Despite the evidence that supports the benefits of a holistic, collaborative approach to autism intervention, but there is little training to teach those skills to professionals. Behavior analysts working in applied settings will often partner with different individuals from very different backgrounds and disciplines. Skilled Dialogue has been recommended as an approach to conversations that values everyone's contributions in fostering compassionate, collaborative, and culturally responsive care to benefit the children served. The purpose of this study was to evaluate the effects of a training workshop to teach the concept and strategies of skilled dialogue to behavior analysts in training. The participants were taught and practiced using the six strategies of Skilled Dialogue: welcoming, allowing, sense-making, appreciating, joining, and harmonizing through use of instructions, rationales, activities, simulations, and feedback. The success of the training was evaluated using a multiple baseline design across training components. Audio and video responses to role-play scenarios were recorded, transcribed, and scored to measure the results of the training workshop on communication skills. The results suggested that the training workshop was an effective method to teaching future behavior analysts how to engage in the strategies and components of skilled dialogue, increasingly the likelihood of collaborative, and children centered communication and care.

Conversations between the PC (player character) and NPCs (non-player characters) in conventional games are usually sequence-based. The NPC talks to a certain point before pending the player's input, sometimes consisting of several prepared actions displayed on the screen in order to advance the conversation. While this method does provide the ability to converse within video games, our study shows it lacks the immersiveness that asynchronously based dialogue provides in some scenarios. Interruptions occur in real-life conversations and may add to a more convincing interaction. In this paper, we present a novel dialogue system that incorporates interruptions alongside emotion, making it possible for different participants involved in the conversation to interrupt and speak over each other while also having lasting consequences. This approach improves conversational players' experience by increasing character believability and engagement. For illustration purposes, interruption was integrated into a text-based game encompassing two variations of the same scenario. The study involved playing both variations of the same game, one being a traditional sequence-based conversation while the other had a fluent dialogue which supports interruption both from the PC and NPCs. Eight students previously familiar with video game dialogues played both variations, half starting with the other version. Each test ended with a survey followed by an interview talking about the answers. Each test took 30-40 min.

The Socratic Method has been an educational tool ever since Socrates himself turned the marketplace of Athens into a classroom, enticing his interlocutors into dialogue whereby they could have their assumptions questioned and learn to journey towards new conceptions of knowledge and understanding. This concept has been reflected recently in a current proposal by UNESCO for educators and philosophers to find ways in which philosophy and philosophical inquiry may be approached in current education practices to enhance democratic ways of life. I draw on the UNESCO idea of philosophy as a ‘school of freedom’ and contend that not only is dialogical inquiry useful to teaching and learning, but that it is necessary. Inquiry is viewed in this way as necessarily dialogical and I draw on both Charles Peirce’s and John Dewey’s views on inquiry as being situated within the community if it is to satisfy some of the aims of the UNESCO report. This dissertation proposes a framework for Socratic pedagogy, a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. The term is intended to capture a variety of philosophical approaches to classroom practice that could broadly be described as Socratic in form. I explore three models that, I argue, make a significant contribution to Socratic pedagogy: Matthew Lipman’s Community of Inquiry, Leonard Nelson’s Socratic Dialogue, and David Bohm’s Dialogue. I also draw on the metaphors used by each of the proponents because they give an additional insight into the theoretical underpinnings of their models of dialogue for the development of Socratic thinking. Socratic pedagogy is multi-dimensional, which I argue is underpinned by generative, evaluative, and connective thinking. These terms are better placed to describe Socratic pedagogy than creative, critical, and caring thinking, because they are defined by the function they perform. It is hoped that this dissertation offers some way to show how philosophy as inquiry can contribute to educational theory and practice, while also demonstrating how it can be an effective way to approach teaching and learning. This, I contend is foundational to Socratic pedagogy.

This study aims to contribute to a better understanding of private actors work with stakeholder dialogue in Sweden by identifying important factors that affect how an architectural firm manages participation in early stages of urban planning. The study consists of a literature study of previous research on dialogue and participation as well as a case study consisting of interviews with architects at the architectural firm and direct observations during a dialogue process carried out by the architectural firm on behalf of a property developer. A significant factor appears to be that there are no democratic principles governing how they work with participation, it is their clients. The architects say they want to involve citizens in their design process and that they have their client's support in this. In practice, however, they involve citizens and other stakeholders to a very small extent, and when they do, there is lack of representation and the way the dialogue activities are conducted also affect what information and what perspectives that appear. It appears to be more important for the architects to hold dialogue with officials at the municipality's planning department to influence the municipality's planning process, than to work for increased participation.

