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Kommers, Cody; Ustun, Volkan; Demski, Abram; Rosenbloom, Paul
Hierarchical Reasoning with Distributed Vector Representations Proceedings Article
In: Proceedings of 37th Annual Conference of the Cognitive Science Society, Cognitive Science Society, Pasadena, CA, 2015.
@inproceedings{kommers_hierarchical_2015,
title = {Hierarchical Reasoning with Distributed Vector Representations},
author = {Cody Kommers and Volkan Ustun and Abram Demski and Paul Rosenbloom},
url = {http://ict.usc.edu/pubs/Hierarchical%20Reasoning%20with%20Distributed%20Vector%20Representations.pdf},
year = {2015},
date = {2015-07-01},
booktitle = {Proceedings of 37th Annual Conference of the Cognitive Science Society},
publisher = {Cognitive Science Society},
address = {Pasadena, CA},
abstract = {We demonstrate that distributed vector representations are capable of hierarchical reasoning by summing sets of vectors representing hyponyms (subordinate concepts) to yield a vector that resembles the associated hypernym (superordinate concept). These distributed vector representations constitute a potentially neurally plausible model while demonstrating a high level of performance in many different cognitive tasks. Experiments were run using DVRS, a word embedding system designed for the Sigma cognitive architecture, and Word2Vec, a state-of-the-art word embedding system. These results contribute to a growing body of work demonstrating the various tasks on which distributed vector representations perform competently.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Lane, H. Chad; Core, Mark G.; Goldberg, Benjamin S.
Lowering the Technical Skill Requirements for Building Intelligent Tutors: A Review of Authoring Tools Book Section
In: Design Recommendations for Intelligent Tutoring Systems, vol. 3, pp. 303 – 318, U.S. Army Research Laboratory, 2015.
@incollection{lane_lowering_2015,
title = {Lowering the Technical Skill Requirements for Building Intelligent Tutors: A Review of Authoring Tools},
author = {H. Chad Lane and Mark G. Core and Benjamin S. Goldberg},
url = {http://ict.usc.edu/pubs/Lowering%20the%20Technical%20Skill%20Requirements%20for%20Building%20Intelligent%20Tutors-A%20Review%20of%20Authoring%20Tools.pdf},
year = {2015},
date = {2015-06-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems},
volume = {3},
pages = {303 – 318},
publisher = {U.S. Army Research Laboratory},
abstract = {In this chapter, we focus on intelligent tutoring systems (ITSs), an instance of educational technology that is often criticized for not reaching its full potential (Nye, 2013). Researchers have debated why, given such strong empirical evidence in their favor (Anderson, Corbett, Koedinger & Pelletier, 1995; D’Mello & Graesser, 2012; VanLehn et al., 2005; Woolf, 2009), intelligent tutors are not in every classroom, on every device, providing educators with fine-grained assessment information about their students. Although many factors contribute to a lack of adoption (Nye, 2014), one widely agreed upon reason behind slow adoption and poor scalability of ITSs is that the engineering demands are simply too great. This is no surprise given that the effectiveness of ITSs is often attributable to the use of rich knowledge representations and cognitively plausible models of domain knowledge (Mark & Greer, 1995; Valerie J. Shute & Psotka, 1996; VanLehn, 2006; Woolf, 2009), which are inherently burdensome to build. To put it another way: the features that tend to make ITSs effective are also the hardest to build. The heavy reliance on cognitive scientists and artificial intelligence (AI) software engineers seems to be a bottleneck.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Lane, H. Chad; Core, Mark G.; Hays, Matthew J.; Auerbach, Daniel; Rosenberg, Milton
Situated Pedagogical Authoring: Authoring Intelligent Tutors from a Student’s Perspective Proceedings Article
In: Artificial Intelligence in Education, pp. 195–204, Springer International Publishing, Madrid, Spain, 2015, ISBN: 978-3-319-19772-2 978-3-319-19773-9.
@inproceedings{chad_lane_situated_2015,
title = {Situated Pedagogical Authoring: Authoring Intelligent Tutors from a Student’s Perspective},
author = {H. Chad Lane and Mark G. Core and Matthew J. Hays and Daniel Auerbach and Milton Rosenberg},
url = {http://ict.usc.edu/pubs/Situated%20Pedagogical%20Authoring-Authoring%20Intelligent.pdf},
isbn = {978-3-319-19772-2 978-3-319-19773-9},
year = {2015},
date = {2015-06-01},
booktitle = {Artificial Intelligence in Education},
volume = {9112},
pages = {195–204},
publisher = {Springer International Publishing},
address = {Madrid, Spain},
abstract = {We describe the Situated Pedagogical Authoring (SitPed) system that seeks to allow non-technical authors to create ITS content for soft-skills training, such as counseling skills. SitPed is built on the assertion that authoring tools should use the learner’s perspective to the greatest extent possible. SitPed provides tools for creating tasks lists, authoring assessment knowledge, and creating tutor messages. We present preliminary findings of a two-phase study comparing authoring in SitPed to an ablated version of the same system and a spreadsheet-based control. Findings suggest modest advantages for SitPed in terms of the quality of the authored content and student learning.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Knowles, Megan; Lucas, Gale; Baumeister, Roy; Gardner, Wendi
Choking Under Social Pressure: Social Monitoring Among the Lonely Journal Article
In: Personality and Social Psychology Bulletin, vol. 41, no. 6, pp. 805–821, 2015, ISSN: 0146-1672, 1552-7433.
