004) we have described a methodology for determining what knowledge should be included in the knowledge base for an intelligent agent, capable of constructing and executing plans to achieve its goals. An intelligent agent is at least a planning mechanism, so Gordon (2004) asked what concepts are necessary for the common strategies that people use in achieving their goals. He investigated ten different domains, including politics, personal relationships, artistic performance, and warfare, and collected 372 strategies. He authored representations of these strategies in order to identify a controlled vocabulary involving of concepts. These concepts were categorized into 48 different representational areas, such as sets, space, and time. Thirty of the representational areas, involving 635 concepts, were concerned with commonsense psychology; among these are memory, knowledge management, planning, and so on. This result by itself demonstrates the very great importance of commonsense psychology in the construction of intelligent agents. Gordon et al. (2003) then, to deï¬ne further each of the representational areas, augmented the list of concepts by investigating the English language expressions for concepts in each area. The result was a list of 528 concepts, a set that identiï¬es the target coverage of a formal theory of commonsense psychology. The authors began the development of formal theories that would encompass this list of concepts. In our earlier work (Gordon and Hobbs, 2003), we described the ï¬rst theory we constructed, memory, as an illustration of the method. We have now completed 14 of the 30 theories, and this paper provides an overview of this work as we close in on the halfway mark.
67.
Hobbs, Jerry R.; Gordon, Andrew S.
Toward a Large-scale Formal Theory of Commonsense Psychology for Metacognition Proceedings Article
In: American Association of Artificial Intelligence Spring Symposium on Metacognitive Computing, Stanford, CA, 2005.
@inproceedings{hobbs_toward_2005,
title = {Toward a Large-scale Formal Theory of Commonsense Psychology for Metacognition},
author = {Jerry R. Hobbs and Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/Toward%20a%20Large-scale%20Formal%20Theory%20of%20Commonsense%20Psychology%20for%20Metacognition.pdf},
year = {2005},
date = {2005-03-01},
booktitle = {American Association of Artificial Intelligence Spring Symposium on Metacognitive Computing},
address = {Stanford, CA},
abstract = {Robust intelligent systems will require a capacity for metacognitive reasoning, where intelligent systems monitor and reflect on their own reasoning processes. A large-scale study of human strategic reasoning indicates that rich representational models of commonsense psychology are available to enable human metacognition. In this paper, we argue that large-scale formalizations of commonsense psychology enable metacognitive reasoning in intelligent systems. We describe our progress toward developing 30 integrated axiomatic theories of commonsense psychology, and discuss the central representational challenges that have arisen in this work to date.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Robust intelligent systems will require a capacity for metacognitive reasoning, where intelligent systems monitor and reflect on their own reasoning processes. A large-scale study of human strategic reasoning indicates that rich representational models of commonsense psychology are available to enable human metacognition. In this paper, we argue that large-scale formalizations of commonsense psychology enable metacognitive reasoning in intelligent systems. We describe our progress toward developing 30 integrated axiomatic theories of commonsense psychology, and discuss the central representational challenges that have arisen in this work to date.
68.
Swanson, Reid; Gordon, Andrew S.
Automated Commonsense Reasoning About Human Memory Proceedings Article
In: AAAI Spring Symposium on Metacognitive Computing, Stanford, CA, 2005.
@inproceedings{swanson_automated_2005,
title = {Automated Commonsense Reasoning About Human Memory},
author = {Reid Swanson and Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/Automated%20Commonsense%20Reasoning%20About%20Human%20Memory.pdf},
year = {2005},
date = {2005-03-01},
booktitle = {AAAI Spring Symposium on Metacognitive Computing},
address = {Stanford, CA},
abstract = {Metacognitive reasoning in computational systems will be enabled by the development of formal theories that have broad coverage over mental states and processes as well as inferential competency. In this paper we evaluate the inferential competency of an existing formal theory of commonsense human memory by attempting to use it to validate the appropriateness of a commonsense memory strategy. We formulate a particular memory strategy (to create an associated obstacle) as a theorem in first-order predicate calculus. We then attempt to validate this strategy by showing that it is entailed by the axioms of the theory we evaluated. These axioms were encoded into the syntax of an automated reasoning system, which was used to automatically generate inferences and search for formal proofs.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
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Metacognitive reasoning in computational systems will be enabled by the development of formal theories that have broad coverage over mental states and processes as well as inferential competency. In this paper we evaluate the inferential competency of an existing formal theory of commonsense human memory by attempting to use it to validate the appropriateness of a commonsense memory strategy. We formulate a particular memory strategy (to create an associated obstacle) as a theorem in first-order predicate calculus. We then attempt to validate this strategy by showing that it is entailed by the axioms of the theory we evaluated. These axioms were encoded into the syntax of an automated reasoning system, which was used to automatically generate inferences and search for formal proofs.
