Publications
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101.
Debevec, Paul; Tchou, Chris; Gardner, Andrew; Hawkins, Tim; Poullis, Charis; Stumpfel, Jessi; Jones, Andrew; Yun, Nathaniel; Einarsson, Per; Lundgren, Therese; Fajardo, Marcos
Digitizing the Parthenon: Estimating Surface Reflectance under Measured Natural Illumination Book Section
In: Gallo, Giovanni (Ed.): Digital Imaging for Cultural Heritage Preservation: Analysis, Restoration, and Reconstruction of Ancient Artworks, pp. 159–182, CRC Press, 2011, ISBN: 978-1-4398-2173-2.
@incollection{debevec_digitizing_2011,
title = {Digitizing the Parthenon: Estimating Surface Reflectance under Measured Natural Illumination},
author = {Paul Debevec and Chris Tchou and Andrew Gardner and Tim Hawkins and Charis Poullis and Jessi Stumpfel and Andrew Jones and Nathaniel Yun and Per Einarsson and Therese Lundgren and Marcos Fajardo},
editor = {Giovanni Gallo},
url = {http://ict.usc.edu/pubs/Digitizing%20the%20Parthenon-%20Estimating%20Surface%20Reflectance%20under%20Measured%20Natural%20Illumination.pdf},
isbn = {978-1-4398-2173-2},
year = {2011},
date = {2011-01-01},
booktitle = {Digital Imaging for Cultural Heritage Preservation: Analysis, Restoration, and Reconstruction of Ancient Artworks},
pages = {159–182},
publisher = {CRC Press},
abstract = {This edition presents the most prominent topics and applications of digital image processing, analysis, and computer graphics in the field of cultural heritage preservation. The text assumes prior knowledge of digital image processing and computer graphics fundamentals. Each chapter contains a table of contents, illustrations, and figures that elucidate the presented concepts in detail, as well as a chapter summary and a bibliography for further reading. Well-known experts cover a wide range of topics and related applications, including spectral imaging, automated restoration, computational reconstruction, digital reproduction, and 3D models.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
This edition presents the most prominent topics and applications of digital image processing, analysis, and computer graphics in the field of cultural heritage preservation. The text assumes prior knowledge of digital image processing and computer graphics fundamentals. Each chapter contains a table of contents, illustrations, and figures that elucidate the presented concepts in detail, as well as a chapter summary and a bibliography for further reading. Well-known experts cover a wide range of topics and related applications, including spectral imaging, automated restoration, computational reconstruction, digital reproduction, and 3D models.
102.
Gordon, Andrew S.; Hobbs, Jerry R.; Cox, Michael T.
Anthropomorphic self-models for metareasoning agents Book Section
In: Metareasoning: Thinking about thinking, pp. 295–305, MIT Press, Cambridge, MA, 2011.
@incollection{gordon_anthropomorphic_2011,
title = {Anthropomorphic self-models for metareasoning agents},
author = {Andrew S. Gordon and Jerry R. Hobbs and Michael T. Cox},
url = {http://ict.usc.edu/pubs/Anthropomorphic%20Self-Models%20for%20Metareasoning%20Agents.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Metareasoning: Thinking about thinking},
pages = {295–305},
publisher = {MIT Press},
address = {Cambridge, MA},
abstract = {Representations of an AI agent's mental states and processes are necessary to enable metareasoning, i.e. thinking about thinking. However, the formulation of suitable representations remains an outstanding AI research challenge, with no clear consensus on how to proceed. This paper outlines an approach involving the formulation of anthropomorphic self-models, where the representations that are used for metareasoning are based on formalizations of commonsense psychology. We describe two research activities that support this approach, the formalization of broad-coverage commonsense psychology theories and use of representations in the monitoring and control of objectlevel reasoning. We focus specifically on metareasoning about memory, but argue that anthropomorphic self-models support the development of integrated, reusable, broadcoverage representations for use in metareasoning systems.},
keywords = {},
pubstate = {published},
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Representations of an AI agent's mental states and processes are necessary to enable metareasoning, i.e. thinking about thinking. However, the formulation of suitable representations remains an outstanding AI research challenge, with no clear consensus on how to proceed. This paper outlines an approach involving the formulation of anthropomorphic self-models, where the representations that are used for metareasoning are based on formalizations of commonsense psychology. We describe two research activities that support this approach, the formalization of broad-coverage commonsense psychology theories and use of representations in the monitoring and control of objectlevel reasoning. We focus specifically on metareasoning about memory, but argue that anthropomorphic self-models support the development of integrated, reusable, broadcoverage representations for use in metareasoning systems.
103.
Parsons, Thomas D.
Virtual Simulations and the Second Life Metaverse: Paradigm Shift in Neuropsychological Assessment Book Section
In: Virtual Worlds, Second Life and Metaverse Platforms: New Communication and Identity Paradigms, pp. 234–250, IGI Global, 2011.
