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Child's understanding and intentions are not always easy to read in drawings. This is particularly evident in the type of drawings we refer to as 'analytical drawings'. In order to understand analytical drawings made by preschool children, it is important to have a dialogue with the young authors. In our study, we examined the ability of students of pedagogy study programmes to interpret an example of a preschooler's analytic drawing where the intentions are not readily apparent. Using the example of an analytical drawing of a six-year-old girl, we designed a questionnaire that was administered to 226 students of the Faculty of Education at the University of Ljubljana. Using the questionnaire, we evaluated the students' ability to interpret the content and the child's intentions expressed in the analytical drawing, as well as their opinions about what they would find most useful to help them to interpret the girl's drawing. The results confirmed our hypothesis that it is impossible to understand, interpret, and evaluate these types of children's analytic drawings without a dialogue with a child. [ABSTRACT FROM AUTHOR]

Sentiment Analysis (SA) can be applied to dialogues to determine the emotional tone throughout the conversation. This is beneficial for dialogue systems because it may improve human-computer interaction. For instance, in case of negative sentiment, the system may switch to a human operator who can handle the situation more effectively. However, given that dialogues are a series of utterances, the context, including the previous text, plays a crucial role in analyzing the current sentiment. Our aim is to investigate the importance of context when monitoring the sentiment of every utterance during a conversation. To accomplish this goal, we assess sentiment analysis in dialogues with varying levels of context, specifically differing in the number and author of preceding utterances. We conduct experiments on Portuguese customer-support conversations, with each utterance manually labeled as having negative or non-negative sentiment. We test a wide range of text classification approaches, from traditional, as simplicity should not be overlooked, to more recent methods, as they are more likely to achieve better performances. Results indicate that the relevance of context varies. However, context assumes particular value in human-computer dialogues, when considering both speakers, and in shorter human-human conversations, when focusing on the client. Moreover, the best classifier for both scenarios, based on BERT, achieves the highest scores when considering the context.

The article reveals the concept of language strategies and tactics, touches on the concept of linguistic influence and its classification, the role of communicators in the act of speaking. A communicative strategy is perceived as a type of behavior of one of the partners in a situation of dialogic communication. For the analysis of language strategies, the concepts of goal, motive, and action, thanks to which the linguistic goal is achieved, are the most important. This article examines the concepts of language strategies and tactics, their classification and influence on the communication process. In addition, attention is paid to the role of communicators in the speech process and their influence on language strategy. The basic idea is that communicators can use different strategies and tactics depending on the goal, motive and action leading to the achievement of the linguistic goal. For the analysis of language strategies, the most important concepts are purpose and motive. A goal is a desired result that communication participants want to achieve. Motive is what motivates communicators to use a specific language strategy. In addition, the article highlights the role of such factors as language experience, socio-cultural context and psychological characteristics of communicators in choosing a language strategy. The article also considers in detail the classification of language strategies and tactics. In particular, examples of such strategies as "dominant", "regulatory", "cooperative" and "conflict" are given. For each strategy, its purpose and ways of achieving the language goal are described. In general, the article is devoted to the understanding of different language strategies and their impact on the communication process. Knowing about these strategies and tactics can help communication participants achieve more effective and productive communication. [ABSTRACT FROM AUTHOR]

This article presents the results of an exploratory study on the timing of turn-taking in face-to-face dialogue interpreting based on a corpus of interpreted interactions that were recorded with mobile eye-trackers. Our aims were to: (1) investigate the timing of interpreters' turns in dialogic interaction; and (2) identify features that have an impact on interpreters' turn-taking speed. These include input processing factors (including turn type and turn duration) and gaze, which have been shown to play an important role in turn-taking. The analysis shows that, although interpreters in our study tend to orient to the maxim 'one speaker at a time', turn transitions between the primary speaker and the interpreter contain more gaps and longer overlaps than have been found for same-language interactions. It also shows that the type of turn produced by the primary speaker (question vs. non-question), the primary speaker's speech rate, and, to a certain extent, turn duration affect the interpreter's turn-taking speed. Thus, the present study contributes to a better understanding of the processes that impact the timing of turn-taking in face-to-face dialogue interpreting. [ABSTRACT FROM AUTHOR]