69.
Gordon, Andrew S.
The Fictionalization of Lessons Learned Journal Article
In: IEEE Multimedia, vol. 12, no. 4, pp. 12–14, 2005.
@article{gordon_fictionalization_2005,
title = {The Fictionalization of Lessons Learned},
author = {Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/The%20Fictionalization%20of%20Lessons%20Learned.pdf},
year = {2005},
date = {2005-01-01},
journal = {IEEE Multimedia},
volume = {12},
number = {4},
pages = {12–14},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
70.
Hill, Randall W.; Gordon, Andrew S.; Kim, Julia
Learning the Lessons of Leadership Experience: Tools for Interactive Case Method Analysis Proceedings Article
In: Proceedings of the 24th Army Science Conference, Orlando, FL, 2004.
@inproceedings{hill_learning_2004,
title = {Learning the Lessons of Leadership Experience: Tools for Interactive Case Method Analysis},
author = {Randall W. Hill and Andrew S. Gordon and Julia Kim},
url = {http://ict.usc.edu/pubs/LEARNING%20THE%20LESSONS%20OF%20LEADERSHIP%20EXPERIENCE-%20TOOLS%20FOR%20INTERACTIVE%20CASE%20METHOD%20ANALYSIS.pdf},
year = {2004},
date = {2004-12-01},
booktitle = {Proceedings of the 24th Army Science Conference},
address = {Orlando, FL},
abstract = {The Army Excellence in Leadership (AXL) project at the University of Southern California's Institute for Creative Technologies is aimed at supporting the acquisition of tacit knowledge of military leadership through the development of compelling filmed narratives of leadership scenarios and interactive training technologies. The approach taken in the AXL project is to leverage the best practices of case-method teaching and use Hollywood storytelling techniques to create fictional case studies (as filmed media) addressing specific leadership issues. In addition to authoring compelling cases for analysis, we have developed software prototypes that instantiate the case-method teaching approach. These systems engage individual trainees in human-computer dialogues that are focused on the leadership issues that have been embedded in the fictional cases.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
The Army Excellence in Leadership (AXL) project at the University of Southern California's Institute for Creative Technologies is aimed at supporting the acquisition of tacit knowledge of military leadership through the development of compelling filmed narratives of leadership scenarios and interactive training technologies. The approach taken in the AXL project is to leverage the best practices of case-method teaching and use Hollywood storytelling techniques to create fictional case studies (as filmed media) addressing specific leadership issues. In addition to authoring compelling cases for analysis, we have developed software prototypes that instantiate the case-method teaching approach. These systems engage individual trainees in human-computer dialogues that are focused on the leadership issues that have been embedded in the fictional cases.
71.
Gandhe, Sudeep; Gordon, Andrew S.; Leuski, Anton; Traum, David
First Steps Toward Linking Dialogues: Mediating Between Free-text Questions and Pre-recorded Video Answers Proceedings Article
In: Proceedings of the 24th Army Science Conference, Orlando, FL, 2004.