L'expérimentation dont il est question dans cette thèse propose une manière novatrice d'envisager la formation interculturelle. La formation expérimentée s'emploie à susciter chez des participants un état émotionnel empreint d'ouverture et d'empathie qui favorise l'apprentissage; elle les met en contact direct avec des gens de différentes cultures qui dialoguent sur des thèmes spécifiques afin de comprendre leur propre développement culturel et celui des autres, et de réfléchir à de nouvelles façons de vivre ensemble. L'expérimentation s'est inspirée du groupe de dialogue de Bohm tout en tenant compte de réflexions et pratiques en formation interculturelle. À raison de deux heures par semaine sur une période de 10 semaines, des intervenants d'origines diverses travaillant dans un centre hospitalier, ont participé--en présence d'une animatrice agissant aussi à titre de chercheure--à des sessions de dialogue. La présente thèse permet d'avoir une idée concrète d'une approche de dialogue en formation interculturelle, et de mieux comprendre les processus d'apprentissage de groupe et les processus d'apprentissage individuel inhérents à cette approche. La stratégie de recherche utilisée fut l'étude de cas unique et les sources de données furent multiples (notes d'observation, entrevues individuelles, rencontre de groupe). La formation interculturelle mise à l'essai s'est révélée être une expérience particulière aux yeux des participants. Il semble qu'il en soit résulté pour eux des changements dans leurs apprentissages interculturels, accompagnés chez certains, d'une remise en question profonde.

In the opening lines of the preface to De Divinatione 2, Cicero describes his motivation in composing of the complures libros of his post-exilic years. Most of all, he says, he wished to prevent any interruption in his service to the state. Though he does not say so explicitly, he clearly refers to an interruption occasioned by his exile and Caesar’s ascension. Elsewhere Cicero describes this period of his life as enforced otium, an otium threatened by the absence of the dignitas which Cicero identifies with the otium of L. Crassus in the opening words of De Oratore. As he claims in Div. 2, Cicero achieved a level of usefulness to the state (and so maintained a certain amount of dignitas) by writing his theoretical books, books which he says communicate the optimarum artium vias to the Roman reading public. What Cicero does not explicitly explain is why the great majority of those works assume the form of the dialogue. In this dissertation I seek to explore the formal capabilities of the dialogue which would make it attractive to a Cicero seeking to maintain dignitas and to render significant service to a state faced with a rapid shift of political and social structure. In general I argue that the dialogue form itself represents an antidote to the decommunalizing and populizing nature of Caesarian hegemony. As I contend, the dialogue achieves its communal nature through an emphasis on three major ethics, each of which is demonstrated in the theories expressed within the dialogues, in the actions of the interlocutors, and in the activity of Cicero himself as author. These three ethics (imitatio, memoria, gratia) each depend on community for their actualization and themselves generate the bonds that lead to community. By placing significant, multi-layered emphasis on each of these ethics, Cicero aims to communicate their validity to a generation of boni faced with the non-traditional, non-communal power of Julius Caesar. / text

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We address the problem of dynamic user modelling for referring expression generation in spoken dialogue systems, i.e how a spoken dialogue system should choose referring expressions to refer to domain entities to users with different levels of domain expertise, whose domain knowledge is initially unknown to the system. We approach this problem using a statistical planning framework: Reinforcement Learning techniques in Markov Decision Processes (MDP). We present a new reinforcement learning framework to learn user modelling strategies for adaptive referring expression generation (REG) in resource scarce domains (i.e. where no large corpus exists for learning). As a part of the framework, we present novel user simulation models that are sensitive to the referring expressions used by the system and are able to simulate users with different levels of domain knowledge. Such models are shown to simulate real user behaviour more closely than baseline user simulation models. In contrast to previous approaches to user adaptive systems, we do not assume that the user’s domain knowledge is available to the system before the conversation starts. We show that using a small corpus of non-adaptive dialogues it is possible to learn an adaptive user modelling policy in resource scarce domains using our framework. We also show that the learned user modelling strategies performed better in terms of adaptation than hand-coded baselines policies on both simulated and real users. With real users, the learned policy produced around 20% increase in adaptation in comparison to the best performing hand-coded adaptive baseline. We also show that adaptation to user’s domain knowledge results in improving task success (99.47% for learned policy vs 84.7% for hand-coded baseline) and reducing dialogue time of the conversation (11% relative difference). This is because users found it easier to identify domain objects when the system used adaptive referring expressions during the conversations.