@incollection{parsons_virtual_2011-1,
title = {Virtual Simulations and the Second Life Metaverse: Paradigm Shift in Neuropsychological Assessment},
author = {Thomas D. Parsons},
url = {http://ict.usc.edu/pubs/Virtual%20Simulations%20and%20the%20Second%20Life%20Metaverse.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Virtual Worlds, Second Life and Metaverse Platforms: New Communication and Identity Paradigms},
pages = {234–250},
publisher = {IGI Global},
abstract = {In neuropsychology's received paradigm, the "normal science" of assessment and treatment planning appears to be approaching a paradigm shift: first, there are the general developments in other neurosci- ences that inform the practice of neuropsychological assessment. Second, there is the shift in the purpose of neuropsychological assessment from differential diagnosis of brain pathology to predictions about activities of everyday functioning and treatment planning. Third, there is growing need that neuropsy- chologists update their outdated technology for ecologically valid assessments. The impending paradigm shift may be well served to include the utility of virtual worlds for ecologically valid neuropsychological assessments. Actualization of the potential of virtual worlds for assessment will require the following: comparisons with well-validated neuropsychological measures, data storage, improved documentation of specific computer hardware and software used in experimental methods, and enhanced methods and result reporting by the researchers publishing studies on virtual worlds.},
keywords = {},
pubstate = {published},
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In neuropsychology's received paradigm, the "normal science" of assessment and treatment planning appears to be approaching a paradigm shift: first, there are the general developments in other neurosci- ences that inform the practice of neuropsychological assessment. Second, there is the shift in the purpose of neuropsychological assessment from differential diagnosis of brain pathology to predictions about activities of everyday functioning and treatment planning. Third, there is growing need that neuropsy- chologists update their outdated technology for ecologically valid assessments. The impending paradigm shift may be well served to include the utility of virtual worlds for ecologically valid neuropsychological assessments. Actualization of the potential of virtual worlds for assessment will require the following: comparisons with well-validated neuropsychological measures, data storage, improved documentation of specific computer hardware and software used in experimental methods, and enhanced methods and result reporting by the researchers publishing studies on virtual worlds.
104.
Parsons, Thomas D.
In: Systems in Health Care Using Agents and Virtual Reality, Springer-Verlag, Germany, 2011.
@incollection{parsons_neuropsychological_2011,
title = {Neuropsychological Assessment using Virtual Environments: Enhanced Assessment Technology for Improved Ecological Validity},
author = {Thomas D. Parsons},
url = {http://ict.usc.edu/pubs/Neuropsychological%20Assessment%20Using%20Virtual%20Environments-%20Enhanced%20Assessment%20Technology%20for%20Improved%20Ecological%20Validity.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Systems in Health Care Using Agents and Virtual Reality},
publisher = {Springer-Verlag},
address = {Germany},
abstract = {Although today's neuropsychological assessment procedures are widely used, neuropsychologists have been slow to embrace technological advancements. Two essential limitations have resulted from this refusal of technological adaptation: First, current neuropsychological assessment procedures represent a technology that has barely changed since the first scales were developed in the early 1900s. Second, while the historical purpose of clinical neuropsychology was differential diagnosis of brain pathology, technological advances in other clinical neurosciences have changed the neuropsychologist's role to that of making ecologically valid predictions about the impact of a given patient's neurocognitive abilities and disabilities on everyday functioning. After a brief discussion of current applications of computer-based neuropsychological assessment, there is a discussion of an increasingly important topic in recent decades–the design of ecologically valid neuropsychological instruments to address real world outcomes. Finally, there is an exploration of virtual reality environments for ecologically valid neuropsychological assessments that make use of current technological advances. It is concluded that a future possible virtual reality-based neuropsychological assessment battery will combine the control and rigor of technologically advanced computerized laboratory measures, the psychometric rigor (i.e., veridicality) of traditional paper-and-pencil assessments, and verisimilitude approximating real life situations.},
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pubstate = {published},
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Although today's neuropsychological assessment procedures are widely used, neuropsychologists have been slow to embrace technological advancements. Two essential limitations have resulted from this refusal of technological adaptation: First, current neuropsychological assessment procedures represent a technology that has barely changed since the first scales were developed in the early 1900s. Second, while the historical purpose of clinical neuropsychology was differential diagnosis of brain pathology, technological advances in other clinical neurosciences have changed the neuropsychologist's role to that of making ecologically valid predictions about the impact of a given patient's neurocognitive abilities and disabilities on everyday functioning. After a brief discussion of current applications of computer-based neuropsychological assessment, there is a discussion of an increasingly important topic in recent decades–the design of ecologically valid neuropsychological instruments to address real world outcomes. Finally, there is an exploration of virtual reality environments for ecologically valid neuropsychological assessments that make use of current technological advances. It is concluded that a future possible virtual reality-based neuropsychological assessment battery will combine the control and rigor of technologically advanced computerized laboratory measures, the psychometric rigor (i.e., veridicality) of traditional paper-and-pencil assessments, and verisimilitude approximating real life situations.
105.
Rizzo, Albert; Requejo, Phil; Winstein, Carolee J.; Lange, Belinda; Ragusa, Gisele; Merians, Alma; Patton, James; Banerjee, Pat; Aisen, Mindy
NIDRR Perspectives on VR Applications for Addressing the Needs of those Aging with and into Disability Book Section
In: Technology and Informatics, pp. 510–516, IOS Press, Amsterdam, The Netherlands, 2011.