@article{knowles_choking_2015,
title = {Choking Under Social Pressure: Social Monitoring Among the Lonely},
author = {Megan Knowles and Gale Lucas and Roy Baumeister and Wendi Gardner},
url = {http://ict.usc.edu/pubs/Choking%20Under%20Social%20Pressure%20-%20Social%20Monitoring%20Among%20the%20Lonely.pdf},
doi = {10.1177/0146167215580775},
issn = {0146-1672, 1552-7433},
year = {2015},
date = {2015-06-01},
journal = {Personality and Social Psychology Bulletin},
volume = {41},
number = {6},
pages = {805–821},
abstract = {Lonely individuals may decode social cues well but have difficulty putting such skills to use precisely when they need them—in social situations. In four studies, we examined whether lonely people choke under social pressure by asking participants to complete social sensitivity tasks framed as diagnostic of social skills or nonsocial skills. Across studies, lonely participants performed worse than nonlonely participants on social sensitivity tasks framed as tests of social aptitude, but they performed just as well or better than the nonlonely when the same tasks were framed as tests of academic aptitude. Mediational analyses in Study 3 and misattribution effects in Study 4 indicate that anxiety plays an important role in this choking effect. This research suggests that lonely individuals may not need to acquire social skills to escape loneliness; instead, they must learn to cope with performance anxiety in interpersonal interactions.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Nye, Benjamin D.; Morrison, Donald M.; Samei, Borhan
Automated Session-Quality Assessment for Human Tutoring Based on Expert Ratings of Tutoring Success Proceedings Article
In: Proceedings of Educational Data Mining (EDM) 2015, pp. 195–202, Springer, Madrid, Spain, 2015.
@inproceedings{nye_automated_2015,
title = {Automated Session-Quality Assessment for Human Tutoring Based on Expert Ratings of Tutoring Success},
author = {Benjamin D. Nye and Donald M. Morrison and Borhan Samei},
url = {http://ict.usc.edu/pubs/Automated%20Session-Quality%20Assessment%20for%20Human%20Tutoring%20Based%20on%20Expert%20Ratings%20of%20Tutoring%20Success.pdf},
year = {2015},
date = {2015-06-01},
booktitle = {Proceedings of Educational Data Mining (EDM) 2015},
pages = {195–202},
publisher = {Springer},
address = {Madrid, Spain},
abstract = {Archived transcripts from tens of millions of online human tutoring sessions potentially contain important knowledge about how online tutors help, or fail to help, students learn. However, without ways of automatically analyzing these large corpora, any knowledge in this data will remain buried. One way to approach this issue is to train an estimator for the learning e⬚ectiveness of an online tutoring interaction. While significant work has been done on automated assessment of student responses and artifacts (e.g., essays), automated assessment has not traditionally automated assessments of human-to-human tutoring sessions. In this work, we trained a model for estimating tutoring session quality based on a corpus of 1438 online tutoring sessions rated by expert tutors. Each session was rated for evidence of learning (outcomes) and educational soundness (process). Session features for this model included dialog act classifcations, mode classifcations (e.g., Scaffolding), statistically distinctive subsequences of such classifcations, dialog initiative (e.g., statements by tutor vs. student), and session length. The model correlated more highly with evidence of learning than educational soundness ratings, in part due to the greater difficulty of classifying tutoring modes. This model was then applied to a corpus of 242k online tutoring sessions, to examine the relationships between automated assessments and other available metadata (e.g., the tutor's self-assessment). On this large corpus, the automated assessments followed similar patterns as the expert rater's assessments, but with lower overall correlation strength. Based on the analyses presented, the assessment model for online tutoring sessions emulates the ratings of expert human tutors for session quality ratings with a reasonable degree of accuracy.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Wienberg, Christopher; Gordon, Andrew S.
Insights on Privacy and Ethics from the Web’s Most Prolific Storytellers Proceedings Article
In: Proceedings of WebSci15, pp. 1 –10, ACM, Oxford, UK, 2015.
