scholarly journals Human-AI interactions through a Gricean lens

2021 ◽  
Vol 6 (1) ◽  
pp. 288
Author(s):  
Laura Panfili ◽  
Steve Duman ◽  
Andrew Nave ◽  
Katherine Phelps Ridgeway ◽  
Nathan Eversole ◽  
...  

Grice’s Cooperative Principle (1975), which describes the implicit maxims that guide effective conversation, has long been applied to conversations between humans. However, as humans begin to interact with non-human dialogue systems more frequently and in a broader scope, an important question emerges: what principles govern those interactions? In the present study, this question is addressed, as human-AI interactions are categorized using Grice’s four maxims. In doing so, it demonstrates the advantages and shortcomings of such an approach, ultimately demonstrating that humans do, indeed, apply these maxims to interactions with AI, even making explicit references to the AI’s performance through a Gricean lens. Twenty-three participants interacted with an American English-speaking Alexa and rated and discussed their experience with an in-lab researcher. Researchers then reviewed each exchange, identifying those that might relate to Grice’s maxims: Quantity, Quality, Manner, and Relevance. Many instances of explicit user frustration stemmed from violations of Grice’s maxims. Quantity violations were noted for too little but not too much information, while Quality violations were rare, indicating high trust in Alexa’s responses. Manner violations focused on speed and humanness. Relevance violations were the most frequent of all violations, and they appear to be the most frustrating. While the maxims help describe many of the issues participants encountered with Alexa’s responses, other issues do not fit neatly into Grice’s framework. For example, participants were particularly averse to Alexa initiating exchanges or making unsolicited suggestions. To address this gap, we propose the addition of human Priority to describe human-AI interaction. Humans and AIs are not (yet?) conversational equals, and human initiative takes priority. Moreover, we find that Relevance is of particular importance in human-AI interactions and suggest that the application of Grice’s Cooperative Principles to human-AI interactions is beneficial both from an AI development perspective as well as a tool for describing an emerging form of interaction.

2017 ◽  
Vol 81 (2) ◽  
Author(s):  
Liana Markelova

The present study aims to trace the evolution of public attitude towards the mentally challenged by means of the corpus-based analysis. The raw data comes from the two of the BYU corpora: Global Web-Based English (GloWbE) and Corpus of Historical American English (COHA). The former is comprised of 1.8 million web pages from 20 English-speaking countries (Davies/Fuchs 2015: 1) and provides an opportunity to research at a cross-cultural level, whereas the latter, containing 400 million words from more than 100,000 texts ranging from the 1810s to the 2000s (Davies 2012: 121), allows to carry on a diachronic research on the issue. To identify the difference in attitudes the collocational profiles of the terms denoting the mentally challenged were created. Having analysed them in terms of their semantic prosody one might conclude that there are certain semantic shifts that occurred due to the modern usage preferences and gradual change in public perception of everything strange, unusual and unique.


Author(s):  
Patriann Smith

The term Englishes refers to the many different varieties of the English, and represents both standardized and nonstandardized forms. Nonstandardized Englishes is used to refer to Englishes that do not adhere to what has been determined to be Standard English within a given context, such that they are referred to as dialects, Creoles, or New Englishes (e.g., African American English). Standardized Englishes is used to refer to the counterparts of the nonstandardized Englishes that have been typically adopted for use in literacy classrooms (e.g., Standard American English). The field of literacy has addressed nonstandardized Englishes by either focusing on the nonstandardized varieties in isolation from standardized Englishes or by advancing literacy instruction in mainstream classrooms that emphasizes dialect-English speakers’ mastery of standardized Englishes. This approach reflects standard monolingual English ideology and traditional notions of the English language. Operating based on standard monolingual English perspectives implicitly reinforces the view that standardized Englishes and their users are privileged and that speakers of nonstandardized Englishes and their users are inferior. In addition, adhering to traditional notions of English based on their geographical and nation-based use, as opposed to their function based on school, offline, or online contexts regardless of geography, reinforces the concept of the English language as a system and fails to emphasize its communicative and contextual purposes as demanded by our postmodern era of globalization, transnationalism, and internationalization. A translingual approach to Englishes can serve as an alternative to current ways of thinking about literacy instruction because it addresses the needs of both standardized and nonstandardized English-speaking populations. Literacy instruction reframed based on this approach is critical for students’ successful interaction across linguistic and cultural boundaries in the context of the 21st century.


