The detection of deception is a promising but challenging task. A systematic discussion of automated Linguistics Based Cues (LBC) to deception has rarely been touched before. The experiment studied the effectiveness of automated LBC in the context of text-based asynchronous computer mediated communication (TA-CMC). Twentyseven cues either extracted from the prior research or created for this study were clustered into nine linguistics constructs: quantity, diversity, complexity, specificity, expressivity, informality, affect, uncertainty, and nonimmediacy. A test of the selected LBC in a simulated TA-CMC experiment showed that: (1) a systematic analysis of linguistic information could be useful in the detection of deception; (2) some existing LBC were effective as expected, while some others turned out in the opposite direction to the prediction of the prior research; and (3) some newly discovered linguistic constructs and their component LBC were helpful in differentiating deception from truth.

http://www.iula.upf.edu/materials/050603vazquez.pdf

Automating Linguistics-Based Cues for detecting deception in text-based asynchronous computer-mediated communication

/pdf/a-survey-of-the-project-automath-zb6u7s78hv.pdf

A survey of the project Automath

Deception in computer-mediated communication is defined as a message knowingly and intentionally transmitted by a sender to foster a false belief or conclusion by the perceiver. Stated beliefs about deception and deceptive messages or incidents are content analyzed in a sample of 324 computer-mediated communications. Relevant stated beliefs are obtained through systematic sampling and querying of the blogosphere based on 80 English words commonly used to describe deceptive incidents. Deception is conceptualized broader than lying and includes a variety of deceptive strategies: falsification, concealment (omitting material facts) and equivocation (dodging or skirting issues). The stated beliefs are argued to be valuable toward the creation of a unified multi-faceted ontology of deception, stratified along several classificatory facets such as (1) contextual domain (e.g., personal relations, politics, finances & insurance), (2) deception content (e.g., events, time, place, abstract notions), (3) message format (e.g., a complaint: they lied to us, a victim story: I was lied to or tricked, or a direct accusation: you're lying), and (4) deception variety, each tied to particular verbal cues (e.g., misinforming, scheming, misrepresenting, or cheating). The paper positions automated deception detection within the field of library and information science (LIS), as a feasible natural language processing (NLP) task. Key findings and important constructs in deception research from interpersonal communication, psychology, criminology, and language technology studies are synthesized into an overview. Deception research is juxtaposed to several benevolent constructs in LIS research: trust, credibility, certainty, and authority.

On deception and deception detection: content analysis of computer-mediated stated beliefs

The introduction, in the United Kingdom, of the Special Education Needs and Disabilities Act (SENDA) published and approved in 2001, has removed the exemptions given to educational institutions by the Disabilities Discrimination Act (DDA) of 1995. This applies to learning web sites and materials that must now undergo ''reasonable adjustments'', in order not to disadvantage students with learning disabilities as well as non-disabled students. This paper discusses how e-learning and the inherent use of online learning activities raises problems for students with dyslexia far beyond accessibility and web design. This paper aims at proposing that the so widely proclaimed advantages of e-learning to bridge distances, different learning paces and cognitive styles, is at the same time producing close to insurmountable barriers to students with cognitive disabilities in general, and dyslexia specifically. It presents the results of a research project aiming at uncovering evidence that students with dyslexia are in fact less likely to thrive in a synchronous e-learning environment. The paper reports on a set of experiments undertaken with students when engaged in online authentic synchronous learning activities. The paper focuses on text-based synchronous activities, since it is the widest and most commonly used synchronous technology, and provides clear evidence that it can marginalise, demotivate and disappoint students with dyslexia with difficulties in reading, spelling, word order and argumentation.

Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!

This paper presents a fixedpoint approach to inductive definitions. Instead of using a syntactic test such as ‘strictly positive,’ the approach lets definitions involve any operators that have been proved monotone. It is conceptually simple, which has allowed the easy implementation of mutual recursion and other conveniences. It also handles coinductive definitions: simply replace the least fixedpoint by a greatest fixedpoint. This represents the first automated support for coinductive definitions.

/pdf/a-fixedpoint-approach-to-implementing-co-inductive-phi1xoq3dt.pdf

A fixedpoint approach to implementing (co)inductive definitions (updated version)

In educational environments that stress collaboration, the use of computer-mediated communication (CMC) tools can be a source of support as well as a challenge. This paper begins by considering general educational and economic goals and how CMC can be helpful in attaining these goals. A taxonomy of tools for communication and collaboration in education is described. Many sides of the issue are considered, including the roles of teachers and students, problems that can arise and potential solutions, goals and issues of assessment, and software design issues.

Computer-mediated communication in collaborative educational settings (report of the ITiCSE '97 working group on CMC in collaborative educational settings)

Program Development Schemata as Derived Rules

We present a methodology for logic program development based on the use of verified transformation templates. We use the Isabelle Logical Framework to formalize transformation templates as inference rules. We derive these rules in higher-order logic and afterwards use higher-order unification to apply them to develop programs in a deductive synthesis style. Our work addresses the pragmatics of template formalization and application as well as which theories and semantics of programs and data we require to derive templates.

Penny Anderson

Papers

Computer-mediated communication in collaborative educational settings (report of the ITiCSE '97 working group on CMC in collaborative educational settings)

Program Development Schemata as Derived Rules

Deriving and Applying Logic Program Transformers