@inproceedings{gandhe_first_2004,
title = {First Steps Toward Linking Dialogues: Mediating Between Free-text Questions and Pre-recorded Video Answers},
author = {Sudeep Gandhe and Andrew S. Gordon and Anton Leuski and David Traum},
url = {http://ict.usc.edu/pubs/First%20Steps%20Toward%20Linking%20Dialogues-%20Mediating%20Between%20Free-text%20Questions%20and%20Pre-recorded%20Video%20Answers.pdf},
year = {2004},
date = {2004-12-01},
booktitle = {Proceedings of the 24th Army Science Conference},
address = {Orlando, FL},
abstract = {Pre-recorded video segments can be very compelling for a variety of immersive training purposes, including providing answers to questions in after-action reviews. Answering questions fluently using pre-recorded video poses challenges, however. When humans interact, answers are constructed after questions are posed. When answers are pre-recorded, even if a correct answer exists in a library of video segments, the answer may be phrased in a way that is not coherent with the question. This paper reports on basic research experiments with short "linking dialogues" that mediate between the question and answer to reduce (or eliminate) the incoherence, resulting in more natural human-system interaction. A set of experiments were performed in which links were elicited to bridge between questions from users of an existing training application and selected answers from the system, and then comparisons made with unlinked answers. The results show that a linking dialogue can signiï¬cantly increase the perceived relevance of the system's answers.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Pre-recorded video segments can be very compelling for a variety of immersive training purposes, including providing answers to questions in after-action reviews. Answering questions fluently using pre-recorded video poses challenges, however. When humans interact, answers are constructed after questions are posed. When answers are pre-recorded, even if a correct answer exists in a library of video segments, the answer may be phrased in a way that is not coherent with the question. This paper reports on basic research experiments with short "linking dialogues" that mediate between the question and answer to reduce (or eliminate) the incoherence, resulting in more natural human-system interaction. A set of experiments were performed in which links were elicited to bridge between questions from users of an existing training application and selected answers from the system, and then comparisons made with unlinked answers. The results show that a linking dialogue can signiï¬cantly increase the perceived relevance of the system's answers.
72.
Iuppa, Nicholas; Weltman, Gershon; Gordon, Andrew S.
Bringing Hollywood Storytelling Techniques to Branching Storylines for Training Applications Proceedings Article
In: Proceedings of the Third International Conference for Narrative and Interactive Learning Environments, Edinburgh, Scotland, 2004.
@inproceedings{iuppa_bringing_2004,
title = {Bringing Hollywood Storytelling Techniques to Branching Storylines for Training Applications},
author = {Nicholas Iuppa and Gershon Weltman and Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/Bringing%20Hollywood%20Storytelling%20Techniques%20to%20Branching%20Storylines%20for%20Training%20Applications.PDF},
year = {2004},
date = {2004-08-01},
booktitle = {Proceedings of the Third International Conference for Narrative and Interactive Learning Environments},
address = {Edinburgh, Scotland},
abstract = {This paper describes the value of capitalizing on Hollywood storytelling techniques in the design of story-based training applications built around branching storylines. After reviewing the design of Outcome-Driven Simulations and the technical aspects of our application prototype, we describe storytelling techniques that greatly improve the level of user engagement in training simulations based on this design. These techniques concern the overall development of the story, the use of a story arc, the critical decisions in a story, notions of pay off and climax, dramatic sequences, character bibles, characters as a Greek chorus, and the significance of consequences and outcomes. Examples of each of these storytelling techniques are given in the context of the ICT Leaders Project, a prototype leadership development application for the US Army.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper describes the value of capitalizing on Hollywood storytelling techniques in the design of story-based training applications built around branching storylines. After reviewing the design of Outcome-Driven Simulations and the technical aspects of our application prototype, we describe storytelling techniques that greatly improve the level of user engagement in training simulations based on this design. These techniques concern the overall development of the story, the use of a story arc, the critical decisions in a story, notions of pay off and climax, dramatic sequences, character bibles, characters as a Greek chorus, and the significance of consequences and outcomes. Examples of each of these storytelling techniques are given in the context of the ICT Leaders Project, a prototype leadership development application for the US Army.
73.
Gordon, Andrew S.; Nair, Anish
Expressions Related to Knowledge and Belief in Children's Speech Proceedings Article
In: Proceedings of the 26th Annual Meeting of the Cognitive Science Society (CogSci), Lawrence Erlbaum Associates, Chicago, IL, 2004.