@incollection{rizzo_nidrr_2011,
title = {NIDRR Perspectives on VR Applications for Addressing the Needs of those Aging with and into Disability},
author = {Albert Rizzo and Phil Requejo and Carolee J. Winstein and Belinda Lange and Gisele Ragusa and Alma Merians and James Patton and Pat Banerjee and Mindy Aisen},
url = {http://ict.usc.edu/pubs/NIDRR%20Perspectives%20on%20VR%20Applications.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Technology and Informatics},
pages = {510–516},
publisher = {IOS Press},
address = {Amsterdam, The Netherlands},
abstract = {As persons with disabilities age, progressive declines in health and medical status can challenge the adaptive resources required to maintain functional independence and quality of life [1]. These challenges are further compounded by economic factors, medication side effects, loss of a spouse or caregiver, and psychosocial disorders [1-2]. The gradual loss of functional independence and increased reliance on others for transportation, access to general medical and rehabilitation care can be jeopardized [2]. The combination of these factors when seen in the context of the average increase in lifespan in industrialized societies has lead to a growing crisis that is truly global in proportion. While research indicates that functional motor capacity can be improved, maintained, or recovered via consistent participation in a motor exercise and rehabilitation regimen [3], independent adherence to such preventative and/or rehabilitative programming outside the clinic setting is notoriously low [1]. This state of affairs has produced a compelling and ethical motivation to address the needs of individuals who are aging with disabilities by promoting home-based access to low-cost, interactive virtual reality (VR) systems designed to engage and motivate individuals to participate with "game"-driven physical activities and rehabilitation programming. The creation of such systems could serve to enhance, maintain and rehabilitate the sensorimotor processes that are needed to maximize independence and quality of life. This is the theme of the workshop to be presented at the MMVR conference.},
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pubstate = {published},
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As persons with disabilities age, progressive declines in health and medical status can challenge the adaptive resources required to maintain functional independence and quality of life [1]. These challenges are further compounded by economic factors, medication side effects, loss of a spouse or caregiver, and psychosocial disorders [1-2]. The gradual loss of functional independence and increased reliance on others for transportation, access to general medical and rehabilitation care can be jeopardized [2]. The combination of these factors when seen in the context of the average increase in lifespan in industrialized societies has lead to a growing crisis that is truly global in proportion. While research indicates that functional motor capacity can be improved, maintained, or recovered via consistent participation in a motor exercise and rehabilitation regimen [3], independent adherence to such preventative and/or rehabilitative programming outside the clinic setting is notoriously low [1]. This state of affairs has produced a compelling and ethical motivation to address the needs of individuals who are aging with disabilities by promoting home-based access to low-cost, interactive virtual reality (VR) systems designed to engage and motivate individuals to participate with "game"-driven physical activities and rehabilitation programming. The creation of such systems could serve to enhance, maintain and rehabilitate the sensorimotor processes that are needed to maximize independence and quality of life. This is the theme of the workshop to be presented at the MMVR conference.
106.
Parsons, Thomas D.
Affect-sensitive Virtual Standardized Patient Interface System Book Section
In: Clinical Technologies: Concepts, Methodologies, Tools and Applications, vol. 3, 2011.
@incollection{parsons_affect-sensitive_2011,
title = {Affect-sensitive Virtual Standardized Patient Interface System},
author = {Thomas D. Parsons},
url = {http://ict.usc.edu/pubs/Affect-Sensitive%20Virtual%20Standardized%20Patient%20Interface%20System.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Clinical Technologies: Concepts, Methodologies, Tools and Applications},
volume = {3},
abstract = {Virtual Standardized Patients (VSPs) are advanced conversational virtual human agents that have been applied to training of clinicians. These interactive agents portray standardized patient scenarios involving VSPs with clinical or physical conditions. VSPs are capable of verbal and nonverbal interaction (receptive and expressive communication) with a clinician in an effort to enhance differential diagnosis of psychiatric disorders and teach interpersonal skills. This chapter describes the design and development of both software to create social interaction modules on a VSP platform and individualized affective models for affect recognition. This author describes clinically relevant scenarios for affect elicitation and protocols for reliable affect recognition. Further, there is an elucidation of a VSP interface system that has the capacity to monitor the trainee's affective response using physiological signals. Research findings will be summarized from studies on (1) the usability and applicability of VSPs with training clinicians on various mental health disorders (e.g., adolescent male with conduct disorder; adolescent female who has recently been physically traumatized); and (2) preliminary use of the affect-sensitive system to systematically assess and manipulate aspects of VSPs to more fully develop cognitive and affective models of virtual humans with pathological characteristics.},
keywords = {},
pubstate = {published},
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}
Virtual Standardized Patients (VSPs) are advanced conversational virtual human agents that have been applied to training of clinicians. These interactive agents portray standardized patient scenarios involving VSPs with clinical or physical conditions. VSPs are capable of verbal and nonverbal interaction (receptive and expressive communication) with a clinician in an effort to enhance differential diagnosis of psychiatric disorders and teach interpersonal skills. This chapter describes the design and development of both software to create social interaction modules on a VSP platform and individualized affective models for affect recognition. This author describes clinically relevant scenarios for affect elicitation and protocols for reliable affect recognition. Further, there is an elucidation of a VSP interface system that has the capacity to monitor the trainee's affective response using physiological signals. Research findings will be summarized from studies on (1) the usability and applicability of VSPs with training clinicians on various mental health disorders (e.g., adolescent male with conduct disorder; adolescent female who has recently been physically traumatized); and (2) preliminary use of the affect-sensitive system to systematically assess and manipulate aspects of VSPs to more fully develop cognitive and affective models of virtual humans with pathological characteristics.
107.
Hobbs, Jerry R.; Gordon, Andrew S.
The Deep Lexical Semantics of Emotions Book Section
In: Ahmad, Khurshid (Ed.): Affective Computing and Sentiment Analysis: Emotion, Metaphor and Terminology, vol. 45, pp. 27–43, Springer, New York, 2011.