This paper proposes a spoken dialogue analysis platform (SDAP) that could assist counsellors in person-to-person counselling by analysing counselling conversations and providing key information that could enhance the counsellors' understanding of the counselees' conditions and situations. The proposed platform has two main modules: a speech recognition module and a text analysis module that are specifically built for the Korean language. The speech recognition module uses NAVER CLOVA Speech service to convert voice recordings of counselling dialogues into text. The Korean text analysis environment of the text analysis module was built using NLTK, KoNLPy and scikit-learn library, and, for now, the module provides two types of text analysis: keyword analysis and sentiment analysis. The results of the text analyses that provide keywords and analysis of customers' emotional state can help counsellors to provide appropriate feedback to the counselees easily and more quickly, making the counselling fast and effective and reducing the counselees' waiting time. In the experiments, the text analysis module building process is elaborated in detail, and the usefulness of the proposed SDAP is exemplified by case studies on actual counselling conversations at a dental clinic and a fitness centre.

The characteristics of the so-called discourse markers play an important role in the stylistic analysis of spontaneous spoken communication. The term discourse markers refers to the group of synsemantic words (or their collocations) that convey primarily pragmatic information. When describing discourse markers, their polyfunctionality is always emphasized. Discourse markers can perform a variety of (textual and interaction-related) functions, depending on the context, their structural position in the utterance, and especially their sound modifications. The article is based on the analysis of discourse markers in terms of their expressive and emotional functions. The use of discourse markers to express the speaker’s emotional attitudes is connected with three processes: sound modification, multiplication (repetition), and cumulation (formation of multiwords markers). The main source of language material for the research was the corpus of contemporary spoken Czech ORAL v1.

This study addresses positioning in dissention fragments in political interviews in the Argentine media. The aim is to disclose how participants position themselves and others, and the consequences this has on meaning making in the interaction. From a dialogic perspective and a discourse pragmatic approach, we use the tenets of Positioning Theory and the Appraisal framework in the analysis of the data. We base our research on an exploratory-interpretive paradigm that provides qualitative results. To examine the position of the interactants, our attention focuses on the interrelated components of positioning, and on the linguistic resources used by the participants. The results reveal the implications of positioning for the communication of diversity, the relationship between participants, and the building of tense or relaxed atmospheres. [ABSTRACT FROM AUTHOR]

As an Introduction to the present issue, this article explores the workings of discourse and dialogue in communicating unity and diversity through language in vast social and cultural contexts. In what follows, discourse analysis is presented as a dialogue-oriented field that arose at the crossroads of linguistics and social sciences to overcome the limitations of traditional, autonomous linguistics. The dialogic profile of discourse analysis is demonstrated along three exploratory vectors that recognise dialogism as an inseparable criterion in the study of discourse. Accordingly, it will be shown that dialogicity is what lies at the core of discourse organization, discourse practice and discourse worlds. The discussion of the dialogic provenance and orientation of discourse (analysis) is closed by the volume presentation. [ABSTRACT FROM AUTHOR]

Philosophical dialogue is an effective way to deepen one's thoughts, but it is not easy to practice it because humans have emotions. We proposed the use of a robot in practicing philosophical dialogue and experimentally investigated how philosophical dialogue with a robot differs from philosophical dialogue with a human. The results of the experiment showed that (1) participants talking to a human spend more time answering than those talking to a robot, (2) the increase in the time participants spend answering comes from the increase in the time participants spend speaking and is not influenced by reaction latency and pause time so much, (3) the reason for the increase in the time spent speaking is that some participants who talked to a human were likely to choose their words so as not to make the interlocutor uncomfortable and rephrased their thoughts so that they were easier for the interlocutor to understand, and some participants who talked to a robot might have thought that the robot would not be concerned even if they give a brief answer, and finally (4) it seems there is no significant difference in the depth of thought between participants talking to a human and participants talking to a robot. These results suggest the effectiveness of using robots for philosophical dialogue, in particular for people who feel nervous about talking to others. [ABSTRACT FROM AUTHOR]

This paper proposes a method for analyzing the dialogical functions of metaphors in communicative interactions, and more specifically in the context of medical interviews. The dialogical goals proposed and pursued by the interlocutors are coded using a coding scheme that captures seven mutually exclusive categories of dialogical moves. The functions of the moves, including metaphors, can be identified and correlated with other variables relevant to the type of communication under analysis. The coding scheme is used to analyze a corpus of 39 interactions between healthcare providers and patients affected by Type 2 diabetes. The exploratory quantitative analysis, for the purpose of determining the different distributions of metaphor uses between patients and providers, is combined with qualitative analysis in which the thematic areas of the metaphors are considered. The findings show how patients and providers use metaphors for pursuing different dialogical goals and meeting distinct communicative needs. [ABSTRACT FROM AUTHOR]