@inproceedings{gordon_expressions_2004,
title = {Expressions Related to Knowledge and Belief in Children's Speech},
author = {Andrew S. Gordon and Anish Nair},
url = {http://ict.usc.edu/pubs/Expressions%20Related%20to%20Knowledge%20and%20Belief%20in%20Childrens%20Speech.PDF},
year = {2004},
date = {2004-08-01},
booktitle = {Proceedings of the 26th Annual Meeting of the Cognitive Science Society (CogSci)},
publisher = {Lawrence Erlbaum Associates},
address = {Chicago, IL},
abstract = {Children develop certain abilities related to Theory of Mind reasoning, particularly concerning the False-belief Task, between the ages of 3 and 5. This paper investigates whether there is a corresponding change in the frequency of linguistic expressions related to knowledge and belief produced by children around these ages. Automated corpus analysis techniques are used to tag each expression related to knowledge and belief in a large corpus of transcripts of speech from normally developing English-learning children. Results indicate that the frequency of expressions related to knowledge and belief increases steadily from the beginning of children's language production. Tracking of individual concepts related to knowledge and belief indicates that there are no clear qualitative changes in the set of concepts that are expressed by children of different ages. The implications for the relationship between language and the development of Theory of Mind reasoning abilities in children are discussed.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Children develop certain abilities related to Theory of Mind reasoning, particularly concerning the False-belief Task, between the ages of 3 and 5. This paper investigates whether there is a corresponding change in the frequency of linguistic expressions related to knowledge and belief produced by children around these ages. Automated corpus analysis techniques are used to tag each expression related to knowledge and belief in a large corpus of transcripts of speech from normally developing English-learning children. Results indicate that the frequency of expressions related to knowledge and belief increases steadily from the beginning of children's language production. Tracking of individual concepts related to knowledge and belief indicates that there are no clear qualitative changes in the set of concepts that are expressed by children of different ages. The implications for the relationship between language and the development of Theory of Mind reasoning abilities in children are discussed.
74.
Gordon, Andrew S.
Authoring Branching Storylines for Training Applications Proceedings Article
In: Proceedings of the Sixth International Conference of the Learning Sciences (ICLS), Santa Monica, CA, 2004.
@inproceedings{gordon_authoring_2004,
title = {Authoring Branching Storylines for Training Applications},
author = {Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/Authoring%20Branching%20Storylines%20for%20Training%20Applications.PDF},
year = {2004},
date = {2004-06-01},
booktitle = {Proceedings of the Sixth International Conference of the Learning Sciences (ICLS)},
address = {Santa Monica, CA},
abstract = {Progress in the area of interactive training applications has led to the formulation of methodologies that have been successfully transitioned out of research labs and into the practices of commercial developers. This paper reviews the academic origins of a methodology for developing training applications that incorporate branching storylines to engage users in a firstperson learn-by-doing experience, originally referred to as Outcome-Driven Simulations. Innovations and modifications to this methodology from the commercial sector are then reviewed, and the steps in this methodology are described, as implemented in current best practices. Finally, new research efforts based on this methodology are examined, including the introduction of natural language processing technology to enable human-computer conversations and the integration of branching storylines into real-time virtual reality environments. A prototype application to support leadership development within the U.S. Army that includes these advances is described.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Progress in the area of interactive training applications has led to the formulation of methodologies that have been successfully transitioned out of research labs and into the practices of commercial developers. This paper reviews the academic origins of a methodology for developing training applications that incorporate branching storylines to engage users in a firstperson learn-by-doing experience, originally referred to as Outcome-Driven Simulations. Innovations and modifications to this methodology from the commercial sector are then reviewed, and the steps in this methodology are described, as implemented in current best practices. Finally, new research efforts based on this methodology are examined, including the introduction of natural language processing technology to enable human-computer conversations and the integration of branching storylines into real-time virtual reality environments. A prototype application to support leadership development within the U.S. Army that includes these advances is described.
75.
Gordon, Andrew S.
Tough Love Between Artificial Intelligence and Interactive Entertainment Proceedings Article
In: Proceedings of IE2004: Australian Workshop on Interactive Entertainment, Sydney, Australia, 2004.