@incollection{hobbs_deep_2011,
title = {The Deep Lexical Semantics of Emotions},
author = {Jerry R. Hobbs and Andrew S. Gordon},
editor = {Khurshid Ahmad},
url = {http://ict.usc.edu//pubs/The%20Deep%20Lexical%20Semantics%20of%20Emotions%20Affective%20Computing%20and%20Sentiment%20Analysis-%20Emotion%20Metaphor%20and%20Terminology.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Affective Computing and Sentiment Analysis: Emotion, Metaphor and Terminology},
volume = {45},
pages = {27–43},
publisher = {Springer},
address = {New York},
series = {Text, Speech and Language Technology},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
108.
Morbini, Fabrizio; Schubert, Lenhart
Metareasoning as an Integral Part of Commonsense and Autocognitive Reasoning Book Section
In: Cox, Michael T.; Raja, Anita (Ed.): Metareasoning: Thinking about thinking, MIT Press, 2011.
@incollection{morbini_metareasoning_2011,
title = {Metareasoning as an Integral Part of Commonsense and Autocognitive Reasoning},
author = {Fabrizio Morbini and Lenhart Schubert},
editor = {Michael T. Cox and Anita Raja},
url = {http://ict.usc.edu/pubs/Metareasoning%20as%20an%20Integral%20Part%20of%20Commonsense%20and%20Autocognitive%20Reasoning.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Metareasoning: Thinking about thinking},
publisher = {MIT Press},
abstract = {In this chapter we summarize our progress towards building a self-aware agent based on the notion of explicit self-awareness (Schubert, 2005). An explicitly self-aware agent is characterized by 1) being based on extensive, human-like knowledge about the world and itself, 2) being transparent both in its behavior and in how the knowledge is represented and used, and 3) being able to communicate in natural language and directly display awareness through its dialogues. The second point is not strictly related to self-awareness, but it facilitates implementation of some aspects, such as answer explanation, and simplifies testing and debugging of the agent. In addition, we emphasize the importance of meta-level reasoning in commonsense reasoning and self-awareness, while questioning the common view of agent control structure in terms of separate object-level and meta-level strata. Instead, we suggest a "continual planning" (and execution) control structure wherein the agent's meta-level and object-level reasoning steps mingle seamlessly. We first review the requirements imposed by explicit self-awareness and by this intermingling of object and meta-level reasoning on the knowledge representation and reasoning system and then describe how these have been realized in the new version of the EPILOG system. Then we demonstrate our agent on a few questions, each related to some aspects of self-awareness. Finally we conclude with a discussion of our long-term plans.},
keywords = {},
pubstate = {published},
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In this chapter we summarize our progress towards building a self-aware agent based on the notion of explicit self-awareness (Schubert, 2005). An explicitly self-aware agent is characterized by 1) being based on extensive, human-like knowledge about the world and itself, 2) being transparent both in its behavior and in how the knowledge is represented and used, and 3) being able to communicate in natural language and directly display awareness through its dialogues. The second point is not strictly related to self-awareness, but it facilitates implementation of some aspects, such as answer explanation, and simplifies testing and debugging of the agent. In addition, we emphasize the importance of meta-level reasoning in commonsense reasoning and self-awareness, while questioning the common view of agent control structure in terms of separate object-level and meta-level strata. Instead, we suggest a "continual planning" (and execution) control structure wherein the agent's meta-level and object-level reasoning steps mingle seamlessly. We first review the requirements imposed by explicit self-awareness and by this intermingling of object and meta-level reasoning on the knowledge representation and reasoning system and then describe how these have been realized in the new version of the EPILOG system. Then we demonstrate our agent on a few questions, each related to some aspects of self-awareness. Finally we conclude with a discussion of our long-term plans.
109.
Gratch, Jonathan
In: Doveling, Katrin; Scheve, Christian; Konijn, Elly A. (Ed.): The Routledge Handbook of Emotions and Mass Media, 2010, ISBN: 978-0-415-48160-1.
@incollection{gratch_emotionally_2010,
title = {Emotionally resonant media: Advances in sensing, understanding and influencing human emotion through interactive media},
author = {Jonathan Gratch},
editor = {Katrin Doveling and Christian Scheve and Elly A. Konijn},
url = {http://ict.usc.edu/pubs/Emotionally%20resonant%20media.pdf},
isbn = {978-0-415-48160-1},
year = {2010},
date = {2010-09-01},
booktitle = {The Routledge Handbook of Emotions and Mass Media},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
110.
Morency, Louis-Philippe
The Role of Context in Affective Behavior Understanding Book Section
In: Social Emotions in nature and Artifact: Emotions in Human and Human-Computer Interaction, 2010.