@inproceedings{wienberg_insights_2015,
title = {Insights on Privacy and Ethics from the Web’s Most Prolific Storytellers},
author = {Christopher Wienberg and Andrew S. Gordon},
url = {http://ict.usc.edu/pubs/Insights%20on%20Privacy%20and%20Ethics%20from%20the%20Web's%20Most%20Prolific%20Storytellers.pdf},
year = {2015},
date = {2015-06-01},
booktitle = {Proceedings of WebSci15},
pages = {1 –10},
publisher = {ACM},
address = {Oxford, UK},
abstract = {An analysis of narratives in English-language weblogs reveals a unique population of individuals who post personal stories with extraordinarily high frequency over extremely long periods of time. This population includes people who have posted personal narratives everyday for more than eight years. In this paper we describe our investigation of this interesting subset of web users, where we conducted ethnographic, face-to-face interviews with a sample of these bloggers (n = 11). Our ndings shed light on a culture of public documentation of private life, and provide insight into these bloggers' motivations, interactions with their readers, honesty, and thoughts on research that utilizes their data. We discuss the ethical implications for researchers working with web data, and speak to the relationship between large datasets and the real people behind them.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Scherer, Stefan; Lucas, Gale; Gratch, Jonathan; Rizzo, Albert; Morency, Louis-Philippe
Self-reported symptoms of depression and PTSD are associated with reduced vowel space in screening interviews Journal Article
In: IEEE Transactions on Affective Computing (in press; doi: 10.1109/TAFFC.2015.2440264), no. 99, 2015, ISSN: 1949-3045.
@article{scherer_self-reported_2015,
title = {Self-reported symptoms of depression and PTSD are associated with reduced vowel space in screening interviews},
author = {Stefan Scherer and Gale Lucas and Jonathan Gratch and Albert Rizzo and Louis-Philippe Morency},
url = {http://ict.usc.edu/pubs/Self-reported%20symptoms%20of%20depression%20and%20PTSD%20are%20associated%20with%20reduced%20vowel%20space%20in%20screening%20interviews.pdf},
doi = {10.1109/TAFFC.2015.2440264},
issn = {1949-3045},
year = {2015},
date = {2015-06-01},
journal = {IEEE Transactions on Affective Computing (in press; doi: 10.1109/TAFFC.2015.2440264)},
number = {99},
abstract = {Reduced frequency range in vowel production is a well documented speech characteristic of individuals with psychological and neurological disorders. Affective disorders such as depression and post-traumatic stress disorder (PTSD) are known to influence motor control and in particular speech production. The assessment and documentation of reduced vowel space and reduced expressivity often either rely on subjective assessments or on analysis of speech under constrained laboratory conditions (e.g. sustained vowel production, reading tasks). These constraints render the analysis of such measures expensive and impractical. Within this work, we investigate an automatic unsupervised machine learning based approach to assess a speaker’s vowel space. Our experiments are based on recordings of 253 individuals. Symptoms of depression and PTSD are assessed using standard self-assessment questionnaires and their cut-off scores. The experiments show a significantly reduced vowel space in subjects that scored positively on the questionnaires. We show the measure’s statistical robustness against varying demographics of individuals and articulation rate. The reduced vowel space for subjects with symptoms of depression can be explained by the common condition of psychomotor retardation influencing articulation and motor control. These findings could potentially support treatment of affective disorders, like depression and PTSD in the future.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Garten, Justin; Sagae, Kenji; Ustun, Volkan; Dehghani, Morteza
Combining Distributed Vector Representations for Words Proceedings Article
In: Proceedings of NAACL-HLT 2015, pp. 95–101, Association for Computational Linguistics, Denver, Colorado, 2015.
@inproceedings{garten_combining_2015,
title = {Combining Distributed Vector Representations for Words},
author = {Justin Garten and Kenji Sagae and Volkan Ustun and Morteza Dehghani},
url = {http://ict.usc.edu/pubs/Combining%20Distributed%20Vector%20Representations%20for%20Words.pdf},
year = {2015},
date = {2015-06-01},
booktitle = {Proceedings of NAACL-HLT 2015},
pages = {95–101},
publisher = {Association for Computational Linguistics},
address = {Denver, Colorado},
abstract = {Recent interest in distributed vector representations for words has resulted in an increased diversity of approaches, each with strengths and weaknesses. We demonstrate how diverse vector representations may be inexpensively composed into hybrid representations, effectively leveraging strengths of individual components, as evidenced by substantial improvements on a standard word analogy task. We further compare these results over different sizes of training sets and find these advantages are more pronounced when training data is limited. Finally, we explore the relative impacts of the differences in the learning methods themselves and the size of the contexts they access.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Chatterjee, Moitreya; Leuski, Anton
CRMActive: An Active Learning Based Approach for Effective Video Annotation and Retrieval Proceedings Article
In: Proceedings of ACM International Conference on Multimedia Retrieval (ICMR), pp. 535–538, ACM, Shanghai, China, 2015.
