Relevant bibliographies by topics / Interactive discourse

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Interactive discourse'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Interactive discourse"

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Hussey, Karen A., Albert N. Katz, and Scott A. Leith. "Gendered Language in Interactive Discourse." Journal of Psycholinguistic Research 44, no. 4 (March 25, 2014): 417–33. http://dx.doi.org/10.1007/s10936-014-9295-5.

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Travis, Catherine. "Bueno: A Spanish Interactive Discourse Marker." Annual Meeting of the Berkeley Linguistics Society 24, no. 1 (August 25, 1998): 268. http://dx.doi.org/10.3765/bls.v24i1.1222.

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Jian Zhao, F. Chevalier, C. Collins, and R. Balakrishnan. "Facilitating Discourse Analysis with Interactive Visualization." IEEE Transactions on Visualization and Computer Graphics 18, no. 12 (December 2012): 2639–48. http://dx.doi.org/10.1109/tvcg.2012.226.

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Haller, Susan M. "Representing discourse for collaborative interactive generation." Knowledge-Based Systems 7, no. 4 (December 1994): 274–76. http://dx.doi.org/10.1016/0950-7051(94)90041-8.

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Craig, Holly K., and Tanya M. Gallagher. "Interactive Play." Journal of Speech, Language, and Hearing Research 29, no. 3 (September 1986): 375–83. http://dx.doi.org/10.1044/jshr.2903.375.

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The potential relationship between interactive play and the frequency of related responding to comments was investigated within the dyadic interactions among a 4-year-old Specifically Language Impaired (SLI) boy and normal-language users. The normal-language users were of similar chronological age or language level to the SLI boy. The results indicated that the SLI boy's frequency of related responding was variable but consistently associated with the following: the ratio of other-directed partner turns in play; the frequency of a particular discourse pattern; and the frequency of shared reference across the discourse pattern. Unlike related responses of the SLI child, the frequencies of related responses of normal children were essentially stable. Implications of the differences are discussed.
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Young, R. Michael. "Story and discourse." Interaction Studies 8, no. 2 (June 19, 2007): 177–208. http://dx.doi.org/10.1075/is.8.2.02you.

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In this paper, we set out a basic approach to the modeling of narrative in interactive virtual worlds. This approach adopts a bipartite model taken from narrative theory, in which narrative is composed of story and discourse. In our approach, story elements — plot and character — are defined in terms of plans that drive the dynamics of a virtual environment. Discourse elements — the narrative’s communicative actions — are defined in terms of discourse plans whose communicative goals include conveying the story world plan’s structure. To ground the model in computational terms, we provide examples from research under way in the Liquid Narrative Group involving the design of the Mimesis system, an architecture for intelligent interactive narrative incorporating concepts from artificial intelligence, narrative theory, cognitive psychology and computational linguistics.
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FERRARA, KATHLEEN, HANS BRUNNER, and GREG WHITTEMORE. "Interactive Written Discourse as an Emergent Register." Written Communication 8, no. 1 (January 1991): 8–34. http://dx.doi.org/10.1177/0741088391008001002.

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Morell, Teresa. "Interactive lecture discourse for university EFL students." English for Specific Purposes 23, no. 3 (January 2004): 325–38. http://dx.doi.org/10.1016/s0889-4906(03)00029-2.

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Schmied, Josef. "LIMITS OF DISCOURSE: EXAMPLES FROM POLITICAL, ACADEMIC, AND HUMAN-AGENT INTERACTION." Discourse and Interaction 13, no. 2 (December 29, 2020): 89–118. http://dx.doi.org/10.5817/di2020-2-89.