@incollection{morency_role_2010,
title = {The Role of Context in Affective Behavior Understanding},
author = {Louis-Philippe Morency},
url = {http://ict.usc.edu/pubs/Role_of_Context_in_Afective_Behavior.pdf},
year = {2010},
date = {2010-09-01},
booktitle = {Social Emotions in nature and Artifact: Emotions in Human and Human-Computer Interaction},
abstract = {Face-to-face communication is highly interactive. Even when only one person speaks at the time, other participants exchange information continuously amongst themselves and with the speaker through gesture, gaze, posture and facial expressions. Such affective feedback is an essential and predictable aspect of natural conversation and its absence can significantly disrupt participants ability to communicate. During multiparty interactions such as in meetings, information is exchanged between participants using both audio and visual channels. Visual feedback can range from a simple eye glance to a large arm gesture or posture change. One important visual cue is head nod during conversation. Head nods are used for displaying agreement, grounding information or during turn-taking. Recognizing these affective gestures is important for understanding all the information exchanged during a meeting or conversation, and can be particularly crucial for identifying more subtle factors such as the effectiveness of communication, points of confusion, status relationships between participants, or the diagnosis social disorders. This chapter argues that it is possible to significantly improve state-of-the art recognition techniques by exploiting regularities in how people communicate. People do not provide affective feedback at random. Rather they react to the current topic, previous utterances and the speaker's current verbal and nonverbal behavior. For example, listeners are far more likely to nod or shake if the speaker has just asked them a question, and incorporating such dialogue context can improve recognition performance during human-robot interaction. More generally, speakers and listeners co-produce a range of lexical, prosodic, and nonverbal patterns. Our goal is to automatically discover these patterns using only easily observable features of human face-to-face interaction (e.g. prosodic features and eye gaze), and exploit them to improve recognition accuracy.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Face-to-face communication is highly interactive. Even when only one person speaks at the time, other participants exchange information continuously amongst themselves and with the speaker through gesture, gaze, posture and facial expressions. Such affective feedback is an essential and predictable aspect of natural conversation and its absence can significantly disrupt participants ability to communicate. During multiparty interactions such as in meetings, information is exchanged between participants using both audio and visual channels. Visual feedback can range from a simple eye glance to a large arm gesture or posture change. One important visual cue is head nod during conversation. Head nods are used for displaying agreement, grounding information or during turn-taking. Recognizing these affective gestures is important for understanding all the information exchanged during a meeting or conversation, and can be particularly crucial for identifying more subtle factors such as the effectiveness of communication, points of confusion, status relationships between participants, or the diagnosis social disorders. This chapter argues that it is possible to significantly improve state-of-the art recognition techniques by exploiting regularities in how people communicate. People do not provide affective feedback at random. Rather they react to the current topic, previous utterances and the speaker's current verbal and nonverbal behavior. For example, listeners are far more likely to nod or shake if the speaker has just asked them a question, and incorporating such dialogue context can improve recognition performance during human-robot interaction. More generally, speakers and listeners co-produce a range of lexical, prosodic, and nonverbal patterns. Our goal is to automatically discover these patterns using only easily observable features of human face-to-face interaction (e.g. prosodic features and eye gaze), and exploit them to improve recognition accuracy.
111.
Morie, Jacquelyn; Fink, Mike
Introduction to the Visual Effect Society Visual Effects Handbook Book Section
In: The Visual Effect Society Visual Effects Handbook, 2010.
@incollection{morie_introduction_2010,
title = {Introduction to the Visual Effect Society Visual Effects Handbook},
author = {Jacquelyn Morie and Mike Fink},
year = {2010},
date = {2010-02-01},
booktitle = {The Visual Effect Society Visual Effects Handbook},
abstract = {Over the last decade, visual effects artists, when asked what they do for a living, have gone from hearing the response "What's that?", to hearing "Wow, that's cool!", followed by a pause that implied that there still lurked a... "What's that?" This book is meant to lift the veil on the people behind the curtain, and answer that question. We hope it provides, for professionals, students, or the merely interested, an exhaustive source that clearly describes and explains the techniques we use in the incredibly creative process of visual effects.},
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Over the last decade, visual effects artists, when asked what they do for a living, have gone from hearing the response "What's that?", to hearing "Wow, that's cool!", followed by a pause that implied that there still lurked a... "What's that?" This book is meant to lift the veil on the people behind the curtain, and answer that question. We hope it provides, for professionals, students, or the merely interested, an exhaustive source that clearly describes and explains the techniques we use in the incredibly creative process of visual effects.
112.
Marsella, Stacy C.; Gratch, Jonathan; Petta, Paola
Computational Models of Emotion Book Section
In: Scherer, K. R.; Bänziger, T.; Roesch, (Ed.): A blueprint for an affectively competent agent: Cross-fertilization between Emotion Psychology, Affective Neuroscience, and Affective Computing, Oxford University Press, Oxford, 2010.
@incollection{marsella_computational_2010,
title = {Computational Models of Emotion},
author = {Stacy C. Marsella and Jonathan Gratch and Paola Petta},
editor = {K. R. Scherer and T. Bänziger and Roesch},
url = {http://ict.usc.edu/pubs/Computational%20Models%20of%20Emotion.pdf},
year = {2010},
date = {2010-01-01},
booktitle = {A blueprint for an affectively competent agent: Cross-fertilization between Emotion Psychology, Affective Neuroscience, and Affective Computing},
publisher = {Oxford University Press},
address = {Oxford},
abstract = {Recent years have seen a significant expansion in research on computational models of human emotional processes, driven both by their potential for basic research on emotion and cognition as well as their promise for an ever increasing range of applications. This has led to a truly interdisciplinary, mutually beneficial partnership between emotion research in psychology and computational science, of which this volume is an exemplar. To understand this partnership and its potential for transforming existing practices in emotion research across disciplines and for disclosing important novel areas of research, we explore in this chapter the history of work in computational models of emotion including the various uses to which they have been put, the theoretical traditions that have shaped their development, and how these uses and traditions are reflected in their underlying architectures.},
keywords = {},
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Recent years have seen a significant expansion in research on computational models of human emotional processes, driven both by their potential for basic research on emotion and cognition as well as their promise for an ever increasing range of applications. This has led to a truly interdisciplinary, mutually beneficial partnership between emotion research in psychology and computational science, of which this volume is an exemplar. To understand this partnership and its potential for transforming existing practices in emotion research across disciplines and for disclosing important novel areas of research, we explore in this chapter the history of work in computational models of emotion including the various uses to which they have been put, the theoretical traditions that have shaped their development, and how these uses and traditions are reflected in their underlying architectures.