As speech and natural language processing technology advance, it now reaches a stage where the dialogue control or initiative can be studied to realise usable and friendly human computer interface programs such as computer dialogue systems. One of the major problems concerning dialogue initiative is who should take the dialogue initiative when. This thesis tackles this dialogue initiative problem using the following approaches: 1. Human dialogue data is examined for their local dialogue structures; 2. A dialogue manager is proposed and implemented, which handles variations of human dialogue data concerning the dialogue initiative, and experimental results are obtained by having the implemented dialogue managers working with a parser and a generator exchange natural language messages with each other; and 3. A mathematical model is constructed and used to analyse who should take the dialogue initiative when. The first study shows that human dialogue data varies concerning the number of utterance units in a turn and utterance types independently of the difference of the dialogue initiative. The second study shows that the dialogues in which the dialogue initiative constantly alters (mixed-initiative dialogues) are not always more efficient than those in which the dialogue initiative does not change (non mixed-initiative dialogues). The third study concludes that under the assumption that both speakers solve a problem under similar situations, mixed-initiative dialogues are more efficient than non-mixed-initiative dialogues when initiating utterances can reduce a problem search space more efficiently than responding utterances. The above conclusion can be simplified to the condition that the agent should take the dialogue initiative when s/he can make an effective utterance like in the situations where s/he has more knowledge than the partner with respect to the current goal.

Although concepts are located within individual minds, while word forms are shared across entire language communities, words and concepts are normally deemed to be tightly bound. But in fact, at least to the extent that concepts vary, the relationship between words and concepts may not be as uniform or stable as is often assumed. Nevertheless, language may itself mediate that relationship, through its entrenchment and use. Psychologists have already investigated language use in referential communication, but they have yet to focus in detail on the role of language in conceptual coordination. One of the obstacles has been the theoretical and methodological challenges that arise from seriously abandoning conceptual universals. To that end, an experimental framework was developed based on sorting tasks in which participants freely partition a set of stimuli into categories and an objective measure for comparing two outputs. Four experiments were then conducted to investigate whether people were conceptually coordinated before, during and after linguistic interaction. Experiment 1 consisted of a cross-linguistic study looking at default coordination between native speakers. Participants both sorted items into groups and named them individually. There was a relatively high degree of categorisation agreement among speakers of the same language, but not nearly as high as for naming agreement. Experiments 2-4 inquired into conceptual coordination during or immediately after linguistic interaction. Experimental manipulations involved the form of language use (full dialogue or only category labels), as well as the type of feedback (category groupings, labels, both, or neither). In particular, Experiment 2 investigated the effects of categorising a set of objects together, with or without dialogue, on subsequent individual categorisation. The results were inconclusive and revealed specific methodological issues, but yielded interesting data and were encouraging for the general framework. Experiment 3 modified the designwhile testing and extending the same general hypotheses. Participants carried out a sequence of categorisation tasks in which they tried to coordinate their categories, followed by individual categorisation and similarity tasks. The availability of dialogue and feedback was manipulated in the interactive tasks. During interaction, they also received both kinds of feedback, except in the control condition. Pairs that could talk coordinated much better than the others, but feedback didn’t help. Experiment 4 looked into the effects of the four possibilities for feedback during a longer sequence of interactive tasks. In general, conceptual coordination was found to depend on grouping feedback only. However, by the end of the task, pairs who received both kinds of feedback did best. All three interactive experiments also measured lexical convergence between pairs. The results generally revealed a dissociation, with lexical alignment showingmore convergence and occurring under a wider variety of conditions. Togetherwith previous research, these findings showthat language can bring about conceptual coordination. However, it appears that the richer the form of language use, the more conceptual convergence occurs, and the closer it gets coupled with lexical convergence. The long-term effects, if any, are much weaker. These studies have implications for the general role of language in cognition and other important issues.