@inproceedings{chatterjee_crmactive_2015,
title = {CRMActive: An Active Learning Based Approach for Effective Video Annotation and Retrieval},
author = {Moitreya Chatterjee and Anton Leuski},
url = {http://ict.usc.edu/pubs/CRMActive%20-%20An%20Active%20Learning%20Based%20Approach%20for%20Effective%20Video%20Annotation%20and%20Retrieval.pdf},
doi = {10.1145/2671188.2749342},
year = {2015},
date = {2015-06-01},
booktitle = {Proceedings of ACM International Conference on Multimedia Retrieval (ICMR)},
pages = {535–538},
publisher = {ACM},
address = {Shanghai, China},
abstract = {Conventional multimedia annotation/retrieval systems such as Normalized Continuous Relevance Model (NormCRM) [7]require a fully labeled training data for a good performance. Active Learning, by determining an order for labeling the training data, allows for a good performance even before the training data is fully annotated. In this work we propose an active learning algorithm, which combines a novel measure of sample uncertainty with a novel clustering-based approach for determining sample density and diversity and integrate it with NormCRM. The clusters are also iteratively re⬚ned to ensure both feature and label-level agreement among samples. We show that our approach outperforms multiple baselines both on a new, open dataset and on the popular TRECVID corpus at both the tasks of annotation and text-based retrieval of videos.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Nye, Benjamin D.; Goldberg, Ben; Hu, Xiangen
Generalizing the Genres for ITS: Authoring Considerations for Representative Learning Tasks Book Section
In: Sottilare, Robert A.; Graesser, Arthur C.; Hu, Xiangen; Brawner, Keith (Ed.): Design Recommendations for Intelligent Tutoring Systems: Volume 2: Authoring Tools and Expert Modeling Techniques, vol. 3, pp. 47–63, U.S. Army Research Laboratory, 2015, ISBN: 978-0-9893923-7-2.
@incollection{nye_generalizing_2015,
title = {Generalizing the Genres for ITS: Authoring Considerations for Representative Learning Tasks},
author = {Benjamin D. Nye and Ben Goldberg and Xiangen Hu},
editor = {Robert A. Sottilare and Arthur C. Graesser and Xiangen Hu and Keith Brawner},
url = {http://ict.usc.edu/pubs/Generalizing%20the%20Genres%20for%20ITS%20-%20Authoring%20Considerations%20for%20Representative%20Learning%20Tasks.pdf},
isbn = {978-0-9893923-7-2},
year = {2015},
date = {2015-06-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems: Volume 2: Authoring Tools and Expert Modeling Techniques},
volume = {3},
pages = {47–63},
publisher = {U.S. Army Research Laboratory},
abstract = {Compared to many other learning technologies, intelligent tutoring systems (ITSs) have a distinct challenge: authoring an adaptive inner loop that provides pedagogical support on one or more learning tasks. This coupling of tutoring behavior to student interaction with a learning task means that authoring tools need to reflect both the learning task and the ITS pedagogy. To explore this issue, common learning activities in intelligent tutoring need to be categorized and analyzed for the information that is required to tutor each task. The types of learning activities considered cover a large range: step-by-step problem solving, bug repair, building generative functions (e.g., computer code), structured argumentation, self-reflection, short question answering, essay writing, classification, semantic matching, representation mapping (e.g., graph to equation), concept map revision, choice scenarios, simulated process scenarios, motor skills practice, collaborative discussion, collaborative design, and team coordination tasks. These different tasks imply a need for different authoring tools and processes used to create tutoring systems for each task. In this chapter, we consider three facets of authoring: 1) the minimum information required to create the task, 2) the minimum information needed to implement common pedagogical strategies, 3) the expertise required for each type of information. The goal of this analysis is to present a roadmap of effective practices in authoring tool interfaces for each tutoring task considered. A long-term vision for ITSs is to have generalizable authoring tools, which could be used to rapidly create content for a variety of ITSs. However, it is as-yet unclear if this goal is even attainable. Authoring tools have a number of serious challenges, from the standpoint of generalizability. These challenges include the domain, the data format, and the author. First, different ITS domains require different sets of authoring tools, because they have different learning tasks. Tools that are convenient for embedding tutoring in a 3D virtual world are completely different than ones that make it convenient to add tutoring to a system for practicing essay-writing, for example. Second, the data produced by an authoring tool needs to be consumed by an ITS that will make pedagogical decisions. As such, at least some of the data is specific to the pedagogy of the ITS, rather than directly reflecting domain content. As a simple example, if an ITS uses text hints, those hints need to be authored, but some systems may just highlight errors rather than providing text hints. As such, the first system actually needs more content authored and represented as data. With that said, typical ITSs use a relatively small and uniform set of authored content to interact with learners, such as correctness feedback, corrections, and hints (VanLehn, 2006). Third, different authors may need different tools (Nye, Rahman, Yang, Hays, Cai, Graesser, & Hu, 2014). This means that even the same content may need distinct authoring tools that match the expertise of different authors. In this chapter, we are focusing primarily on the first challenge: differences in domains. In particular, our stance is that the “content domain” is too coarse-grained to allow much reuse between authoring tools. This is because, to a significant extent, content domains are simply names for related content. However, the skills and pedagogy for the same domain can vary drastically across different topics and expertise levels. For example, Algebra and Geometry are both high-school level math domains. However, in geometry, graphical depictions (e.g., shapes, angles) are a central aspect of the pedagogy, while Algebra tends to use graphics very differently (e.g., coordinate plots). As such, some learning tasks tend to be shared between those subdomains (e.g., equation-solving) and other tasks are not (e.g., classifying shapes). This raises the central point of our paper: the learning tasks for a domain define how we author content for that domain. For example, while Algebra does not involve recognizing many shapes, understanding the elements of architecture involves recognizing a variety of basic and advanced shapes and forms. In total, this means that no single whole-cloth authoring tool will work well for any pair of Algebra, Geometry, and Architectural Forms. However, it also implies that a reasonable number of task-specific tools for each learning task might allow authoring for all three domains. To do this, we need to understand the common learning tasks for domains taught using ITS, and why those tasks are applied to those domains. In the following sections, we identify and categorize common learning tasks for different ITS domains. Then, we extract common principles for those learning tasks. Finally, we suggest a set of general learning activities that might be used to tutor a large number of domains.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Nye, Benjamin D.; Hu, Xiangen
A Historical Perspective on Authoring and ITS: Reviewing Some Lessons Learned Book Section
In: Sottilare, Robert A.; Graesser, Arthur C.; Hu, Xiangen; Brawner, Keith (Ed.): Design Recommendations for Intelligent Tutoring Systems: Volume 2: Authoring Tools and Expert Modeling Techniques, pp. 67–70, U.S. Army Research Laboratory, 2015, ISBN: 978-0-9893923-7-2.