Copyright of Signata is the property of Presses Universitaires de Liege and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Science communication has gained high importance in the current knowledge and risk society. Nevertheless, there is still a lack of qualitative studies on how non-experts and experts engage in opinionated scientific debates and which linguistic devices they use to gain influence on other people's attitudes toward a scientific issue. In our study, we examine dialogical modes of science communication (i.e. weblogs) used by bloggers and audiences to engage into opinionated discourse about scientific endeavors. As those exchanges easily lead to controversies between different points of views, stances and attitudes, we focus from a rhetorically-driven linguistic perspective on devices to persuade the other participants and readers and to control the discourse. Hence, we ask which linguistic instruments are used to gain influence on influence. The aim of our study is to get deeper insights into the persuasive strategies mainly used in those forms of external science communication. [ABSTRACT FROM AUTHOR]

This article gives an overview of how 'language' and 'dialogue' are dealt with in recent approaches of philosophy, science and dialogue analysis. The philosophy of language is outlined by referring to a few selected examples. Linguistic science is mainly addressed from the perspective of attempts to structure pragmatics. The basic premise is that dialogue is the key to pragmatics. The goal of this article is to demonstrate how a theory of dialogue can be developed as a complex whole, which requires the transition from classical science to New Science. The basic guideline is the desire to arrive at the unity of philosophy and science, which can be achieved by considering philosophy as a normative component in the study of the meaning of our existence. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Philology: Science & Education is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Complex services, such as healthcare, struggle to realize the benefits of value co-creation due to the substantial challenges of managing such services over the long-term. Key to overcoming these challenges to value co-creation is a profound understanding of dialogue (i.e., 'quality of discourse' facilitating shared meaning) during service interactions. Contributing to an emerging literature, we undertake a longitudinal, ethnographic study to assess dialogue between professionals and patients through the lens of dialogic engagement (i.e., iterative mutual learning processes that bring about action through dialogue). We develop and empirically support six dialogic co-creation and co-destruction mechanisms that impact on the resolution of tensions and integration of knowledge resources between service providers and consumers. We reveal the multidimensional and dynamic nature of value created or destroyed through these mechanisms in dialogue over time. Taking healthcare as an exemplar, we offer a research agenda for developing our understanding of DE in complex services. [ABSTRACT FROM AUTHOR]

Philosophical dialogue is an effective way to deepen one’s thoughts, but it is not easy to practice it because humans have emotions. We proposed the use of a robot in practicing philosophical dialogue and experimentally investigated how philosophical dialogue with a robot differs from philosophical dialogue with a human. The results of the experiment showed that (1) participants talking to a human spend more time answering than those talking to a robot, (2) the increase in the time participants spend answering comes from the increase in the time participants spend speaking and is not influenced by reaction latency and pause time so much, (3) the reason for the increase in the time spent speaking is that some participants who talked to a human were likely to choose their words so as not to make the interlocutor uncomfortable and rephrased their thoughts so that they were easier for the interlocutor to understand, and some participants who talked to a robot might have thought that the robot would not be concerned even if they give a brief answer, and finally (4) it seems there is no significant difference in the depth of thought between participants talking to a human and participants talking to a robot. These results suggest the effectiveness of using robots for philosophical dialogue, in particular for people who feel nervous about talking to others.

Currently, task-oriented dialogue systems that perform specific tasks based on dialogue are widely used. Moreover, research and development of non-task-oriented dialogue systems are also actively conducted. One of the problems with these systems is that it is difficult to switch topics naturally. In this study, we focus on interview dialogue systems. In an interview dialogue, the dialogue system can take the initiative as an interviewer. The main task of an interview dialogue system is to obtain information about the interviewee via dialogue and to assist this individual in understanding his or her personality and strengths. In order to accomplish this task, the system needs to be flexible and appropriate for detecting topic switching and topic breaks. Given that topic switching tends to be more ambiguous in interview dialogues than in task-oriented dialogues, existing topic modeling methods that determine topic breaks based only on relationships and similarities between words are likely to fail. In this study, we propose a method for detecting topic breaks in dialogue to achieve flexible topic switching in interview dialogue systems. The proposed method is based on multi-task learning neural network that uses embedded representations of sentences to understand the context of the text and utilizes the intention of an utterance as a feature. In multi-task learning, not only topic breaks but also the intention associated with the utterance and the speaker are targets of prediction. The results of our evaluation experiments show that using utterance intentions as features improves the accuracy of topic separation estimation compared to the baseline model.