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This contribution looks at modern discourse from two perspectives. It tries to show that the term ‘discourse’ has been expanded over the last few decades to include more phenomena and more disciplines that use it as a basis for their analyses. But it also tries to show that discourse in the sense of effective interaction has met its limits. The fundamental question is: When is discourse real discourse, i.e. more than a series of unrelated utterances and when is it coherent interactive communication? This paper does not intend to provide a new overall theoretical-methodological model, it uses examples from political discourse to demonstrate that popular discourse is often unfortunately less interactive than seems necessary, examples from academic discourse to illustrate that community conventions are being standardised more and more, and from humanoid-human discourse to argue that it is still difficult to construct agents that are recognised as discourse partners by human beings. Theoretical approaches to discuss these limits of discourse include coherence andintentionality. They can be applied to show where lack of cohesion in discourse indicates lack of cohesion in society.
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Liu, Shuting. "A Multimodal Discourse Analysis of the Interactive Meaning in Public Service Advertisement." JOURNAL OF ADVANCES IN LINGUISTICS 10 (March 28, 2019): 1523–34. http://dx.doi.org/10.24297/jal.v10i0.8196.

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On the basis of Kress and van Leeuwen’s Visual Grammar based on Halliday’s Systemic Functional Linguistics, this study explores the interactive meaning in three public service advertisement multimodal discourses, adding evidence to the assumption that Systemic Functional Linguistics can be applied to the multimodal discourse analysis of public service advertisement in a feasible and operational manner.
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Dissertations / Theses on the topic "Interactive discourse"

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Wu, Hui-Yin. "Cinematic discourse for interactive 3D storytelling." Thesis, Rennes 1, 2016. http://www.theses.fr/2016REN1S097/document.

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Cette thèse porte sur les propriétés du discours de la caméra virtuelle autour de trois axes: le temps, l'histoire, et la présentation visuelle. Nous nous répondrons principalement à la question sur la façon d'analyser, d'exploiter des données, et de générer automatiquement des arrangements temporels de l'histoire et des contenus visuels. Nos techniques proposées peuvent être appliquées aux problèmes de planification automatique de la caméra dans des environnements 3D, et ouvrent des perspectives pour l'analyse cognitive du cinéma et de la narration visuelle
This thesis concerns the discourse properties of cinematographic storytelling around three axes: time, story, and visual presentation. We address the question of how to analyse and gain knowledge from data, and automatically generate temporal arrangements of story and their visual content. We work with actual film data to understand the good practices of visual storytelling. The techniques in this thesis target applications to automatic camera planning problems in 3D environments, and also open perspectives for cognitive analysis of film and visual storytelling
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Cawsey, Alison. "Generating explanatory discourse : a plan-based, interactive approach." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/23785.

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Goddard, Angela. "Being online : linguistic strategies, involvement and interactive written discourse (IWD)." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422754.

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Garoufi, Konstantina. "Interactive generation of effective discourse in situated context : a planning-based approach." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6910/.