@incollection{nye_historical_2015,
title = {A Historical Perspective on Authoring and ITS: Reviewing Some Lessons Learned},
author = {Benjamin D. Nye and Xiangen Hu},
editor = {Robert A. Sottilare and Arthur C. Graesser and Xiangen Hu and Keith Brawner},
url = {http://ict.usc.edu/pubs/A%20Historical%20Perspective%20on%20Authoring%20and%20ITS%20-%20Reviewing%20Some%20Lessons%20Learned.pdf},
isbn = {978-0-9893923-7-2},
year = {2015},
date = {2015-06-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems: Volume 2: Authoring Tools and Expert Modeling Techniques},
pages = {67–70},
publisher = {U.S. Army Research Laboratory},
abstract = {This section discusses the practices and lessons learned from authoring tools that have been applied and revised through repeated use by researchers, content authors, and/or instructors. All of the tools noted in this section represent relatively mature applications that can be used to build and configure educationally-effective content. Each tool has been tailored to address both the tutoring content and the expected authors who will be using the tool. As such, even tools which support similar tutoring strategies may use very different interfaces to represent equivalent domain knowledge. In some cases, authoring tools even represent offshoots where different authoring goals led to divergent evolution of both the authoring tools and the intelligent tutoring systems (ITSs) from a common lineage. Understanding how these systems adapted their tools to their particular authoring challenges gives concrete examples of the tradeoffs involved for different types of authoring. By reviewing the successes and challenges of the past, these chapters provide lessons learned for the development of future systems.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Saito, Shunsuke; Huang, Zeng; Natsume, Ryota; Morishima, Shigeo; Kanazawa, Angjoo; Li, Hao
PIFu: Pixel-Aligned Implicit Function for High-Resolution Clothed Human Digitization Journal Article
In: arXiv:1905.05172 [cs], 2015.
@article{saito_pifu_2015,
title = {PIFu: Pixel-Aligned Implicit Function for High-Resolution Clothed Human Digitization},
author = {Shunsuke Saito and Zeng Huang and Ryota Natsume and Shigeo Morishima and Angjoo Kanazawa and Hao Li},
url = {http://arxiv.org/abs/1905.05172},
year = {2015},
date = {2015-05-01},
journal = {arXiv:1905.05172 [cs]},
abstract = {We introduce Pixel-aligned Implicit Function (PIFu), a highly effective implicit representation that locally aligns pixels of 2D images with the global context of their corresponding 3D object. Using PIFu, we propose an end-to-end deep learning method for digitizing highly detailed clothed humans that can infer both 3D surface and texture from a single image, and optionally, multiple input images. Highly intricate shapes, such as hairstyles, clothing, as well as their variations and deformations can be digitized in a unified way. Compared to existing representations used for 3D deep learning, PIFu can produce high-resolution surfaces including largely unseen regions such as the back of a person. In particular, it is memory efficient unlike the voxel representation, can handle arbitrary topology, and the resulting surface is spatially aligned with the input image. Furthermore, while previous techniques are designed to process either a single image or multiple views, PIFu extends naturally to arbitrary number of views. We demonstrate high-resolution and robust reconstructions on real world images from the DeepFashion dataset, which contains a variety of challenging clothing types. Our method achieves state-of-the-art performance on a public benchmark and outperforms the prior work for clothed human digitization from a single image.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Artstein, Ron; Leuski, Anton; Maio, Heather; Mor-Barak, Tomer; Gordon, Carla; Traum, David
How Many Utterances Are Needed to Support Time-Offset Interaction? Proceedings Article
In: Proceedings of FLAIRS 28, pp. 144–149, AAAI Press, Hollywood, FL, 2015, ISBN: 978-1-57735-730-8.