Objective: Research assessing clinical communication about sexual health is limited. We compared clinical communication about sexual health across patients' self-reports and coded dialogue in breast cancer outpatients.Methods: 134 patients had clinic visits audio-recorded and coded for sexual health communication and completed self-report questionnaires immediately after the visit. Associations between the self-report and dialogue were assessed using Phi coefficient. Agreements (present/absent) and discrepancies (omissions, commissions) about discussed topics were classified and discrepancies analyzed for themes.Results: Sexual health was discussed in 61 of 134 patient visits (46%). Associations were significant (p < .01) but differed by topic (φ = .27-.76). 37 women (23%) had ≥ 1 self-report error. Discrepancies were common (19 omissions, 29 commissions). Patients often omitted communication about sexual concerns when such concerns were not problematic, and interpreted non-specific discussions as including specific topics of concern, even when not explicitly stated. Omissions were more common for women with lower education.Conclusions: Patients' reports of whether sexual health communication occurs does not always align with observed dialogue, and may vary by personal relevance of the topic.Practice Implications: There are limitations in determining the prevalence of clinical communication about sexual health through patient self-report. Explaining sexual health terms might enhance shared understanding. [ABSTRACT FROM AUTHOR]

Franz Xaver Kroetz is considered as a typical representative of social realism in Germany. His plays are essentially about family life situations in a rural or proletarian milieu. "Mensch Meier" is about the problem of social advancement in a family. Their everyday life is characterised by fear of loss of her husband's job and the detachment of her wife and son from their domestic environment. The article shows how successful steps in professional everyday life are reflected in changes of linguistic behaviour. This development is described in dialogue sequences using dialogue analysis. Values, norms and social rules are important when dealing with the characters and how they are expressed by the characters. Another aspect is the emotions and moral and social evaluations of the genders among each other. [ABSTRACT FROM AUTHOR]

Different from statistically analyzed self-reports of Subjective Well-Being (SWB), we explored how dialogue engenders the meaning of SWB as constituted through an individual's daily experiences. A revised Day Reconstruction Method (DRM; Kahneman et al. 2004) was used to describe the participants' previous day episodically, followed by a semi-structured life world interview (Kvale 1996) for the explication through dialogue of those episodes. The results of qualitative analyses on the structure and contents of the discourse of the DRM and interviews with three participants highlighted the following: 1) the participants construed the meaning of daily experiences by organizing and weighting them in individualized ways; 2) the meaning of daily episodes emerged and was clarified in the process of collaborative dialogue in the interview as well as in the analyses, and was vividly expressed in particular protocol sequences; and 3) Kelly's (1955) notion of Personal Construct is applicable to make sense of individualized narratives as a form of Well-Being. We concluded that the subjectivity of SWB does not merely imply the first-person authority in charge of the evaluation in the questionnaires, but rather is understood as a construct that reveals the personal meaning of one's daily experiences. The emergent quality of this process is crucial for understanding the nature of subjectivity in SWB. [ABSTRACT FROM AUTHOR]

• Proposed an encoder–decoder for joint dialog act segmentation and recognition. • Used an attentional mechanism to integrate contextual information in dialogs. • Showed that exploiting context improves recognition accuracy. • The proposed model outperforms conventional models significantly. A dialog act represents the communicative function of an utterance in a conversation, and thus provides informative cues for understanding, managing, and generating dialog. While most spoken dialog systems process user input and system output at the turn level, a single turn can consist of multiple dialog acts in human conversations. Therefore, segmenting turn-level tokens into a meaningful dialog act unit is just as important as recognizing the dialog act. Towards joint segmentation and recognition of dialog acts, we propose an encoder–decoder model featuring joint coding and incorporate contextual information by means of an attentional mechanism. The proposed encoder–decoder outperforms other models in segmentation, and the application of attentions significantly reduces recognition error rates. By combining the encoder–decoder model with contextual attention, we achieve state-of-the-art performance in the joint evaluation of dialog act segmentation and recognition. [ABSTRACT FROM AUTHOR]

