The measurement of meaning

An Introduction to MultiAgent Systems.

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.

打磨Using Language,倡导新理念

This article uses a critical evaluation of research on student misconceptions in science and mathematics to articulate a constructivist view of learning in which student conceptions play productive roles in the acquisition of expertise. We acknowledge and build on the empirical results of misconceptions research but question accompanying views of the character, origins, and growth of students' conceptions. Students have often been viewed as holding flawed ideas that are strongly held, that interfere with learning, and that instruction must confront and replace. We argue that this view overemphasizes the discontinuity between students and expert scientists and mathematicians, making the acquisition of expertise difficult to conceptualize. It also conflicts with the basic premise of constructivism: that students build more advanced knowledge from prior understandings. Using case analyses, we dispute some commonly cited dimensions of discontinuity and identify important continuities that were previously igno...

Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition

which is used to describe a third component of thinking processes, particularly preverbal, and it denotes the concept that the world is activated by some generalized "energy" that links together causally all objects and events ; it is presumably revealed by a person's lack of curiosity about causal connections, as though they were self-evident. Aside from the rather frequent use of such key words, having strong connotations for this reviewer far away from what the author is aiming to denote, the book is written in a lucid and stimulating style that makes reading it an invigorating intellectual exercise. It is a book that is likely to have somewhat limited attraction to the full-time clinician, especially one treating adult patients. And child psychiatrists and psychologists, if reasonably well read, will most likely be familiar with the majority of references from which this author has synthesized his material. On the other hand, the scholarly and refreshing con¬ ceptual approaches of the author will appeal to psychologists, philosophers, linguists, and psychiatrists with a research bent and anyone else who wants to be provoked to do some thinking on the problems of language, language development, and the psychology of cognition. Louis A. GOTTSCHALK, M.D. Plans and the Structure of Behavior. By George A Miller, Eugene gALANTER, and Karl H. Pribram. Price, $5.00. Pp. 226. Henry Holt & Co., Inc., New York 17, 1960. This is an important book for psychiatrists and behavioral scientists, since it presents a clear, concise study of the application of cybernetics, information and computer theory to the problem of analyzing behavior. The authors have been actively engaged in behavioral research in different areas\p=m-\Millerin information and communication, Galanter in experimental psychology, and Pribram in neurophysiology. The book resulted from a series of discussions which they engaged in during a year they spent together at the Center for Advanced Study in the Behavioral Sciences, Palo Alto, Calif. Their original intent was to write a diary, as it were, of the development of their ideas and, fortunately, enough of this remains to make the book clear, easy to read, and interesting. It is also fortunate, however, that in the final writing a variety of studies comparing the "behavior" of computing machines with human "cognitive behavior" have been reviewed and summarized. The result is one of the best presentations of the present status of the brain-computer problem. The authors, however, do not discuss certain aspects of this problem, such as the difference between the brain and its vast number of parallel channels, but few operations, and the modern high-speed computer with its few channels and vast numbers of operations. This omission is consistent with their interest, since it would introduce the question of mechanisms rather than the problem of the structure of behavior as it is observed in everyday life in the clinic and in experiments on learning, conditioning, etc. Similarly, they do not discuss the qualitative differences between mechanisms of memory in the computer and those in the brain. In the former, a "memory"\p=m-\ i.e., stored information\p=m-\isidentified, metaphorically speaking, by an address, whereas no such mechanism is known in the brain (personal communication, Dr. Julian Bigelow). With few exceptions, however, the data, concepts, and theories presented are handled with elegant precision, as illustrated by the discussion of Sherrington's concepts of the "Reflex" and the "Synapse," Kurt Lewin's ideas of "tension states," and the numerous references to the work of Newell, Shaw, and Simon on computers and logic. There are, nevertheless, areas with

https://link.springer.com/content/pdf/10.1057%2Fjors.1968.86.pdf

Plans and the Structure of Behavior

This paper describes an application of the conversational agent Max in a real-world setting. The agent is employed as guide in a public computer museum, where he engages with visitors in natural face-to-face communication, provides them with information about the museum or the exhibition, and conducts natural small talk conversations. The design of the system is described with a focus on how the conversational behavior is achieved. Logfiles from interactions between Max and museum visitors were analyzed for the kinds of dialogue people are willing to have with Max. Results indicate that Max engages people in interactions where they are likely to use human-like communication strategies, suggesting the attribution of sociality to the agent.