@inproceedings{artstein_how_2015,
title = {How Many Utterances Are Needed to Support Time-Offset Interaction?},
author = {Ron Artstein and Anton Leuski and Heather Maio and Tomer Mor-Barak and Carla Gordon and David Traum},
url = {http://www.aaai.org/ocs/index.php/FLAIRS/FLAIRS15/paper/view/10442},
isbn = {978-1-57735-730-8},
year = {2015},
date = {2015-05-01},
booktitle = {Proceedings of FLAIRS 28},
pages = {144–149},
publisher = {AAAI Press},
address = {Hollywood, FL},
abstract = {A set of several hundred recorded statements by a single speaker is sufficient to address unrestricted questions and sustain short conversations on a circumscribed topic. Statements were recorded by Pinchas Gutter, a Holocaust survivor, talking about his personal experiences before, during and after the Holocaust. These statements were delivered to participants in conversation, using a “Wizard of Oz” system, where live operators select an appropriate reaction to each user utterance in real time. Even though participants were completely unconstrained in the questions they could ask, the recorded statements were able to directly address at least 58% of user questions. The unanswered questions were then analyzed to identify gaps, and additional statements were recorded to fill the gaps. The statements will be put in an automated system using existing language understanding technology, to create the first full working system of time-offset interaction, allowing a live conversation with a real human who is not present for the conversation in real time.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Lucas, Gale M.; McCubbins, Mathew D.; Turner, Mark
Against Game Theory Book Section
In: Emerging Trends in the Social and Behavioral Sciences: An Interdisciplinary, Searchable, and Linkable Resource, pp. 1–16, John Wiley & Sons, Inc., Hoboken, NJ, 2015, ISBN: 978-1-118-90077-2.
@incollection{lucas_against_2015,
title = {Against Game Theory},
author = {Gale M. Lucas and Mathew D. McCubbins and Mark Turner},
url = {http://ict.usc.edu/pubs/Against%20GameTheory.pdf},
isbn = {978-1-118-90077-2},
year = {2015},
date = {2015-05-01},
booktitle = {Emerging Trends in the Social and Behavioral Sciences: An Interdisciplinary, Searchable, and Linkable Resource},
pages = {1–16},
publisher = {John Wiley & Sons, Inc.},
address = {Hoboken, NJ},
abstract = {People make choices. Often, the outcome depends on choices other people make. What mental steps do people go through when making such choices? Game theory, the most influential model of choice in economics and the social sciences, offers an answer, one based on games of strategy like chess and checkers: the chooser considers the choices that others will make and makes a choice that will lead to a better outcome for the chooser, given all those choices by other people. It is universally established in the social sciences that classical game theory (even when heavily modified) is bad at predicting behavior. But instead of abandoning classical game theory, those in the social sciences have mounted a rescue operation under the name of “behavioral game theory.” Its main tool is to propose systematic deviations from the predictions of game theory, deviations that arise from character type, for example. Other deviations purportedly come from cognitive overload or limitations. The fundamental idea of behavioral game theory is that, if we know the deviations, then we can correct our predictions accordingly, and so get it right. There are two problems with this rescue operation, each of them fatal. (1) For a chooser, contemplating the range of possible deviations, as there are many dozens, actually makes it exponentially harder to figure out a path to an outcome. This makes the theoretical models useless for modeling human thought or human behavior in general. (2) Modeling deviations is helpful only if the deviations are consistent, so that scientists (and indeed decision-makers) can make 2 predictions about future choices on the basis of past choices. But the deviations are not consistent. In general, deviations from classical models are not consistent for any individual from one task to the next or between individuals for the same task. In addition, people’s beliefs are in general not consistent with their choices. Accordingly, all hope is hollow that we can construct a general behavioral game theory. What can replace it? We survey some of the emerging candidates.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Rizzo, Albert; Cukor, Judith; Gerardi, Maryrose; Alley, Stephanie; Reist, Chris; Roy, Mike; Rothbaum, Barbara O.; Difede, JoAnn
Virtual Reality Exposure for PTSD Due to Military Combat and Terrorist Attacks Journal Article
In: Journal of Contemporary Psychotherapy, pp. 1 –10, 2015, ISSN: 0022-0116, 1573-3564.
@article{rizzo_virtual_2015,
title = {Virtual Reality Exposure for PTSD Due to Military Combat and Terrorist Attacks},
author = {Albert Rizzo and Judith Cukor and Maryrose Gerardi and Stephanie Alley and Chris Reist and Mike Roy and Barbara O. Rothbaum and JoAnn Difede},
url = {http://ict.usc.edu/pubs/Virtual%20Reality%20Exposure%20for%20PTSD%20Due%20to%20Military%20Combat%20and%20Terrorist%20Attacks.pdf},
doi = {10.1007/s10879-015-9306-3},
issn = {0022-0116, 1573-3564},
year = {2015},
date = {2015-05-01},
journal = {Journal of Contemporary Psychotherapy},
pages = {1 –10},
abstract = {Humans exposed to war and terrorist attacks are at risk for the development of posttraumatic stress disorder (PTSD). Numerous reports indicate that the incidence of PTSD in both returning Operation Enduring Freedom/Operation Iraqi Freedom (OEF/OIF) military personnel and survivors of the 9/11 World Trade Center (WTC) attacks is significant. These situations have served to motivate research on how to better develop and disseminate evidence-based treatments for PTSD and other related psychosocial conditions. Virtual reality (VR) delivered exposure therapy for PTSD is currently being used to treat combat and terrorist attack related PTSD with initial reports of positive outcomes. This paper presents an overview and rationale for the use of VR exposure therapy with anxiety disorders and PTSD and describes the status of two systems (Virtual Iraq/Afghanistan and Virtual World Trade Center) developed for this purpose.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Mell, Johnathan; Lucas, Gale; Gratch, Jonathan
An Effective Conversation Tactic for Creating Value over Repeated Negotiations Proceedings Article
In: Proceedings of the 2015 International Conference on Autonomous Agents and Multiagent Systems, pp. 1567–1576, International Foundation for Autonomous Agents and Multiagent Systems, Istanbul, Turkey, 2015.