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As our modern-built structures are becoming increasingly complex, carrying out basic tasks such as identifying points or objects of interest in our surroundings can consume considerable time and cognitive resources. In this thesis, we present a computational approach to converting contextual information about a person's physical environment into natural language, with the aim of helping this person identify given task-related entities in their environment. Using efficient methods from automated planning - the field of artificial intelligence concerned with finding courses of action that can achieve a goal -, we generate discourse that interactively guides a hearer through completing their task. Our approach addresses the challenges of controlling, adapting to, and monitoring the situated context. To this end, we develop a natural language generation system that plans how to manipulate the non-linguistic context of a scene in order to make it more favorable for references to task-related objects. This strategy distributes a hearer's cognitive load of interpreting a reference over multiple utterances rather than one long referring expression. Further, to optimize the system's linguistic choices in a given context, we learn how to distinguish speaker behavior according to its helpfulness to hearers in a certain situation, and we model the behavior of human speakers that has been proven helpful. The resulting system combines symbolic with statistical reasoning, and tackles the problem of making non-trivial referential choices in rich context. Finally, we complement our approach with a mechanism for preventing potential misunderstandings after a reference has been generated. Employing remote eye-tracking technology, we monitor the hearer's gaze and find that it provides a reliable index of online referential understanding, even in dynamically changing scenes. We thus present a system that exploits hearer gaze to generate rapid feedback on a per-utterance basis, further enhancing its effectiveness. Though we evaluate our approach in virtual environments, the efficiency of our planning-based model suggests that this work could be a step towards effective conversational human-computer interaction situated in the real world.
Die zunehmende Komplexität moderner Gebäude und Infrastrukturen führt dazu, dass alltägliche Aktivitäten, wie z.B. die Identifizierung von gesuchten Objekten in unserer Umgebung und das Auffinden von Orten, beträchtliche Zeit und kognitive Ressourcen in Anspruch nehmen können. In dieser Dissertation werden computerbasierte Verfahren präsentiert, welche eine Person dabei unterstützen, Zielobjekte in Ihrem Umfeld zu identifizieren. Dabei werden Informationen über die Situation und das physische Umfeld der Person - der sog. situierte Kontext - in natürliche Sprache umgewandelt. So wird Diskurs generiert, der einen Hörer interaktiv zum Erreichen eines Zieles bzw. zum Abschließen einer Aufgabe führt. Hierbei kommen Methoden aus der Planung zum Einsatz, einem Gebiet der künstlichen Intelligenz, welches sich mit der Berechnung von zielgerichteten Handlungsabfolgen beschäftigt. Die in dieser Arbeit vorgestellten Verfahren widmen sich den Herausforderungen der Kontrolle des situierten Kontexts, der Anpassung an den situierten Kontext sowie der Überwachung des situierten Kontexts. Zu diesem Zweck wird zunächst ein Sprachgenerierungssystem entwickelt, das plant, wie der nicht-linguistische Kontext einer Szene manipuliert werden kann, damit die Referenz auf relevante Objekte erleichtert wird. Dadurch ist es möglich, die kognitive Beanspruchung eines Hörers bei der Interpretation einer Referenz über mehrere sprachliche Äußerungen zu verteilen. Damit die linguistischen Entscheidungen des Systems in einem vorgegebenen Kontext optimiert werden können, wird weiterhin gelernt, die Äußerungen von Sprechern danach zu differenzieren, wie hilfreich sie in bestimmten Situationen für die Hörer waren. Dabei wird das Verhalten von menschlichen Sprechern, welches sich als hilfreich erwiesen hat, modelliert. Das daraus entstehende System kombiniert symbolisches und statistisches Schließen und stellt somit einen Lösungsansatz für das Problem dar, wie nicht-triviale referentielle Entscheidungen in reichem Kontext getroffen werden können. Zum Schluss wird ein komplementärer Mechanismus vorgestellt, der potentielle Missverständnisse bzgl. generierter Referenzen verhindern kann. Zu diesem Zweck kommt Blickerfassungstechnologie zum Einsatz. Auf Basis der Überwachung und Auswertung des Blicks des Hörers können Rückschlüsse über die Interpretation gegebener Referenzen gemacht werden; dieser Mechanismus funktioniert auch in sich dynamisch verändernden Szenen zuverlässig. Somit wird ein System präsentiert, welches den Blick des Hörers nutzt, um rasch Feedback zu generieren. Dieses Vorgehen verbessert die Effektivität des Diskurses zusätzlich. Die vorgestellten Verfahren werden in virtuellen Umwelten evaluiert. Die Effizienz des planungsbasierten Modells ist allerdings ein Indiz dafür, dass die in dieser Arbeit gemachten Vorschläge dazu dienen können, effektive Mensch-Computer-Interaktion auf Basis von Sprache auch in der realen Welt umzusetzen.
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Triglone, Robyn J., and n/a. "The features of interactive discourse that characterise a reasoning-based teacher approach to classroom discussion." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061113.083357.

