Intelligent Tutoring Systems (ITS) typically contain elements of instruction, assessment, feedback and guidance for the trainee. Most of the time, the ITS is controlling the dialogue with the learner, whereas the learner has a passive, reactive role. In this paper, we suggest a technique called "verbalization", which allows users to work independently in the domain of application, and still get...

Two groups of participants attempted eight examples of each of four different problem types formed by combining insight versus non-insight and verbal versus spatial factors. The groups were given different verbalization instructions viz., Silent (N=40) or Direct Concurrent (N=40). There were significant differences between insight and non-insight tasks and between spatial and verbal tasks in te...

Against the background of a widespread language skepticism among film theorists and practitioners, this article aims to highlight evocative potential spoken words in cinema. Focusing on an aesthetic device dubbed ‘suggestive verbalization’, it demonstrates how character speech can powerfully appeal spectator’s sensory imagination: allows viewers imagine – various modes something they do not see...

This study investigated the effects of reflective verbalization on insight problem solving. In addition to a performance analysis, we examined the effects of reflective verbalization on the processes of insight problem solving based on the dynamic constraint relaxation theory (Hiraki and Suzuki, 1998). The results revealed that reflective verbalization disrupts insight problem solving and hampe...

This experiment investigated the effects of strategy self-verbalization on children's self-efficacy and listening comprehension. Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to higher self-ef...

Background: There is anecdotal evidence for the use of robots to facilitate prosocial behaviors such as joint attention and verbalization in children with Autism Spectrum Disorders (ASDs). However, there have been no normative data in typically developing children to evaluate the effects of robot-child interactions on social and communication skills. Objectives: The aim of our study was to eval...

Offline verbalization about a new motor experience is often assumed to positively influence subsequent performance. Here, we evaluated this presumed positive influence and whether it originates from declarative or from procedural knowledge using the explicit/implicit motor-learning paradigm. To this end, 80 nongolfers learned to perform a golf-putting task with high error rates (i.e., explicit ...

In recent years, there have been significant developments in Question Answering over Knowledge Graphs (KGQA). Despite all the notable advancements, current KGQA systems only focus on answer generation techniques and not verbalization. However, real-world scenarios (e.g., voice assistants such as Alexa, Siri, etc.), users prefer verbalized answers instead of a generated response. This paper addr...

Acquisition of embodied skills in sports can be regarded as a process in which an athlete explores how to move his or her own body. It is important for an athlete to explore his or her own body movements in order to construct an internal skill model. Meta-cognitive verbalization about one’s own body movements is one of the methods for accelerating the exploration process. The literature indicat...

We describe a verbalization of the logical content of OWL ontologies — using OWL 1.1 without data-valued properties — in Attempto Controlled English (ACE). Because ACE is a subset of English, the verbalization makes OWL ontologies accessible to people with no training in formal methods. We conclude that OWL can be verbalized in concise and understandable English provided that a certain naming s...