@inproceedings{mell_effective_2015,
title = {An Effective Conversation Tactic for Creating Value over Repeated Negotiations},
author = {Johnathan Mell and Gale Lucas and Jonathan Gratch},
url = {http://ict.usc.edu/pubs/An%20Effective%20Conversation%20Tactic%20for%20Creating%20Value%20over%20Repeated%20Negotiations.pdf},
year = {2015},
date = {2015-05-01},
booktitle = {Proceedings of the 2015 International Conference on Autonomous Agents and Multiagent Systems},
pages = {1567–1576},
publisher = {International Foundation for Autonomous Agents and Multiagent Systems},
address = {Istanbul, Turkey},
abstract = {Automated negotiation research focuses on getting the most value from a single negotiation, yet real-world settings often involve repeated serial negotiations between the same parties. Repeated negotiations are interesting because they allow the discovery of mutually beneficial solutions that don’t exist within the confines of a single negotiation. This paper introduces the notion of Pareto efficiency over time to formalize this notion of value-creation through repeated interactions. We review literature from human negotiation research and identify a dialog strategy, favors and ledgers, that facilitates this process. As part of a longer-term effort to build intelligent virtual humans that can train human negotiators, we create a conversational agent that instantiates this strategy, and assess its effectiveness with human users, using the established Colored Trails negotiation testbed. In an empirical study involving a series of repeated negotiations, we show that humans are more likely to discover Pareto optimal solutions overtime when matched with our favor-seeking agent. Further, an agent that asks for favors during early negotiations, regardless of whether these favors are ever repaid, leads participants to discover more joint value in later negotiations, even under the traditional definition of Pareto optimality within a single negotiation. Further, agents that match their words with deeds (repay their favors) create the most value for themselves. We discuss the implications of these findings for agents that engage in long-term interactions with human users.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Wang, Ning; Pynadath, David V.; Marsella, Stacy C.
Subjective Perceptions in Wartime Negotiation Journal Article
In: IEEE Transactions on Affective Computing, vol. 6, no. 2, pp. 118–126, 2015, ISSN: 1949-3045.
@article{wang_subjective_2015,
title = {Subjective Perceptions in Wartime Negotiation},
author = {Ning Wang and David V. Pynadath and Stacy C. Marsella},
url = {http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=6975149},
doi = {10.1109/TAFFC.2014.2378312},
issn = {1949-3045},
year = {2015},
date = {2015-04-01},
journal = {IEEE Transactions on Affective Computing},
volume = {6},
number = {2},
pages = {118–126},
abstract = {The prevalence of negotiation in social interaction has motivated researchers to develop virtual agents that can understand, facilitate, teach and even carry out negotiations. While much of this research has analyzed how to maximize the objective outcome, there is a growing body of work demonstrating that subjective perceptions of the outcome also play a critical role in human negotiation behavior. People derive subjective value from not only the outcome, but also from the process by which they achieve that outcome, from their relationship with their negotiation partner, etc. The affective responses evoked by these subjective valuations can be very different from what would be evoked by the objective outcome alone. We investigate such subjective valuations within human-agent negotiation in four variations of a wartime negotiation game. We observe that the objective outcomes of these negotiations are not strongly correlated with the human negotiators’ subjective perceptions, as measured by the Subjective Value Index. We examine the game dynamics and agent behaviors to identify features that induce different subjective values in the participants. We thus are able to identify characteristics of the negotiation process and the agents’ behavior that most impact people’s subjective valuations in our wartime negotiation games.⬚},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Fyffe, Graham; Debevec, Paul
Single-Shot Reflectance Measurement from Polarized Color Gradient Illumination Proceedings Article
In: Preceedings of ICCP 2015, pp. 1–10, IEEE, Houston, Texas, 2015.