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This study takes a theoretical stance that relies on the notion that cognitive development is predominantly a process of learning. The study rests particularly on the Vygotskian theory that children learn within a social environment by practising cognitive skills, under expert tutelage, that they will later perform independently. If children are to develop skills in reasoning the classroom needs to be a place where reasoning skills are modelled, practised and reinforced. Certain features of interactive discourse may have the effect of emphasising the content of a discussion at the expense of the reasoning process and therefore of the practice of reasoning. This study investigated the interactive discourse of a classroom discussion that had reasoning as the sole objective of the discussion and identified the discourse features that characterised the discussion. One experimental kindergarten group and two experimental grade 1/2 groups were introduced to a reasoning-based approach using the Elfie package. A discussion, based on a children's story, was then held with these groups and with two experimental kindergartens that had received no previous exposure to the reasoning-based approach. Examination was also made of the discourse features of a control kindergarten discussion and a grade 1/2 discussion. Important differences were identified between the discourse features of the control and experimental classrooms. Analyses of the experimental discussions found a lower proportion of teacher utterances that were psuedo questions, and that included evaluation of pupil comments; a higher proportion of teacher invitations to explore the logical implications of an idea; a higher proportion of pupil utterances that were in response to other pupil comments and a higher proportion of pupil utterances that included reasons. Analyses of control discussions found that the prevailing pattern of discourse involved teacher initiation (often a pseudo question) - pupil response - teacher evaluation and re-elicitation. Discussion is included about the role such a pattern plays in emphasising content at the expense of the process of reasoning.
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Call, Jonathan J. "Student Teachers' Interactive Decisions with Respect to Student Mathematics Thinking." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3295.

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Teaching mathematics is a difficult and complicated task. For student teachers, who are extremely new to the mathematics classroom, this difficulty is magnified. One of the biggest challenges for student teachers is learning how to effectively use the student thinking that emerges during mathematics lessons. I report the results of a case study of two mathematics education student teachers. I focus on how they make decisions while teaching in order to use their students' mathematical thinking. I also present analysis of the student teachers' discourse patterns, the reasons they gave to justify these patterns, and how their reasons affected how they used their students' thinking. I found that generally the student teachers used student thinking in ineffective ways. However, the reasons the student teachers gave for using student thinking always showed the best of intentions. Though given with the best of intentions, most of the reasons for using student thinking given by the student teachers were correlated with the student teachers ineffectively using their student's thinking. However, some of the reasons given by the STs for using student thinking seemed to help the student teachers more effectively use their students' thinking. I conclude with implications for preparing future student teachers to better use student thinking.
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Walter, Eileen Louise. "THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184191.

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The purpose of this study was to develop a system for describing the interactive nature of language during instructional discourse. The system was then used to describe instructional discourse during reading lessons where comprehension was the major goal. Recently, reading instructional research has been conducted to investigate what occurs during reading lessons. These researchers observed lessons using instruments consisting of categories of behaviors that were expected to occur. The present study contributed to this line of investigation by describing what actually occurred during reading lessons through the language of instruction. Eight reading lessons were audio-taped in two second grades and two sixth grades over a three-month period. During one lesson, a story from a basal textbook was read and/or discussed. During the other lesson, a book from the district literature program was read and/or discussed. During the basal lesson, a group of students, neither highest nor lowest in reading ability, was selected in each class. During the literature lesson, a group of students of mixed reading ability was audio-taped in three classes. In one second grade class, the same group was audio-taped for both lessons. From transcriptions of the audio-tapes, a system of analysis was developed, consisting of a pragmatic subsystem for identifying interactional functions of language and a semantic subsystem for identifying interactional functions of language and a semantic subsystem for identifying transactional functions of language. Interactional functions were described as different types of speech acts, termed instructional acts. Transactional functions were described as different types of topical relationships between utterances, termed topical moves and topical sequences. Data were analyzed quantitatively, comparatively, and qualitatively. From quantitative analyses, organization of instructional discourse across reading lessons was described. From comparative analyses, variations in organization of instructional discourse between reading lessons were described according to grade level, lesson type, and teacher. From qualitative analyses, topical development during reading lessons was described. Results indicate that reading lessons can be described by analyzing functions of language using methods of discourse analysis. Application of these methods revealed similarities and differences in the organization of discourse among lessons and discourse strategies used by teachers and students to interactively accomplish reading lessons.
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Turner, Jacob Stephen. "Investigation of the Relationships among Socially Interactive Technologies, Communication Competence, Social Cognition, and Formal Written Discourse." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245352041.