2016 ◽  
Vol 44 (4) ◽  
pp. 968-994 ◽  
Author(s):  
SUSAN GEFFEN ◽  
TOBEN H. MINTZ

AbstractIn many languages, declaratives and interrogatives differ in word order properties, and in syntactic organization more broadly. Thus, in order to learn the distinct syntactic properties of the two sentence types, learners must first be able to distinguish them using non-syntactic information. Prosodic information is often assumed to be a useful basis for this type of discrimination, although no systematic studies of the prosodic cues available to infants have been reported. Analysis of maternal speech in three Standard American English-speaking mother–infant dyads found that polar interrogatives differed from declaratives on the patterning of pitch and duration on the final two syllables, butwh-questions did not. Thus, while prosody is unlikely to aid discrimination of declaratives fromwh-questions, infant-directed speech provides prosodic information that infants could use to distinguish declaratives and polar interrogatives. We discuss how learners could leverage this information to identify all question forms, in the context of syntax acquisition.


2014 ◽  
Vol 57 (4) ◽  
pp. 1383-1393 ◽  
Author(s):  
Brandi L. Newkirk-Turner ◽  
Janna B. Oetting ◽  
Ida J. Stockman

PurposeThis study examined African American English–speaking children's use of BE, DO, and modal auxiliaries.MethodThe data were based on language samples obtained from 48 three-year-olds. Analyses examined rates of marking by auxiliary type, auxiliary surface form, succeeding element, and syntactic construction and by a number of child variables.ResultsThe children produced 3 different types of marking (mainstream overt, nonmainstream overt, zero) for auxiliaries, and the distribution of these markings varied by auxiliary type. The children's nonmainstream dialect densities were related to their marking of BE and DO but not modals. Marking of BE was influenced by its surface form and the succeeding verbal element, and marking of BE and DO was influenced by syntactic construction.ConclusionsResults extend previous studies by showing dialect-specific effects for children's use of auxiliaries and by showing these effects to vary by auxiliary type and children's nonmainstream dialect densities. Some aspects of the children's auxiliary systems (i.e., pattern of marking across auxiliaries and effects of syntactic construction) were also consistent with what has been documented for children who speak other dialects of English. These findings show dialect-specific and dialect-universal aspects of African American English to be present early in children's acquisition of auxiliaries.


2018 ◽  
Vol 26 (2) ◽  
pp. 204-216
Author(s):  
Divane Vargas ◽  
Madeline A. Naegle

Background:Publications on translation are almost all about the translation and cultural adaptation of tools developed by English speakers for use in non-English speaking cultures and languages. The reverse process, where translation goes from a native language to English, is rare.Purpose:Translate to English, culturally adapt, and content validate the Attitudes Scale on Alcohol, Alcoholism, and Alcoholic Persons (EAFAA).Methods:A methodological study with analysis including the conceptual, semantic, and item equivalencies. Results: Satisfactory content validity coefficients (FVI = 0.97; CVI = 0.93) were obtained.Conclusions:The EAFAA was adequately translated into American English, and the content validity was confirmed by empirical tests yielding satisfactory validity coefficients. These results provide direction for further studies to examine the factor structure and the psychometric qualities of the EAFAA-English Version.


2015 ◽  
Vol 43 (1) ◽  
pp. 22-42 ◽  
Author(s):  
BAHAR KÖYMEN ◽  
ELENA LIEVEN ◽  
SILKE BRANDT

AbstractThis study investigates the coordination of matrix and subordinate clauses within finite complement-clause constructions. The data come from diary and audio recordings which include the utterances produced by an American English-speaking child, L, between the ages 1;08 and 3;05. We extracted all the finite complement-clause constructions that L produced and compared the grammatical acceptability of these utterances with that of the simple sentences of the same length produced within the same two weeks and with that of the simple sentences containing the same verb produced within the same month. The results show that L is more likely to make syntactic errors in finite complement-clause constructions than she does in her simple sentences of the same length or with the same verb. This suggests that the errors are more likely to arise from the syntactic and semantic coordination of the two clauses rather than limitations in performance or lexical knowledge.


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