@inproceedings{fyffe_single-shot_2015,
title = {Single-Shot Reflectance Measurement from Polarized Color Gradient Illumination},
author = {Graham Fyffe and Paul Debevec},
url = {http://ict.usc.edu/pubs/Single-Shot%20Reflectance%20Measurement%20from%20Polarized%20Color%20Gradient%20Illumination.pdf},
year = {2015},
date = {2015-04-01},
booktitle = {Preceedings of ICCP 2015},
pages = {1–10},
publisher = {IEEE},
address = {Houston, Texas},
abstract = {We present a method for acquiring the per-pixel diffuse albedo, specular albedo, and surface normal maps of a subject at a single instant in time. The method is single shot, requiring no optical flow, and per-pixel, making no assumptions regarding albedo statistics or surface connectivity. We photograph the subject inside a spherical illumination device emitting a static lighting pattern of vertically polarized RGB color gradients aligned with the XYZ axes, and horizontally polarized RGB color gradients in versely aligned with the XYZ axes. We capture simultaneous photographs using one of two possible setups: a single view setup using a coaxially aligned camera pair with a polarizing beam splitter, and a multi-view stereo setup with different orientations of linear polarizing filters placed on the cameras, enabling high-quality geometry reconstruction. From this lighting we derive full-color diffuse albedo, single-channel specular albedo suitable for dielectric materials, and polarization-preserving surface normals which are free of corruption from subsurface scattering. We provide simple formulae to estimate the diffuse albedo, specular albedo, and surface normal maps in the single-view and multi-view cases and show error bounds which are small for many common subjects including faces.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Shim, Han Suk; Park, Sunghyun; Chatterjee, Moitreya; Scherer, Stefan; Sagae, Kenji; Morency, Louis-Philippe
ACOUSTIC AND PARA-VERBAL INDICATORS OF PERSUASIVENESS IN SOCIAL MULTIMEDIA Proceedings Article
In: Proceeding of ICASSP 2015, pp. 2239 – 2243, IEEE, Brisbane, Australia, 2015.
@inproceedings{shim_acoustic_2015,
title = {ACOUSTIC AND PARA-VERBAL INDICATORS OF PERSUASIVENESS IN SOCIAL MULTIMEDIA},
author = {Han Suk Shim and Sunghyun Park and Moitreya Chatterjee and Stefan Scherer and Kenji Sagae and Louis-Philippe Morency},
url = {http://ict.usc.edu/pubs/ACOUSTIC%20AND%20PARA-VERBAL%20INDICATORS%20OF%20PERSUASIVENESS%20IN%20SOCIAL%20MULTIMEDIA.pdf},
year = {2015},
date = {2015-04-01},
booktitle = {Proceeding of ICASSP 2015},
pages = {2239 – 2243},
publisher = {IEEE},
address = {Brisbane, Australia},
abstract = {Persuasive communication and interaction play an important and pervasive role in many aspects of our lives. With the rapid growth of social multimedia websites such as YouTube, it has become more important and useful to understand persuasiveness in the context of online social multimedia content. In this paper, we present our resultsof conducting various analyses of persuasiveness in speech with our multimedia corpus of 1,000 movie review videos obtained from ExpoTV.com, a popular social multimedia website. Our experiments firstly show that a speaker’s level of persuasiveness can be predicted from acoustic characteristics and para-verbal cues related to speech fluency. Secondly, we show that taking acoustic cues in different time periods of a movie review can improve the performance of predicting a speaker’s level of persuasiveness. Lastly, we show that a speaker’s positive or negative attitude toward a topic influences the prediction performance as well.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Scherer, Stefan; Morency, Louis-Philippe; Gratch, Jonathan; Pestian, John
REDUCED VOWEL SPACE IS A ROBUST INDICATOR OF PSYCHOLOGICAL DISTRESS: A CROSS-CORPUS ANALYSIS Proceedings Article
In: Proceedings of the IEEE International Conference on Acoustics, Speech, and Signal Processing (ICASSP), pp. 4789–4793, IEEE, Brisbane, Australia, 2015.
@inproceedings{scherer_reduced_2015,
title = {REDUCED VOWEL SPACE IS A ROBUST INDICATOR OF PSYCHOLOGICAL DISTRESS: A CROSS-CORPUS ANALYSIS},
author = {Stefan Scherer and Louis-Philippe Morency and Jonathan Gratch and John Pestian},
url = {http://ict.usc.edu/pubs/REDUCED%20VOWEL%20SPACE%20IS%20A%20ROBUST%20INDICATOR%20OF%20PSYCHOLOGICAL%20DISTRESS-A%20CROSS-CORPUS%20ANALYSIS.pdf},
year = {2015},
date = {2015-04-01},
booktitle = {Proceedings of the IEEE International Conference on Acoustics, Speech, and Signal Processing (ICASSP)},
pages = {4789–4793},
publisher = {IEEE},
address = {Brisbane, Australia},
abstract = {Reduced frequency range in vowel production is a well documented speech characteristic of individuals’ with psychological and neurological disorders. Depression is known to influence motor control and in particular speech production. The assessment and documentation of reduced vowel space and associated perceived hypoarticulation and reduced expressivity often rely on subjective assessments. Within this work, we investigate an automatic unsupervised machine learning approach to assess a speaker’s vowel space within three distinct speech corpora and compare observed vowel space measures of subjects with and without psychological conditions associated with psychological distress, namely depression, post-traumatic stress disorder (PTSD), and suicidality. Our experiments are based on recordings of over 300 individuals. The experiments show a significantly reduced vowel space in conversational speech for depression, PTSD, and suicidality. We further observe a similar trend of reduced vowel space for read speech. A possible explanation for a reduced vowel space is psychomotor retardation, a common symptom of depression that influences motor control and speech production.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
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