Andy Lücking

Bio: Andy Lücking is an academic researcher from Goethe University Frankfurt. The author has contributed to research in topics: Gesture & Semantics. The author has an hindex of 10, co-authored 39 publications receiving 563 citations. Previous affiliations of Andy Lücking include Bielefeld University.

Reliability and Validity of Cervical Auscultation

Abstract: We conducted a two-part study that contributes to the discussion about cervical auscultation (CA) as a scientifically justifiable and medically useful tool to identify patients with a high risk of aspiration/penetration. We sought to determine (1) acoustic features that mark a deglutition act as dysphagic; (2) acoustic changes in healthy older deglutition profiles compared with those of younger adults; (3) the correctness and concordance of rater judgments based on CA; and (4) if education in CA improves individual reliability. The first part of the study focused on a comparison of the “swallow morphology” of dysphagic as opposed to healthy subjects’ deglutition in terms of structure properties of the pharyngeal phase of deglutition. We obtained the following results. The duration of deglutition apnea is significantly higher in the older group than in the younger one. Comparing the younger group and the dysphagic group we found significant differences in duration of deglutition apnea, onset time, and number of gulps. Just one parameter, number of gulps, distinguishes significantly between the older and the dysphagic groups. The second part of the study aimed at evaluating the reliability of CA in detecting dysphagia measured as the concordance and the correctness of CA experts in classifying swallowing sounds. The interrater reliability coefficient AC1 resulted in a value of 0.46, which is to be interpreted as fair agreement. Furthermore, we found that comparison with radiologically defined aspiration/penetration for the group of experts (speech and language therapists) yielded 70% specificity and 94% sensitivity. We conclude that the swallowing sounds contain audible cues that should, in principle, permit reliable classification and view CA as an early warning system for identifying patients with a high risk of aspiration/penetration; however, it is not appropriate as a stand-alone tool.

Data-based analysis of speech and gesture: the Bielefeld Speech and Gesture Alignment corpus (SaGA) and its applications

Abstract: Communicating face-to-face, interlocutors frequently produce multimodal meaning packages consisting of speech and accompanying gestures. We discuss a systematically annotated speech and gesture corpus consisting of 25 route-and-landmark-description dialogues, the Bielefeld Speech and Gesture Alignment corpus (SaGA), collected in experimental face-to-face settings. We first describe the primary and secondary data of the corpus and its reliability assessment. Then we go into some of the projects carried out using SaGA demonstrating the wide range of its usability: on the empirical side, there is work on gesture typology, individual and contextual parameters influencing gesture production and gestures’ functions for dialogue structure. Speech-gesture interfaces have been established extending unification-based grammars. In addition, the development of a computational model of speech-gesture alignment and its implementation constitutes a research line we focus on.

The Bielefeld Speech and Gesture Alignment Corpus (SaGA)

Abstract: People communicate multimodally. Most prominently, they co-produce speech and gesture. How do they do that? Studying the interplay of both modalities has to be informed by empirically observed communication behavior. We present a corpus built of speech and gesture data gained in a controlled study. We describe 1) the setting underlying the data; 2) annotation of the data; 3) reliability evalution methods and results; and 4) applications of the corpus in the research domain of speech and gesture alignment.

A network model of interpersonal alignment in dialog

Abstract: In dyadic communication, both interlocutors adapt to each other linguistically, that is, they align interpersonally. In this article, we develop a framework for modeling interpersonal alignment in terms of the structural similarity of the interlocutors' dialog lexica. This is done by means of so-called two-layer time-aligned network series, that is, a time-adjusted graph model. The graph model is partitioned into two layers, so that the interlocutors' lexica are captured as subgraphs of an encompassing dialog graph. Each constituent network of the series is updated utterance-wise. Thus, both the inherent bipartition of dyadic conversations and their gradual development are modeled. The notion of alignment is then operationalized within a quantitative model of structure formation based on the mutual information of the subgraphs that represent the interlocutor's dialog lexica. By adapting and further developing several models of complex network theory, we show that dialog lexica evolve as a novel class of graphs that have not been considered before in the area of complex (linguistic) networks. Additionally, we show that our framework allows for classifying dialogs according to their alignment status. To the best of our knowledge, this is the first approach to measuring alignment in communication that explores the similarities of graph-like cognitive representations.

Deictic object reference in task-oriented dialogue

Abstract: This chapter presents an original approach towards a detailed understanding of the usage of pointing gestures accompanying referring expressions. This effort is undertaken in the context of human-machine interaction integrating empirical studies, theory of grammar and logics, and simulation techniques. In particular, we take steps to classify the role of pointing in deictic expressions and to model the focussed area of pointing gestures, the so-called pointing cone. This pointing cone serves as a central concept in a formal account of multi-modal integration at the linguistic speech-gesture interface as well as in a computational model of processing multi-modal deictic expressions.

Random graphs

Abstract: We will review some of the major results in random graphs and some of the more challenging open problems. We will cover algorithmic and structural questions. We will touch on newer models, including those related to the WWW.

Standards for educational and psychological testing

Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

The Perception of the Visual World. By James J. Gibson. U.S.A.: Houghton Mifflin Company, 1950 (George Allen & Unwin, Ltd., London). Price 35s.

Abstract: Let's read! We will often find out this sentence everywhere. When still being a kid, mom used to order us to always read, so did the teacher. Some books are fully read in a week and we need the obligation to support reading. What about now? Do you still love reading? Is reading only for you who have obligation? Absolutely not! We here offer you a new book enPDFd the perception of the visual world to read.

打磨Using Language,倡导新理念

Abstract: 人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.