The aim of the paper is to use a Bakhtinian theoretical frame to analyze a dialogue episode, which is considered as a social ensemble of voices. The article starts by putting in place the disciplinary angle taken here, the action domain into which the piece is taken, which is a specific project in adaptation to climate change, a perspective that also needs to be explained. Two adjacent theoretical frames, the deliberative hybrid forum and the notion of a common pool resource, are also briefly presented. We finish by presenting and analyzing a dialogue that occurred on the phone between two persons involved in the project discussed, showing how it expresses a plurality of voices that is somehow unified by a shared practical perspective. [ABSTRACT FROM AUTHOR]

This study investigates participation problems in teams with mixed language proficiencies. Utilising an in-depth single case study approach and drawing on interactional data and interviews, it explores participation in team meetings. It takes a positioning theory approach, and analyses how the least proficient speaker is subtly positioned in various ways: as silent, different, difficult and incompetent. It argues that these positionings contribute to the marginalisation of his contributions in team meetings and in effectively silencing him and that this occurred through interactional patterns in which his contributions were a) ignored, b) dismissed outright and c) treated with only token interest. The paper ends by considering the range of factors, both interactional and attitudinal, that seem to have contributed to this silencing, including cultural stereotypes that seem to influence the dynamics of the interactions. • Less-proficient team members are marginalised in intercultural teams. • They are positioned as difficult, different & incompetent independent of expertise. • Contributions are silenced interactionally, excluding them from influencing tasks. • Repetition perpetuates positionings and prevents repositioning. [ABSTRACT FROM AUTHOR]

How we engage the community within our institutions, from higher education to social services, requires consistent reconceptualization. Many fields benefit from engaging the community; yet research around practical methods for engagement is limited. This study describes the process of using nominal group technique as a practical method for both community and academic members to discuss Community Based Participatory Research. Participants included faculty, staff, students, and community member stakeholders of a medical institution during a community engagement themed conference. The goal of this study was to assess the effectiveness of using the nominal group technique for community and academic members to discuss the principles of Community Based Participatory Research. Through this discussion a significant change in the research paradigm was addressed by focusing on the importance of dialogue in order to have an impact on health disparities. This study serves to illustrate a method for bringing community and academic members together around discussion of a complex topic, while simultaneously identifying general perceptions around Community Based Participatory Research. [ABSTRACT FROM AUTHOR]

Abstract Research into small-group collaboration during middle to late childhood shows that while individual understanding can be promoted through exchanging differing opinions, the joint analyses that groups construct while collaborating play a tangential role. Individuals may or may not accept these constructions depending upon processes of reflection and reconciliation that are triggered through difference and sometimes occur post-group. Recognizing a dearth of research with older participants (together with inconclusive suggestions that collaborative constructions may become more significant with age), the reported study examines the impact of small-group collaboration during adolescence and early adulthood. Forty-six pairs of students aged between 10 and 22 years worked on a computer-presented task that required them to discuss and predict the trajectories objects follow when they fall from stationary or moving carriers. Associations between group dialogue and post-test performance confirmed a key role for differing opinions while collaborative constructions turned out to have little relevance. Highlights • Extensive data on adolescents' and young adults' understanding of object fall. • Dialogue around differing opinions shown to boost understanding. • Knowledge growth found to be unrelated to the quality of group analyses. • Growth interpreted as the interplay of dialogue, meta-cognition, and feedback. • Processes that apply with older learners parallel those established with children. [ABSTRACT FROM AUTHOR]

In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. [ABSTRACT FROM AUTHOR]

Objectives: Breast cancer patients' sexual health needs are frequently unmet. We examined the prevalence and content of communication about sexual health between breast cancer patients and clinicians.Methods: Female breast cancer patients being seen in oncology clinic follow-up had a clinic visit audio recorded and self-reported sexual problems after the visit. Transcripts were coded for sexual health communication; data were analyzed descriptively or using Chi-square tests.Results: We recorded 67 patients (81% participation rate) interacting with one of 7 cancer clinicians (5 physicians; 2 advanced practice clinicians). Approximately 1/3 of women (n = 22) reported sexual problems; sexual health communication occurred with 10/22 of those women (45%). Across all 67 patients, 27 (40%) visits contained communication about sexual health. Seventy-percent of sexual health communication was clinician-initiated. When in-depth sexual health discussions occurred, the most common topics discussed were sexual inactivity (6), body image (5), vaginal dryness (4), and safety of sexual activity (2).Conclusion: Communication about sexual health was uncommon even for women reporting sexual problems and was largely initiated by clinicians.Practice Implications: Because women with breast cancer often do not raise sexual concerns during clinic visits, breast cancer clinicians should raise the topic of sexual health for all patients. [ABSTRACT FROM AUTHOR]

