The success of robotic agents in close proximity of humans depends on their capacity to engage in social interactions and maintain these interactions over periods of time that are suitable for learning. A critical requirement is the ability to modify the behavior of the robot contingently to the attentional and social cues signaled by the human. A benchmark challenge for an engaging social robo...

We present a machine learning model that uses particular attributes of individual questions asked by teachers and students to predict two properties of classroom discourse that have previously been linked to improved student achievement. These properties, uptake and authenticity, have previously been studied by using trained observers to live-code classroom instruction. As a first-step in autom...

Three major problems in modem translation ideology were identified and the researcher proposed changes necessary for advancements in the development of translation theories and translation technology. Traditionally, the development in translation theory has created a translation ideology that has focused on the faithfulness and the accuracy of target texts in representing the source texts, enco...

In the present study, we designed a model of self-regulated inquiry that connects theory to practice for teachers to deepen their understanding of the core beliefs, commitment, and the experiences shaping their professional identity. The rationale of this model was grounded in motivational and identity theories related to self-regulation, self-efficacy, and goal setting. We posed three question...

A memory of who knows what, so called transactive memory, can be an important cognitive structure in facilitating knowledge sharing in situations where successful collaboration depends on simultaneously maximizing sharing while mitigating its risks. We examine the development of transactive memory in crossorganizational networks—or ego-centric networks—that individuals build and maintain in the...

A Socioculturally Microgenetic Scrutiny on the Mediational Role of Teacher/Peer Scaffolding via Dialogic Collaboration in EFL Speaking Development