@inproceedings{gordon_tough_2004,
title = {Tough Love Between Artificial Intelligence and Interactive Entertainment},
author = {Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/Tough%20Love%20Between%20Artificial%20Intelligence%20and%20Interactive%20Entertainment.PDF},
year = {2004},
date = {2004-02-01},
booktitle = {Proceedings of IE2004: Australian Workshop on Interactive Entertainment},
address = {Sydney, Australia},
abstract = {Burgeoning interest in Interactive Entertainment has led many computer scientists with roots in Artificial Intelligence toward the exploration of ideas in mass-market entertainment applications. Increasing numbers of workshops, journals, and funding programs for Interactive Entertainment indicate that AI researchers in this area have a good sense for following hot new trends, but are they vanguards of a fruitful science or misguided opportunists? In this IE2004 invited talk, I'll explore the relationship between AI research and the Interactive Entertainment field, from its seductive courtship through its rocky marriage, and offer some relationship advice for the future.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Burgeoning interest in Interactive Entertainment has led many computer scientists with roots in Artificial Intelligence toward the exploration of ideas in mass-market entertainment applications. Increasing numbers of workshops, journals, and funding programs for Interactive Entertainment indicate that AI researchers in this area have a good sense for following hot new trends, but are they vanguards of a fruitful science or misguided opportunists? In this IE2004 invited talk, I'll explore the relationship between AI research and the Interactive Entertainment field, from its seductive courtship through its rocky marriage, and offer some relationship advice for the future.
76.
Gordon, Andrew S.; Lent, Michael; Velson, Martin; Carpenter, Paul; Jhala, Arnav
Branching Storylines in Virtual Reality Environments for Leadership Development Proceedings Article
In: Proceedings of the 16th Innovative Applications of Artificial Intelligence Conference (IAAI-04), pp. 844–851, AAAI Press, San Jose, CA, 2004.
@inproceedings{gordon_branching_2004,
title = {Branching Storylines in Virtual Reality Environments for Leadership Development},
author = {Andrew S. Gordon and Michael Lent and Martin Velson and Paul Carpenter and Arnav Jhala},
url = {http://ict.usc.edu/pubs/Branching%20Storylines%20in%20Virtual%20Reality%20Environments%20for%20Leadership%20Development.pdf},
year = {2004},
date = {2004-01-01},
booktitle = {Proceedings of the 16th Innovative Applications of Artificial Intelligence Conference (IAAI-04)},
pages = {844–851},
publisher = {AAAI Press},
address = {San Jose, CA},
abstract = {Simulation-based training is increasingly being used within the military to practice and develop the skills of successful soldiers. For the skills associated with successful military leadership, our inability to model human behavior to the necessary degree of fidelity in constructive simulations requires that new interactive designs be developed. The ICT Leaders project supports leadership development through the use of branching storylines realized within a virtual reality environment. Trainees assume a role in a fictional scenario, where the decisions that they make in this environment ultimately affect the success of a mission. All trainee decisions are made in the context of natural language conversations with virtual characters. The ICT Leaders project advances a new form of interactive training by incorporating a suite of Artificial Intelligence technologies, including control architectures, agents of mixed autonomy, and natural language processing algorithms.},
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pubstate = {published},
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}
Simulation-based training is increasingly being used within the military to practice and develop the skills of successful soldiers. For the skills associated with successful military leadership, our inability to model human behavior to the necessary degree of fidelity in constructive simulations requires that new interactive designs be developed. The ICT Leaders project supports leadership development through the use of branching storylines realized within a virtual reality environment. Trainees assume a role in a fictional scenario, where the decisions that they make in this environment ultimately affect the success of a mission. All trainee decisions are made in the context of natural language conversations with virtual characters. The ICT Leaders project advances a new form of interactive training by incorporating a suite of Artificial Intelligence technologies, including control architectures, agents of mixed autonomy, and natural language processing algorithms.
77.
Gordon, Andrew S.
The Representation of Planning Strategies Journal Article
In: Artificial Intelligence, vol. 153, pp. 287–305, 2004.
