Timing and Grounding in Motor Skill Coaching Interaction: Consequences for the Information State
نویسندگان
چکیده
While tutorial dialogues have been wellstudied, the nature of dialogue in physical coaching scenarios is much less well understood. We present a corpus study on coaching interactions wherein a coach trains a trainee to improve a motor skill. We show how our findings put novel requirements on pedagogic dialogue act taxonomies, grounding criteria and information state update models of situated dialogue. One of these requirements is to distinguish between grounding in the traditional sense along an understanding dimension and grounding in terms of a motor program schema, the latter being due to the coach’s goal to transfer knowledge of a physical movement to the trainee. Another requirement is that a fine-grained notion of time, both in absolute and relative terms, must become a first class citizen of the dialogue state to be able to model motor skill coaching. A final requirement for an information state model is characterizing what is under discussion and in the established common ground– in these kind of domains this is generally not questions and propositions, but skills and their desired and observed parameters.
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