113.
Ogan, Amy; Lane, H. Chad
Virtual Learning Environments for Culture and Intercultural Competence Book Section
In: Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models, pp. 501–519, IGI Global, Hershey, PA, 2010.
@incollection{ogan_virtual_2010,
title = {Virtual Learning Environments for Culture and Intercultural Competence},
author = {Amy Ogan and H. Chad Lane},
url = {http://ict.usc.edu/pubs/Virtual%20Learning%20Environments%20for%20Culture%20and%20Intercultural%20Competence.pdf},
year = {2010},
date = {2010-01-01},
booktitle = {Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models},
pages = {501–519},
publisher = {IGI Global},
address = {Hershey, PA},
abstract = {The authors review six virtual learning environments built to support the acquisition of cultural knowl- edge and communication skills: ATL, BiLAT, Croquelandia, Second China, TLCTS, and VECTOR. Each leverages modern 3D video game engine technology which allows high-fidelity simulation of new cultural settings, including representations of buildings, streets, art work, dress, voice, gestures, and more. To bring more realism to simulated cultural interactions, several of the systems are driven by artificial intelligence (AI) models of culture, communication, and emotion. Additionally, several rely on narrative-based techniques to place the target culture in context and enhance motivation of those using the systems. The authors conclude with a discussion of the reviewed environments and identify potential research directions that focus on (1) intercultural competence skills, (2) learner assessment, and (3) cultural model building and validation.},
keywords = {},
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The authors review six virtual learning environments built to support the acquisition of cultural knowl- edge and communication skills: ATL, BiLAT, Croquelandia, Second China, TLCTS, and VECTOR. Each leverages modern 3D video game engine technology which allows high-fidelity simulation of new cultural settings, including representations of buildings, streets, art work, dress, voice, gestures, and more. To bring more realism to simulated cultural interactions, several of the systems are driven by artificial intelligence (AI) models of culture, communication, and emotion. Additionally, several rely on narrative-based techniques to place the target culture in context and enhance motivation of those using the systems. The authors conclude with a discussion of the reviewed environments and identify potential research directions that focus on (1) intercultural competence skills, (2) learner assessment, and (3) cultural model building and validation.
114.
Heylen, Dirk; Bevacqua, Elisabetta; Pelachaud, Catherine; Poggi, Isabella; Gratch, Jonathan; Schröder, Marc
Generating Listening Behaviour Book Section
In: Handbook of Emotion-Oriented Technologies, 2010.
@incollection{heylen_generating_2010,
title = {Generating Listening Behaviour},
author = {Dirk Heylen and Elisabetta Bevacqua and Catherine Pelachaud and Isabella Poggi and Jonathan Gratch and Marc Schröder},
url = {http://ict.usc.edu/pubs/Generating%20Listening%20Behaviour.pdf},
year = {2010},
date = {2010-01-01},
booktitle = {Handbook of Emotion-Oriented Technologies},
abstract = {In face-to-face conversations listeners provide feedback and comments at the same time as speakers are uttering their words and sentence. This 'talk' in the backchannel provides speakers with information about reception and acceptance – or lack thereof – of their speech. Listeners, through short verbalisations and non-verbal signals, show how they are engaged in the dialogue. The lack of incremental, real-time processing has hampered the creation of conversational agents that can respond to the human interlocutor in real time as the speech is being produced. The need for such feedback in conversational agents is, however, undeniable for reasons of naturalism or believability, to increase the efficiency of communication and to show engagement and building of rapport. In this chapter, the joint activity of speakers and listeners that constitutes a conversation is more closely examined and the work that is devoted to the construction of agents that are able to show that they are listening is reviewed. Two issues are dealt with in more detail. The first is the search for appropriate responses for an agent to display. The second is the study of how listening responses may increase rapport between agents and their human partners in conversation.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
In face-to-face conversations listeners provide feedback and comments at the same time as speakers are uttering their words and sentence. This 'talk' in the backchannel provides speakers with information about reception and acceptance – or lack thereof – of their speech. Listeners, through short verbalisations and non-verbal signals, show how they are engaged in the dialogue. The lack of incremental, real-time processing has hampered the creation of conversational agents that can respond to the human interlocutor in real time as the speech is being produced. The need for such feedback in conversational agents is, however, undeniable for reasons of naturalism or believability, to increase the efficiency of communication and to show engagement and building of rapport. In this chapter, the joint activity of speakers and listeners that constitutes a conversation is more closely examined and the work that is devoted to the construction of agents that are able to show that they are listening is reviewed. Two issues are dealt with in more detail. The first is the search for appropriate responses for an agent to display. The second is the study of how listening responses may increase rapport between agents and their human partners in conversation.
115.
Clark, Richard E.; Yates, Kenneth A.; Early, Sean; Moulton, Kathrine
In: Handbook of Training and Improving Workplace Performance, vol. 1, International Society for Performance Improvement, Washington, DC, 2009.