Much in the field of statutory interpretation is predicated on "interpretive dialogue" between courts and legislatures. Yet, the idea of such dialogue is often advanced as little more than a slogan; the dialogue that courts, legislators, and scholars are imagining too often goes unexamined and underspecified. This Article attempts to organize thinking about the ways participants and theorists conceive, and should conceive, of interbranch dialogue within statutory interpretation. The Article itself proceeds by using a dialogic and dialectical method. It first develops various positions against "interbranch dialogue." By invoking arguments from textualism, public choice, and positive political theory, it advances the position that dialogue should not animate thinking in statutory interpretation. With that auspicious start, the Article then explores in conceptual and descriptive terms what would count as true dialogic activity. Interbranch dialogue is not reducible to mere textual pronouncements or anticipatory signaling efforts. Rather, it is best understood as responsive communication between the two institutions, in which each party listens to, takes seriously, and values what the other party says and thinks, even if there is disagreement on particular interpretive outcomes or their implications. This communication may emerge in unscripted or unanticipated terms or it may flow more formally from mechanisms designed to generate responsive exchange. The Article highlights and examines numerous modes of dialogue that are initiated by the legislature and also by the courts, using examples from both federal and state levels. The Article concludes by rehabilitating and rejuvenating the dialogue model in normative terms, drawing interbranch dialogue back to its legal process roots and revealing its links to more contemporary deliberative democratic theory. [ABSTRACT FROM AUTHOR]

The use of WhatsApp as a means of communication is widespread amongst today's youth, many of whom spent hours in virtual space, in particular during the evenings and nighttime in the privacy of their own homes. This article seeks to contribute to the discussion of the dialogical language and "conversations" conducted in virtual-space encounters and the way in which young people perceive this space, its affect on them, and their interrelations within it. It presents the findings of a study based on a community of philosophical inquiry in which young adults students discussed the "I" and "Thou" (the other) and the interaction between them in a WhatsApp community. The results evince that the youth related to the virtual space in very similar fashion to Buber's "I-Thou" concept, the language they employed to describe what happened in it enabling an expansion of the conceptualization and research language to an "I-Space-Thou" model. [ABSTRACT FROM AUTHOR]

The article focuses on a writing assignment "Conversations with Myself (CWM)" for students which encourages them to speak up their experiences with the help of a two-part process of text analysis and autobiographical or dialogic writing. Topics discussed include a case study related to importance of literacy for identification, importance of autobiographical writing and guidelines for English language arts (ELA) teachers.

Visual problem solving is essential to highly visual and knowledge-intensive professional domains such as clinical pathology, which trainees learn by participating in relevant tasks at the workplace (apprenticeship). Proper guidance of the visual problem solving of apprentices by the master is necessary. Interaction and adaptation to the expertise level of the learner are identified as key ingredients of this guidance. This study focuses on the effect of increased participation of the learner in the task on the interaction and adaptation of the guidance by masters. Thirteen unique dyads consisting of a clinical pathologist (master) and a resident (apprentice) discussed and diagnosed six microscope images. Their dialogues were analysed on their content. The dyads were divided in two groups according to the experience of the apprentice. For each dyad, master and apprentice both operated the microscope for half of the cases. Interaction was operationalised as the equal contribution of both master and apprentice to the dialogue. Adaptation was operationalised as the extent to which the content of the dialogues was adapted to the apprentice's level. The main hypothesis stated that the interaction and adaptation increase when apprentices operate the microscope. Most results confirmed this hypothesis: apprentices contributed more content when participating more and the content of these dialogues better reflected expertise differences of apprentices. Based on these results, it is argued that, for learning visual problem solving in a visual and knowledge-intensive domain, it is not only important to externalise master performance, but also that of the apprentice. [ABSTRACT FROM AUTHOR]

The article analyzes the teaching of physical education using systematic observation. Observation systems can be categorized into inductive and deductive systems. The are several methods by which inductive observation takes place. These are anecdotal recording, critical incident study, all inclusive observations and dialogue analysis. On the other hand, the deductive system has the following categories: process systems, terminal process systems, product systems, content analysis systems, physical environment systems and non-human subject systems.

