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  1. Generation and evaluation of user tailored responses in multimodal dialogue.M. A. Walker, S. J. Whittaker, A. Stent, P. Maloor, J. Moore, M. Johnston & G. Vasireddy - 2004 - Cognitive Science 28 (5):811-840.
    When people engage in conversation, they tailor their utterances to their conversational partners, whether these partners are other humans or computational systems. This tailoring, or adaptation to the partner takes place in all facets of human language use, and is based on a mental model or a user model of the conversational partner. Such adaptation has been shown to improve listeners' comprehension, their satisfaction with an interactive system, the efficiency with which they execute conversational tasks, and the likelihood of achieving (...)
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  • Generation and evaluation of user tailored responses in multimodal dialogue.Marilyn Walker, S. Whittaker, A. Stent, P. Maloor, J. Moore, M. Johnston & G. Vasireddy - 2004 - Cognitive Science 28 (5):811-840.
    When people engage in conversation, they tailor their utterances to their conversational partners, whether these partners are other humans or computational systems. This tailoring, or adaptation to the partner takes place in all facets of human language use, and is based on a mental model or a user model of the conversational partner. Such adaptation has been shown to improve listeners' comprehension, their satisfaction with an interactive system, the efficiency with which they execute conversational tasks, and the likelihood of achieving (...)
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  • Two- and Four-Year-Olds Learn to Adapt Referring Expressions to Context: Effects of Distracters and Feedback on Referential Communication.Danielle Matthews, Jessica Butcher, Elena Lieven & Michael Tomasello - 2012 - Topics in Cognitive Science 4 (2):184-210.
    Children often refer to things ambiguously but learn not to from responding to clarification requests. We review and explore this learning process here. In Study 1, eighty-four 2- and 4-year-olds were tested for their ability to request stickers from either (a) a small array with one dissimilar distracter or (b) a large array containing similar distracters. When children made ambiguous requests, they received either general feedback or specific questions about which of two options they wanted. With training, children learned to (...)
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