Conversational Case Based Reasoning (CCBR) is a form of CBR where users initiate conversations with the system to solve a certain problem. Current CCBR solutions are limited to specific domains. In the solutions we find a lack of flexibility to deal with the user’s variability: different conversation strategies depending on the user’s current mood, computer skills, and domain expertise. We focu...

The focus of this work is to develop a starting framework for analog numerical analysis and related algorithm questions. Digital computation is enabled by a framework developed over the last 80 years. Having an analog framework enables wider capability while giving the designer tools to make reasonable choices. Analog numerical analysis concerns computation on physical structures utilizing the ...

This work explores our developments over a framework and over a platform for human-robot-interaction with emotions. The focus of our framework is on visuo-auditory perception and response. In other words, perception and response can be called analysis and synthesis; the analysis is responsible for the classification of human emotion and the synthesis is responsible for the synthetic expression ...

Conversation analysts have sometimes been taken to task for apparently choosing not to deal with the "context" of the conversational activities they examine (Cicourel, 1981). In Talking Culture Moerman (1988) describes a blend of ethnography and conversation analysis, and suggests that ethnography describes contextual data extrinsic to interaction while conversation analysis provides non-contex...

Conversation may be considered as a universal communication system which performs social and interactive cue of communication. Although it could appear casual, even chaotic and confused, due to its spontaneous nature, a deep and intrinsic organization, grounded on a shared social order, is involved in conversational stream which follows given cultural standards. In the present study a sequence ...

Mathematics educators suggest that students of all ages need to participate in productive forms of mathematical argument (NCTM, 2000). Accordingly, we developed two complementary frameworks for analyzing the emergence of mathematical argumentation in one second-grade classroom. Children attempted to resolve contesting claims about the “space covered” by three different-looking rectangles of equ...