/pdf/a-conversational-agent-as-museum-guide-design-and-evaluation-2q369nc41r.pdf

A conversational agent as museum guide: design and evaluation of a real-world application

Fourth-grade students' understanding of the order and equivalence of rational numbers was investigated in 11 interviews with each of 12 children during an 18-week teaching experiment. Six children were instructed individually and as a group at each of two sites. The instruction relied heavily on the use of manipulative aids. Children's explanations of their responses to interview tasks were used to identify strategies for comparing fraction pairs of three types: same numerators, same denominators, and different numerators and denominators. After extensive instruction, most children were successful but some continued to demonstrate inadequate understanding. Previous knowledge relating to whole numbers sometimes interfered with learning about rational numbers. Rational number concepts are among the most complex and most important mathematical ideas that children encounter before they reach secondary school. The increased attention being given to research on children's acquisition of such concepts reflects their importance. Recent results from national assessments have shown that children have significant difficulty learning and applying concepts related to rational numbers. In a recent national assessment, 30% of the nation's 13-year-olds added the numerators and the denominators to find the sum of 1/2 and 1/3 (Post, 1981), even though a bit of reflection would have suggested that the sum of two positive quantities should not be less than one of them. Only 24% of the 13-year-olds were able to estimate 12/13 + 7/8 by selecting the correct response, 2, from [1, 2, 19, 21, I don't know]. The most recent Minnesota State Assessment in Mathematics identified fractions as the topic most in need of attention (Minnesota Department of Education & Minnesota Council of Teachers of Mathematics, 1976), a finding that is not unique to Minnesota. State and national assessments suggest that students have often failed to internalize a workable concept of rational number. Students often do not consider numerators and denominators in relation to one another but, rather,

/pdf/order-and-equivalence-of-rational-numbers-a-clinical-1uudrvcffe.pdf

Order and equivalence of rational numbers: a clinical teaching experiment

Conversational agents are supposed to combine speech with non-verbal modalities for intelligible multimodal utterances. In this paper, we focus on the generation of gesture and speech from XML-based descriptions of their overt form. An incremental production model is presented that combines the synthesis of synchronized gestural, verbal, and facial behaviors with mechanisms for linking them in fluent utterances with natural co-articulation and transition effects. In particular, an efficient kinematic approach for animating hand gestures from shape specifications is presented, which provides fine adaptation to temporal constraints that are imposed by cross-modal synchrony. Copyright (C) 2004 John Wiley Sons, Ltd.

/pdf/synthesizing-multimodal-utterances-for-conversational-agents-3ydgozqni9.pdf

Synthesizing multimodal utterances for conversational agents

We introduce the WASABI ([W]ASABI [A]ffect [S]imulation for [A]gents with [B]elievable [I]nteractivity) Affect Simulation Architecture, in which a virtual human's cognitive reasoning capabilities are combined with simulated embodiment to achieve the simulation of primary and secondary emotions. In modeling primary emotions we follow the idea of "Core Affect" in combination with a continuous progression of bodily feeling in three-dimensional emotion space (PAD space), that is subsequently categorized into discrete emotions. In humans, primary emotions are understood as onto-genetically earlier emotions, which directly influence facial expressions. Secondary emotions, in contrast, afford the ability to reason about current events in the light of experiences and expectations. By technically representing aspects of each secondary emotion's connotative meaning in PAD space, we not only assure their mood-congruent elicitation, but also combine them with facial expressions, that are concurrently driven by primary emotions. Results of an empirical study suggest that human players in a card game scenario judge our virtual human MAX significantly older when secondary emotions are simulated in addition to primary ones.

/pdf/affective-computing-with-primary-and-secondary-emotions-in-a-3eibjl0z58.pdf

Affective computing with primary and secondary emotions in a virtual human

This article surveys the area of computational empathy, analysing different ways by which artificial agents can simulate and trigger empathy in their interactions with humans. Empathic agents can be seen as agents that have the capacity to place themselves into the position of a user’s or another agent’s emotional situation and respond appropriately. We also survey artificial agents that, by their design and behaviour, can lead users to respond emotionally as if they were experiencing the agent’s situation. In the course of this survey, we present the research conducted to date on empathic agents in light of the principles and mechanisms of empathy found in humans. We end by discussing some of the main challenges that this exciting area will be facing in the future.

Ipke Wachsmuth

Papers

A conversational agent as museum guide: design and evaluation of a real-world application

Order and equivalence of rational numbers: a clinical teaching experiment

Synthesizing multimodal utterances for conversational agents

Affective computing with primary and secondary emotions in a virtual human

Empathy in Virtual Agents and Robots: A Survey