Viewing dialogue management as a reinforcement learning task enables a system to learn to act optimally by maximising a reward function. This reward function is designed to induce the system behaviour required for the target application and for goal-oriented applications, this usually means fulfilling the user’s goal as efficiently as possible. However, in real-world spoken dialogue system applications, the reward is hard to measure because the user’s goal is frequently known only to the user. Of course, the system can ask the user if the goal has been satisfied but this can be intrusive. Furthermore, in practice, the accuracy of the user’s response has been found to be highly variable. This paper presents two approaches to tackling this problem. Firstly, a recurrent neural network is utilised as a task success predictor which is pre-trained from off-line data to estimate task success during subsequent on-line dialogue policy learning. Secondly, an on-line learning framework is described whereby a dialogue policy is jointly trained alongside a reward function modelled as a Gaussian process with active learning. This Gaussian process operates on a fixed dimension embedding which encodes each varying length dialogue. This dialogue embedding is generated in both a supervised and unsupervised fashion using different variants of a recurrent neural network. The experimental results demonstrate the effectiveness of both off-line and on-line methods. These methods enable practical on-line training of dialogue policies in real-world applications. [ABSTRACT FROM AUTHOR]

This study builds upon Schegloff's model as a template to investigate the phenomenon of how Vietnamese people perform their telephone openings. We use a corpus of 50 audio recordings of Vietnamese telephone openings to analyze such a phenomenon through both Conversation Analysis and Ethnography methods in order to capture the data in naturally-occurring settings, and to provide insights into Vietnamese culture that makes Vietnamese telephone openings different from North American ones. The findings demonstrate that Vietnamese telephone openings share some common features with telephone openings in different language communities, especially North American culture. Nevertheless, a number of variations, due to language and cultural differences, still exist. We discuss both theoretical and practical implications. [ABSTRACT FROM AUTHOR]

This article describes the results of the pilot testing phase of the first LangPerform dialogue interpreting simulations, which replicated authentic communication situations in a Finnish daycare center and consisted of interpreting and sight translation tasks. Five students with German and three with English as their B-language participated in the pilot testing. Afterwards, they were interviewed about their experience and thoughts about the simulations. They were positively surprised by the authenticity of the simulation and regarded the simulation as an excellent additional training method for self-training and self-evaluation. Negative feedback that drew away from authenticity mainly concerned the predetermined time reserved for interpreting, which resulted in there sometimes being long pauses or, on several occasions, not enough time to interpret. [ABSTRACT FROM AUTHOR]

Though never comfortable with the term competency, I reluctantly accepted it as a way to teach noticing and attending to relational process (NARP) for couple and family social work practice. Didactic training combined with experiential activities of video-recorded role-play and audio-recorded feedback comprised my strategy. Although this teaching approach seemed successful, I struggled theoretically with competency, and my ideas morphed through ongoing practice, teaching, and research experiences. I eventually concluded that NARP was not a single competency but was best characterized as "ways of being" as a social work practitioner; I consequently worked to become more articulate and transparent in the classroom. Informed by constructivist pedagogy and relational ontology, I use the following reflection to immerse myself in an ongoing dialogue to understand how my own and my students' unique discourses shape NARP. [ABSTRACT FROM AUTHOR]

Under the background of globalization, as a way of cultural propagation, movies reflect the elements of cross-culture everywhere. This passage takes original English films, Zootopia and Forrest Gump as examples to stress that English learners should pay attention to some recessive cross-cultural elements, in addition to the explicit cultural elements such as plot, dialogue and oral English. [ABSTRACT FROM AUTHOR]

We tested the frequent assumption that the difficulty of word retrieval increases when a speaker is being observed and evaluated. We modified the Trier Social Stress Test (TSST) so that participants believed that its evaluative observation components continued throughout the duration of a subsequent word retrieval task, and measured participants’ reported tip of the tongue (TOT) states. Participants in this TSST condition experienced more TOTs than participants in a comparable, placebo TSST condition in which there was no suggestion of evaluative observation. This experiment provides initial evidence confirming the assumption that evaluative observation by a third party can be disruptive to word retrieval. We interpret our findings by proposing an extension to a well-supported theoretical model of TOTs. [ABSTRACT FROM AUTHOR]

This article introduces a new methodology to enhance an existing traditional Spoken Dialogue System (SDS) with optimal turn-taking capabilities in order to increase dialogue efficiency. A new approach for transforming the traditional dialogue architecture into an incremental one at a low cost is presented: a new turn-taking decision module called the Scheduler is inserted between the Client and the Service. It is responsible for handling turn-taking decisions. Then, a User Simulator which is able to interact with the system using this new architecture has been implemented and used to train a new Reinforcement Learning turn-taking strategy. Compared to a non-incremental and a handcrafted incremental baselines, it is shown to perform better in simulation and in a real live experiment. [ABSTRACT FROM AUTHOR]

