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Proceedings of the 10th Workshop on the Semantics and Pragmatics of Dialogue (BRANDIAL 2006)

dc.contributor.authorDzikovska, Myroslava
dc.contributor.authorCallaway, Charles
dc.contributor.authorStone, Matthew
dc.contributor.authorMoore, Johanna D.
dc.date.accessioned2010-11-03T16:24:28Z
dc.date.available2010-11-03T16:24:28Z
dc.date.issued2010-11-03T16:17:10Z
dc.identifier.isbn978-3-939469-29-2en
dc.identifier.urihttp://opus.kobv.de/ubp/volltexte/2006/1048/pdf/brandial06_proceedings.pdfen
dc.identifier.urihttp://hdl.handle.net/1842/4180
dc.description.abstractWe present an analysis of student language input in a corpus of tutoring dialogue in the domain of symbolic differentiation. Our focus on procedural tutoring makes the dialogue comparable to collaborative problem-solving (CPS). Existing CPS models describe the process of negotiating plans and goals, which also fits procedural tutoring. However, we provide a classification of student utterances and corpus annotation which shows that approximately 28% of non-trivial student language in this corpus is not accounted for by existing models, and addresses other functions, such as evaluating past actions or correcting mistakes. Our analysis can be used as a foundation for improving models of tutoring dialogue.en
dc.language.isoenen
dc.titleUnderstanding student input for tutorial dialogue in procedural domainsen
dc.typeConference Paperen
rps.titleProceedings of the 10th Workshop on the Semantics and Pragmatics of Dialogue (BRANDIAL 2006)en
dc.extent.noOfPages8en
dc.date.updated2010-11-03T16:24:29Z
dc.date.openingDate2006-09-11
dc.date.closingDate2006-09-13


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