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Rogerson-Revell, P. "Interactive style and power at work : an analysis of discourse in intercultural business meetings." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543075.

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This study investigates verbal interaction in a series of intercultural management-level meetings in a large international airline corporation based in Hong Kong. It presents an analysis of the interactive style and the underlying interactive strategies of some of the participants in the four meetings, suggesting that variations in the use of such strategies relate to the different impressions speakers create, particularly with regard to influence and control. It was found that despite their overall similarity in structure and function, there seems to be considerable variation in interactive style both within and between meetings, relating to the level of formality and the behaviour of the speakers in terms of 'influence attempts'. What became apparent is that the use of interactive strategies, at both procedural and message-related levels of discourse, are stylistically-sensitive; ie how individuals use such strategies is dependent on what they consider to be appropriate interactive behaviour, which in turn is influenced by their underlying socio-cultural value system. There also appear to be a set of commonly recurring interactive strategies used in the meetings, although the choice of strategies varies from meeting to meeting and participant to participant. It seems that when interactive strategies are shared by several participants in a meeting, one interactive style will tend to dominate, to the advantage of 'in-group' users and the detriment of other 'nonusers'. The study has both a theoretical and practical aim. It tries to build on exisiting concepts of interactive style both within linguistic and management studies and suggest some provisional 'parameters' of interactive style and a 'taxonomy' of interactive strategies. It is hoped that these might be of some theoretical use for future research in the field and of some practical use for workplace communication training and materials production
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Garoufi, Konstantina [Verfasser], and Alexander [Akademischer Betreuer] Koller. "Interactive generation of effective discourse in situated context : a planning-based approach / Konstantina Garoufi. Betreuer: Alexander Koller." Potsdam : Universitätsbibliothek der Universität Potsdam, 2013. http://d-nb.info/1045893358/34.

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Books on the topic "Interactive discourse"

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1959-, LeVine Philip, and Scollon Ronald 1939-, eds. Discourse and technology: Multimodal discourse analysis. Washington, D.C: Georgetown University Press, 2004.

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Berthoud, Anne-Claude. Paroles à propos: Approche énonciative et interactive du topir. Paris: Ophrys, 1996.

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Rogerson-Revell, Pamela. Interactive style and power at work: An analysis of discourse in intercultural business meetings. Birmingham: University of Birmingham, 1998.

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Discourses in interaction. Amsterdam: John Benjamins Pub. Company, 2010.

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Tanskanen, Sanna-Kaisa, Marja-Liisa Helasvuo, Marjut Johansson, and Mia Raitaniemi, eds. Discourses in Interaction. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/pbns.203.

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Arrazola, Xabier, Kepa Korta, and Francis Jeffry Pelletier, eds. Discourse, Interaction and Communication. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-015-8994-9.

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Quasthoff, Uta M. Narrative interaction. Philadelphia, PA: John Benjamins Pub., 2005.

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Tabea, Becker, ed. Narrative interaction. Amsterdam: John Benjamins Pub., 2004.

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Georgakopoulou, Alexandra. Small stories, interaction, and identities. Philadelphia: John Benjamins Pub. Co., 2007.

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Kerbrat-Orecchioni, Catherine. Le discours en interaction. Paris: A. Colin, 2005.

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Book chapters on the topic "Interactive discourse"

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Jordan, Michael P. "Interactive solution-problems." In Functional Perspectives on Grammar and Discourse, 279–300. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/slcs.85.15jor.

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Kasper, Gabriele. "Interactive procedures in interlanguage discourse." In Pragmatics & Beyond New Series, 189. Amsterdam: John Benjamins Publishing Company, 1988. http://dx.doi.org/10.1075/pbns.3.14kas.

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Haller, Susan M., and Stuart C. Shapiro. "IDP — An interactive discourse planner." In Trends in Natural Language Generation An Artificial Intelligence Perspective, 144–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-60800-1_28.