Dialogue act recognition is an important component of a large number of natural language processing pipelines. Many research works have been carried out in this area, but relatively few investigate deep neural networks and word embeddings. This is surprising, given that both of these techniques have proven exceptionally good in most other language-related domains. We propose in this work a new deep neural network that explores recurrent models to capture word sequences within sentences, and further study the impact of pretrained word embeddings. We validate this model on three languages: English, French and Czech. The performance of the proposed approach is consistent across these languages and it is comparable to the state-of-the-art results in English. More importantly, we confirm that deep neural networks indeed outperform a Maximum Entropy classifier, which was expected. However, and this is more surprising, we also found that standard word2vec embeddings do not seem to bring valuable information for this task and the proposed model, whatever the size of the training corpus is. We thus further analyse the resulting embeddings and conclude that a possible explanation may be related to the mismatch between the type of lexical-semantic information captured by the word2vec embeddings, and the kind of relations between words that is the most useful for the dialogue act recognition task. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the aspects of leadership within the military that set it apart from traditional leadership in the business environment. Design/method/approach: The approach employed in this paper is a form of critical dialogue analysis. The dialogue is derived from reports from the US and UK military and juxtaposed against the dialogue from the movie "A few Good Men". Findings: The analysis leads to a general model of trust pertaining to issues of leadership in a military setting. Originality/value: This paper addresses a gap in the literature, in which differences of leadership and trust in a military setting have been assumed to be identical with the business environment. [ABSTRACT FROM AUTHOR]

When discussing literature, one needs to take into consideration various theories of translation and hermeneutics in interpreting a text. Hermeneutics, or the science of interpretation, "develops from the old art of divination and becomes the most important critical instrument of producing texts" (Spăriosu 9). Using several hermeneutic lenses, I would like to show that literature creates an appropriate context for a reconceptualization of the word dialogue. Literature mediates the reconfiguration of the word dialogue into a triad, comprising two persons (self+ other / I+ you) and a third constituent. How can one conceptualize this third element? Why is it relevant for the interaction between individuals? How does literature contribute to raising awareness of the presence of a third participant in a dialogue?. [ABSTRACT FROM AUTHOR]

Responsive evaluation honors democratic and participatory values and intends to foster dialogues among stakeholders to include their voices and enhance mutual understandings. The question explored in this article is whether and how responsive evaluation can offer a platform for moral learning (Bildung) in the interference zone between system and lifeworld. A case example from Dutch psychiatry is presented. Policy makers aimed to develop a “monitoring instrument” for closed psychiatric wards to protect patient rights and prevent incidents. Tensions arose between strategic action and system values (accountability, efficiency, control, safety) and the search for meaning and morality. Several dynamics were set in motion. Through the creation of communicative spaces in which there was room for expression of emotions and stories, the “colonization” by system values was countered. Another dynamic called “culturalization” started simultaneously, that is, adoption of lifeworld values in the system world, which resulted in constructive dialogues on the meaning of good care and moral learning. [ABSTRACT FROM AUTHOR]

Museum researchers have long acknowledged the importance of dialogue in informal learning, particularly for open-ended exploratory exhibits. Novel interaction techniques like full-body interaction are appealing for these exploratory exhibits, but designers have not had a metric for determining how their designs are supporting productive learning talk. Moreover, with the incorporation of digital technologies into museums, researchers and designers now have the opportunity for in situ A/B testing of multiple exhibit designs not previously possible with traditionally constructed exhibits, which once installed were difficult and expensive to iterate. Here we present a method called Scoring Qualitative Informal Learning Dialogue (SQuILD) for quantifying idiosyncratic social learning talk, in order to conduct in situ testing of group learning at interactive exhibits. We demonstrate how the method was applied to a 2 × 2 experiment varying the means of control (full-body vs. handheld tablet controller) and the distribution of control (single-user-input vs. multi-user-input) of an interactive data map exhibit. Though pilot testing in the lab predicted that full-body and multi-input designs would best support learning talk, analysis of dialogue from 119 groups' interactions revealed surprising nuances in the affordances of each. Implications for embodied interaction design are discussed. [ABSTRACT FROM AUTHOR]