Littérature scientifique sur le sujet « Chatterbox »

Dormant, intact crowns were used to determine the cold hardiness of the herbaceous perennial Heuchera sanguinea `Chatterbox'. Crowns were placed in moist cheesecloth, wrapped in aluminum foil, and subjected to -4,-6,-8,-10,-12,-14, -16, or -18C in a programmable freezer. Regrowth quality ratings and dry-mass measurement decreased linearly with temperature. No regrowth was evident from any crown exposed to -12C or lower temperatures. Freezing dormant plant crowns proved an efficient and reliable technique for estimating cold hardiness of Heuchera `Chatterbox'.

This research paper investigates the impact of Urban Living Labs (ULLs) on social resilience within urban communities, with a specific focus on the Multicultural City ChatterBox project in Portsmouth, the UK. Drawing on a rich body of literature and empirical data collected through ethnographic research methods, including interviews, focus groups, and participant observations, this study explores how participatory placemaking and co-creation activities foster community resilience. The ChatterBox project, a collaborative effort between the local community and researchers, led to the construction of a temporary timber pavilion in an underutilized urban space, serving as a vibrant hub for social interaction and engagement among diverse community groups. Our findings reveal that ULLs significantly contribute to enhancing social resilience by empowering communities, fostering a sense of belonging, and facilitating the development of social networks. Through the process of co-design and co-creation, participants not only gained a deeper understanding and ownership of their urban environment but also developed valuable skills and knowledge, thus strengthening their capacity to adapt to societal challenges. Furthermore, this study highlights the role of ULLs in bridging gaps between different community groups, thereby promoting inclusivity and social cohesion. The Multicultural City ChatterBox project exemplifies how ULL interventions can serve as catalysts for social innovation, offering flexible and adaptive solutions to urban challenges while simultaneously enriching the social fabric of cities. This paper contributes to the growing discourse on urban resilience, placemaking, and community-led urban development, providing valuable insights for policymakers, urban planners, and community organizers seeking to foster resilient and vibrant urban communities.

Chatterbox Challenge is an annual web-based contest for artificial conversational systems, ACE. The 2010 instantiation was the tenth consecutive contest held between March and June in the 60th year following the publication of Alan Turing’s influential disquisition ‘computing machinery and intelligence’. Loosely based on Turing’s viva voca interrogator-hidden witness imitation game, a thought experiment to ascertain a machine’s capacity to respond satisfactorily to unrestricted questions, the contest provides a platform for technology comparison and evaluation. This paper provides an insight into emotion content in the entries since the 2005 Chatterbox Challenge. The authors find that synthetic textual systems, none of which are backed by academic or industry funding, are, on the whole and more than half a century since Weizenbaum’s natural language understanding experiment, little further than Eliza in terms of expressing emotion in dialogue. This may be a failure on the part of the academic AI community for ignoring the Turing test as an engineering challenge.

In this work, the theoretical basis that underpins the research is discussed, in which Vygotsky’s work is emphasized. Thus, a Virtual Learning Environment (VLE) was developed that provides an Educational Chatterbot. Chatterbots are programmed robots that simulate a conversation. This technological tool presents the new school and focuses on Concepts about Ecology

In the AI field of language learning, chatterbots are an interesting area for language learning and practice. This research investigates Arabic EFL vocabulary learning using an interactive storytelling chatterbot. A chatterbot was created and equipped with four vocabulary tools: a dictionary, images, an L1 translation tool, and a concordancer. The target words were enhanced by these tools to provide the learners with interactive comprehensible input. This project seeks to identify which tools are mostly used when EFL learners are practicing English with a chatterbot. It also seeks to determine which tool could help most in vocabulary learning as well as retention. The results of the study indicate that the dictionary is the most favoured and effective tool for vocabulary learning. For retention, the findings uncover that L1 translation is slightly (but insignificantly) higher than the dictionary.