@incollection{clark_analysis_2009,
title = {An analysis of the failure of electronic media and discovery-based learning: Evidence for the performance benefits of guided training methods.},
author = {Richard E. Clark and Kenneth A. Yates and Sean Early and Kathrine Moulton},
url = {http://www.ict.usc.edu/pubs/An%20analysis%20of%20the%20failure%20of%20electronic%20media%20and%20discovery-based%20learning.pdf},
year = {2009},
date = {2009-12-01},
booktitle = {Handbook of Training and Improving Workplace Performance},
volume = {1},
publisher = {International Society for Performance Improvement},
address = {Washington, DC},
abstract = {This chapter will present a direct, evidence-based argument that while media provide economic benefits for training organizations, they have not and will not influence learning, motivation or work performance. We begin with a discussion of popular instructional design models based on discovery and problem-based learning and argue that a half-century of research has indicated that they are also ineffective for all but a small minority of learners. We will briefly describe the half-century of research that supports our conclusions and describe the consequences for business and education. Contrary to popular belief regarding the importance of media in training, we will suggest that a handful of specific training methods are the only environmental factors that have been found to have a major influence on learning and performance. We will argue that the methods we describe are successful in many different delivery media because they support the mental process by which people learn complex knowledge. We will then describe an example of the current training models that promote guided learning. The chapter will conclude with a description of a powerful tool for selecting the most cost-beneficial media to deliver guided learning methods for nearly any training or performance goal.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
This chapter will present a direct, evidence-based argument that while media provide economic benefits for training organizations, they have not and will not influence learning, motivation or work performance. We begin with a discussion of popular instructional design models based on discovery and problem-based learning and argue that a half-century of research has indicated that they are also ineffective for all but a small minority of learners. We will briefly describe the half-century of research that supports our conclusions and describe the consequences for business and education. Contrary to popular belief regarding the importance of media in training, we will suggest that a handful of specific training methods are the only environmental factors that have been found to have a major influence on learning and performance. We will argue that the methods we describe are successful in many different delivery media because they support the mental process by which people learn complex knowledge. We will then describe an example of the current training models that promote guided learning. The chapter will conclude with a description of a powerful tool for selecting the most cost-beneficial media to deliver guided learning methods for nearly any training or performance goal.
116.
Morie, Jacquelyn; El-Nasr, Magy Seif; Drachen, Anders
A Scientific Look at the Design of Aesthetically and Emotionally Engaging Interactive Entertainment Experiences Book Section
In: Affective Computing and Interaction: Psychological, Cognitive and Neuroscientific Perspectives, 2009.
@incollection{morie_scientific_2009,
title = {A Scientific Look at the Design of Aesthetically and Emotionally Engaging Interactive Entertainment Experiences},
author = {Jacquelyn Morie and Magy Seif El-Nasr and Anders Drachen},
url = {http://ict.usc.edu/pubs/Emotional%20Affordances%20within%20Interactive%20Experiences-%20A%20scientific%20approach%20to%20understanding%20artistic%20tools%20for%20stimulating%20emotions%20within%20Interactive%20Entertainment%20Experiences.pdf},
year = {2009},
date = {2009-12-01},
booktitle = {Affective Computing and Interaction: Psychological, Cognitive and Neuroscientific Perspectives},
abstract = {The interactive entertainment industry has become a multi-billion dollar industry with revenues overcom- ing those of the movie industry (ESA, 2009). Beyond the demand for high fidelity graphics or stylized imagery, participants in these environments have come to expect certain aesthetic and artistic qualities that engage them at a very deep emotional level. These qualities pertain to the visual aesthetic, dramatic structure, pacing, and sensory systems embedded within the experience. All these qualities are carefully crafted by the creator of the interactive experience to evoke affect. In this book chapter, the authors will attempt to discuss the design techniques developed by artists to craft such emotionally engaging experi- ences. In addition, they take a scientific approach whereby we discuss case studies of the use of these design techniques and experiments that attempt to validate their use in stimulating emotions.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
The interactive entertainment industry has become a multi-billion dollar industry with revenues overcom- ing those of the movie industry (ESA, 2009). Beyond the demand for high fidelity graphics or stylized imagery, participants in these environments have come to expect certain aesthetic and artistic qualities that engage them at a very deep emotional level. These qualities pertain to the visual aesthetic, dramatic structure, pacing, and sensory systems embedded within the experience. All these qualities are carefully crafted by the creator of the interactive experience to evoke affect. In this book chapter, the authors will attempt to discuss the design techniques developed by artists to craft such emotionally engaging experi- ences. In addition, they take a scientific approach whereby we discuss case studies of the use of these design techniques and experiments that attempt to validate their use in stimulating emotions.
117.
Lane, H. Chad; Johnson, W. Lewis
Intelligent Tutoring and Pedagogical Experience Manipulation in Virtual Learning Environments Book Section
In: The Handbook of Virtual Environments for Training and Education, vol. 2, pp. 393–406, Praeger Security International, Westport, CT, 2009.