@article{gordon_representation_2004,
title = {The Representation of Planning Strategies},
author = {Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/The%20Representation%20of%20Planning%20Strategies.PDF},
year = {2004},
date = {2004-01-01},
journal = {Artificial Intelligence},
volume = {153},
pages = {287–305},
abstract = {An analysis of strategies, recognizable abstract patterns of planned behavior, highlights the difference between the assumptions that people make about their own planning processes and the representational commitments made in current automated planning systems. This article describes a project to collect and represent strategies on a large scale to identify the representational components of our commonsense understanding of intentional action. Three hundred and seventy-two strategies were collected from ten different planning domains. Each was represented in a pre-formal manner designed to reveal the assumptions that these strategies make concerning the human planning process. The contents of these representations, consisting of nearly one thousand unique concepts, were then collected and organized into forty-eight groups that outline the representational requirements of strategic planning systems.},
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An analysis of strategies, recognizable abstract patterns of planned behavior, highlights the difference between the assumptions that people make about their own planning processes and the representational commitments made in current automated planning systems. This article describes a project to collect and represent strategies on a large scale to identify the representational components of our commonsense understanding of intentional action. Three hundred and seventy-two strategies were collected from ten different planning domains. Each was represented in a pre-formal manner designed to reveal the assumptions that these strategies make concerning the human planning process. The contents of these representations, consisting of nearly one thousand unique concepts, were then collected and organized into forty-eight groups that outline the representational requirements of strategic planning systems.
78.
Gordon, Andrew S.; Hobbs, Jerry R.
Formalizations of Commonsense Psychology Journal Article
In: AI Magazine, vol. 24, no. 5, pp. 49–62, 2004.
@article{gordon_formalizations_2004,
title = {Formalizations of Commonsense Psychology},
author = {Andrew S. Gordon and Jerry R. Hobbs},
url = {http://ict.usc.edu/pubs/Formalizations%20of%20Commonsense%20Psychology.pdf},
year = {2004},
date = {2004-01-01},
journal = {AI Magazine},
volume = {24},
number = {5},
pages = {49–62},
abstract = {The central challenge in commonsense knowledge representation research is to develop content theories that achieve a high degree of both competency and coverage. We describe a new methodology for constructing formal theories in commonsense knowledge domains that complements traditional knowledge representation approaches by first addressing issues of coverage. We show how a close examination of a very general task (strategic planning) leads to a catalog of the concepts and facts that must be encoded for general commonsense reasoning. These concepts are sorted into a manageable number of coherent domains, one of which is the representational area of commonsense human memory. We then elaborate on these concepts using textual corpus-analysis techniques, where the conceptual distinctions made in natural language are used to improve the definitions of the concepts that should be expressible in our formal theories. These representational areas are then analyzed using more traditional knowledge representation techniques, as demonstrated in this article by our treatment of commonsense human memory.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The central challenge in commonsense knowledge representation research is to develop content theories that achieve a high degree of both competency and coverage. We describe a new methodology for constructing formal theories in commonsense knowledge domains that complements traditional knowledge representation approaches by first addressing issues of coverage. We show how a close examination of a very general task (strategic planning) leads to a catalog of the concepts and facts that must be encoded for general commonsense reasoning. These concepts are sorted into a manageable number of coherent domains, one of which is the representational area of commonsense human memory. We then elaborate on these concepts using textual corpus-analysis techniques, where the conceptual distinctions made in natural language are used to improve the definitions of the concepts that should be expressible in our formal theories. These representational areas are then analyzed using more traditional knowledge representation techniques, as demonstrated in this article by our treatment of commonsense human memory.
79.
Gordon, Andrew S.
Strategy Representation: An Analysis of Planning Knowledge Book
Lawrence Erlbaum Associates/Psychology Press, Mahwah, NJ, 2004, ISBN: 0-8058-4527-5.