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Doyle, Phillip. "Embodied and Disembodied Voice: Characterizing Nonfiction Discourse in Cinematic-VR." In Interactive Storytelling, 363–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71027-3_44.

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DiPietro, Robert J. "Interactive Discourse in the L2 Classroom." In Learning, Keeping and Using Language, 419–32. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.28dip.

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Vásquez, Camilla. "“Don’t Even Get Me Started…”: Interactive Metadiscourse in Online Consumer Reviews." In Digital Business Discourse, 19–39. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137405579_2.

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Lendvai, Piroska. "Towards a Discourse-driven Taxonomic Inference Model." In Interactive Multi-modal Question-Answering, 247–67. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-17525-1_11.

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Rheindorf, Markus. "Visualization, Interactive Visualization, and Open Science." In Revisiting the Toolbox of Discourse Studies, 223–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19369-0_6.

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Jhala, Arnav. "Discourse and Camera Control in Interactive Narratives." In Handbook of Digital Games and Entertainment Technologies, 349–59. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-4560-50-4_56.

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Jhala, Arnav. "Discourse and Camera Control in Interactive Narratives." In Handbook of Digital Games and Entertainment Technologies, 1–11. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-4560-52-8_56-1.

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Conference papers on the topic "Interactive discourse"

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Mancini, Clara, Christian Pietsch, and Donia Scott. "Visualising discourse structure in interactive documents." In the Eleventh European Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1610163.1610178.

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El-Assady, Mennatallah, Annette Hautli-Janisz, Valentin Gold, Miriam Butt, Katharina Holzinger, and Daniel Keim. "Interactive Visual Analysis of Transcribed Multi-Party Discourse." In Proceedings of ACL 2017, System Demonstrations. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/p17-4009.

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Fan, Yaxin, Feng Jiang, Peifeng Li, and Qiaoming Zhu. "Macro Discourse Relation Recogniztion Based on Micro Discourse Structure and Self-Interactive Attention Network." In 2021 International Joint Conference on Neural Networks (IJCNN). IEEE, 2021. http://dx.doi.org/10.1109/ijcnn52387.2021.9534178.

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Abu Ali, Dana, Muaz Ahmad, Hayat Al Hassan, Paula Dozsa, Ming Hu, Jose Varias, and Nizar Habash. "A Bilingual Interactive Human Avatar Dialogue System." In Proceedings of the 19th Annual SIGdial Meeting on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-5027.

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Hasanah, Ninah, Aceng Ruhendi Saifullah, and Dadang Sudana. "Nationalism Representation on Interactive Discourse in Internet Media: Semiotic Analysis." In 4th International Conference on Arts Language and Culture (ICALC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.076.

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Mazumder, Sahisnu, Bing Liu, Shuai Wang, and Nianzu Ma. "Lifelong and Interactive Learning of Factual Knowledge in Dialogues." In Proceedings of the 20th Annual SIGdial Meeting on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-5903.

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Ilvovsky, D. A., and B. A. Galitsky. "DIALOGUE MANAGEMENT USING EXTENDED DISCOURSE TREES." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-361-371.

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In this paper we learn how to manage a dialogue relying on discourse of its utterances. We consider two complementary approaches of dialogue management based on the discourse text analysis to extend the abilities of the interactive information retrieval-based chat bot.
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Barros-Martinez, Juan Fernando. "Interaction in the classroom and argumentative discourse in a science learning process." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402057.

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Williams, Jason D., and Lars Liden. "Demonstration of interactive teaching for end-to-end dialog control with hybrid code networks." In Proceedings of the 18th Annual SIGdial Meeting on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-5511.

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10

Pautler, David, Vikram Ramanarayanan, Kirby Cofino, Patrick Lange, and David Suendermann-Oeft. "Leveraging Multimodal Dialog Technology for the Design of Automated and Interactive Student Agents for Teacher Training." In Proceedings of the 19th Annual SIGdial Meeting on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-5029.

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