@incollection{lane_intelligent_2009,
title = {Intelligent Tutoring and Pedagogical Experience Manipulation in Virtual Learning Environments},
author = {H. Chad Lane and W. Lewis Johnson},
url = {http://ict.usc.edu/pubs/Intelligent%20Tutoring%20and%20Pedagogical%20Experience%20Manipulation%20in%20Virtual%20Learning%20Environments.pdf},
year = {2009},
date = {2009-01-01},
booktitle = {The Handbook of Virtual Environments for Training and Education},
volume = {2},
pages = {393–406},
publisher = {Praeger Security International},
address = {Westport, CT},
abstract = {This book chapter covers how techniques of artificial intelligence (AI) can be used to promote and enhance learning in virtual environments. The authors summarize prominent historical examples of intelligent tutors in immersive simulations and serious games, discuss evidence supporting the value of implementing such tutors, highlight current areas of active research, and identify crucial open questions that require continued exploration.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
This book chapter covers how techniques of artificial intelligence (AI) can be used to promote and enhance learning in virtual environments. The authors summarize prominent historical examples of intelligent tutors in immersive simulations and serious games, discuss evidence supporting the value of implementing such tutors, highlight current areas of active research, and identify crucial open questions that require continued exploration.
118.
Gordon, Andrew S.
Story-Based Learning Environments Book Section
In: The PSI Handbook of Virtual Environments for Training and Education: Developments for the Military and Beyond, Volume 2: Components and Training Technologies, vol. 2, Praeger Security International, Westport, CT, 2009.
@incollection{gordon_story-based_2009,
title = {Story-Based Learning Environments},
author = {Andrew S. Gordon},
url = {http://www.ict.usc.edu/pubs/Story%20based%20Learning%20Environments.pdf},
year = {2009},
date = {2009-01-01},
booktitle = {The PSI Handbook of Virtual Environments for Training and Education: Developments for the Military and Beyond, Volume 2: Components and Training Technologies},
volume = {2},
publisher = {Praeger Security International},
address = {Westport, CT},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
119.
Traum, David; Swartout, William; Gratch, Jonathan; Marsella, Stacy C.
A Virtual Human Dialogue Model for Non-team Interaction Book Section
In: Recent Trends in Discourse and Dialogue, vol. 39, pp. 45–67, Springer, Dordecht, The Netherlands, 2008.
@incollection{traum_virtual_2008,
title = {A Virtual Human Dialogue Model for Non-team Interaction},
author = {David Traum and William Swartout and Jonathan Gratch and Stacy C. Marsella},
url = {http://ict.usc.edu/pubs/A%20Virtual%20Human%20Dialogue%20Model%20for%20Non-team%20Interaction.pdf},
year = {2008},
date = {2008-01-01},
booktitle = {Recent Trends in Discourse and Dialogue},
volume = {39},
pages = {45–67},
publisher = {Springer},
address = {Dordecht, The Netherlands},
series = {Text, Speech and Language Technology},
abstract = {We describe the dialogue model for the virtual humans developed at the Institute for Creative Technologies at the University of Southern California. The dialogue model contains a rich set of information state and dialogue moves to allow a wide range of behaviour in multimodal, multiparty interaction. We extend this model to enable non-team negotiation, using ideas from social science literature on negotiation and implemented strategies and dialogue moves for this area. We present a virtual human doctor who uses this model to engage in multimodal negotiation dialogue with people from other organisations. The doctor is part of the SASO-ST system, used for training for non-team interactions.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
We describe the dialogue model for the virtual humans developed at the Institute for Creative Technologies at the University of Southern California. The dialogue model contains a rich set of information state and dialogue moves to allow a wide range of behaviour in multimodal, multiparty interaction. We extend this model to enable non-team negotiation, using ideas from social science literature on negotiation and implemented strategies and dialogue moves for this area. We present a virtual human doctor who uses this model to engage in multimodal negotiation dialogue with people from other organisations. The doctor is part of the SASO-ST system, used for training for non-team interactions.
120.
Fullerton, Tracy; Fron, Janine; Pearce, Celia; Morie, Jacquelyn
Getting girls into the game: Towards a "Virtuous Cycle" Book Section
In: Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Computer Games, MIT Press, 2008.
@incollection{fullerton_getting_2008,
title = {Getting girls into the game: Towards a "Virtuous Cycle"},
author = {Tracy Fullerton and Janine Fron and Celia Pearce and Jacquelyn Morie},
url = {http://ict.usc.edu/pubs/Getting%20girls%20into%20the%20game-%20Towards%20a%20Virtuous%20Cycle.pdf},
year = {2008},
date = {2008-01-01},
booktitle = {Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Computer Games},
publisher = {MIT Press},
abstract = {This chapter was authored by Ludica, a game design and art collective devoted to developing innovative design concepts that explore the potential of games to express women's narratives, aesthetics, culture, and play. Ludica's members combine experience in virtual reality, art and technology collaboration, game design, computer science, academic research, the game and theme park industries, fine art, photography, and graphic design. A critical component of Ludica's mission is to identify and develop methodologies and organizational contexts that provide more inclusive and productive environments in which women can actively contribute to the game design process. In this chapter, we bring to bear our own experience as designers, authors, researchers, and teachers, as well as conversations with women in industry, academia, and current and former students, to outline a vision for a future in which the culture of game design is more conducive to female participation.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
This chapter was authored by Ludica, a game design and art collective devoted to developing innovative design concepts that explore the potential of games to express women's narratives, aesthetics, culture, and play. Ludica's members combine experience in virtual reality, art and technology collaboration, game design, computer science, academic research, the game and theme park industries, fine art, photography, and graphic design. A critical component of Ludica's mission is to identify and develop methodologies and organizational contexts that provide more inclusive and productive environments in which women can actively contribute to the game design process. In this chapter, we bring to bear our own experience as designers, authors, researchers, and teachers, as well as conversations with women in industry, academia, and current and former students, to outline a vision for a future in which the culture of game design is more conducive to female participation.
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