@book{gordon_strategy_2004,
title = {Strategy Representation: An Analysis of Planning Knowledge},
author = {Andrew S. Gordon},
url = {http://people.ict.usc.edu/ gordon/sr.html},
isbn = {0-8058-4527-5},
year = {2004},
date = {2004-01-01},
publisher = {Lawrence Erlbaum Associates/Psychology Press},
address = {Mahwah, NJ},
abstract = {Strategy Representation: An Analysis of Planning Knowledge describes an innovative methodology for investigating the conceptual structures that underlie human reasoning. This work explores the nature of planning strategies-the abstract patterns of planning behavior that people recognize across a broad range of real world situations. With a sense of scale that is rarely seen in the cognitive sciences, this book catalogs 372 strategies across 10 different planning domains: business practices, education, object counting, Machiavellian politics, warfare, scientific discovery, personal relationships, musical performance, and the anthropomorphic strategies of animal behavior and cellular immunology. Noting that strategies often serve as the basis for analogies that people draw across planning situations, this work attempts to explain these analogies by defining the fundamental concepts that are common across all instances of each strategy. By aggregating evidence from each of the strategy definitions provided, the representational requirements of strategic planning are identified. The important finding is that the concepts that underlie strategic reasoning are of incredibly broad scope. Nearly 1,000 fundamental concepts are identified, covering every existing area of knowledge representation research and many areas that have not yet been adequately formalized, particularly those related to common sense understanding of mental states and processes. An organization of these concepts into 48 fundamental areas of knowledge and representation is provided, offering an invaluable roadmap for progress within the field.},
keywords = {},
pubstate = {published},
tppubtype = {book}
}
Strategy Representation: An Analysis of Planning Knowledge describes an innovative methodology for investigating the conceptual structures that underlie human reasoning. This work explores the nature of planning strategies-the abstract patterns of planning behavior that people recognize across a broad range of real world situations. With a sense of scale that is rarely seen in the cognitive sciences, this book catalogs 372 strategies across 10 different planning domains: business practices, education, object counting, Machiavellian politics, warfare, scientific discovery, personal relationships, musical performance, and the anthropomorphic strategies of animal behavior and cellular immunology. Noting that strategies often serve as the basis for analogies that people draw across planning situations, this work attempts to explain these analogies by defining the fundamental concepts that are common across all instances of each strategy. By aggregating evidence from each of the strategy definitions provided, the representational requirements of strategic planning are identified. The important finding is that the concepts that underlie strategic reasoning are of incredibly broad scope. Nearly 1,000 fundamental concepts are identified, covering every existing area of knowledge representation research and many areas that have not yet been adequately formalized, particularly those related to common sense understanding of mental states and processes. An organization of these concepts into 48 fundamental areas of knowledge and representation is provided, offering an invaluable roadmap for progress within the field.
80.
Hill, Randall W.; Douglas, Jay; Gordon, Andrew S.; Pighin, Frédéric; Velson, Martin
Guided Conversations about Leadership: Mentoring with Movies and Interactive Characters Proceedings Article
In: Proceedings of the 15th Innovative Applications of Artificial Intelligence Conference, Acapulco, Mexico, 2003.
@inproceedings{hill_guided_2003,
title = {Guided Conversations about Leadership: Mentoring with Movies and Interactive Characters},
author = {Randall W. Hill and Jay Douglas and Andrew S. Gordon and Frédéric Pighin and Martin Velson},
url = {http://ict.usc.edu/pubs/Guided%20Conversations%20about%20Leadership-%20Mentoring%20with%20Movies%20and%20Interactive%20Characters.pdf},
year = {2003},
date = {2003-08-01},
booktitle = {Proceedings of the 15th Innovative Applications of Artificial Intelligence Conference},
address = {Acapulco, Mexico},
abstract = {Think Like a Commander - Excellence in Leadership (TLAC-XL) is an application designed for learning leadership skills both from the experiences of others and through a structured dialogue about issues raised in a vignette. The participant watches a movie, interacts with a synthetic mentor and interviews characters in the story. The goal is to enable leaders to learn the human dimensions of leadership, addressing a gap in the training tools currently available to the U.S. Army. The TLAC-XL application employs a number of Artificial Intelligence technologies, including the use of a coordination architecture, a machine learning approach to natural language processing, and an algorithm for the automated animation of rendered human faces.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Think Like a Commander - Excellence in Leadership (TLAC-XL) is an application designed for learning leadership skills both from the experiences of others and through a structured dialogue about issues raised in a vignette. The participant watches a movie, interacts with a synthetic mentor and interviews characters in the story. The goal is to enable leaders to learn the human dimensions of leadership, addressing a gap in the training tools currently available to the U.S. Army. The TLAC-XL application employs a number of Artificial Intelligence technologies, including the use of a coordination architecture, a machine learning approach to natural language processing, and an algorithm for the automated animation of rendered human faces.
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