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Description
Sarcasm is a nuanced form of language where usually, the speaker explicitly states the opposite of what is implied. Imbued with intentional ambiguity and subtlety, detecting sarcasm is a difficult task, even for humans. Current works approach this challenging problem primarily from a linguistic perspective, focusing on the lexical and

Sarcasm is a nuanced form of language where usually, the speaker explicitly states the opposite of what is implied. Imbued with intentional ambiguity and subtlety, detecting sarcasm is a difficult task, even for humans. Current works approach this challenging problem primarily from a linguistic perspective, focusing on the lexical and syntactic aspects of sarcasm. In this thesis, I explore the possibility of using behavior traits intrinsic to users of sarcasm to detect sarcastic tweets. First, I theorize the core forms of sarcasm using findings from the psychological and behavioral sciences, and some observations on Twitter users. Then, I develop computational features to model the manifestations of these forms of sarcasm using the user's profile information and tweets. Finally, I combine these features to train a supervised learning model to detect sarcastic tweets. I perform experiments to extensively evaluate the proposed behavior modeling approach and compare with the state-of-the-art.
ContributorsRajadesingan, Ashwin (Author) / Liu, Huan (Thesis advisor) / Kambhampati, Subbarao (Committee member) / Pon-Barry, Heather (Committee member) / Arizona State University (Publisher)
Created2014
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Description
With advances in automatic speech recognition, spoken dialogue systems are assuming increasingly social roles. There is a growing need for these systems to be socially responsive, capable of building rapport with users. In human-human interactions, rapport is critical to patient-doctor communication, conflict resolution, educational interactions, and social engagement. Rapport between

With advances in automatic speech recognition, spoken dialogue systems are assuming increasingly social roles. There is a growing need for these systems to be socially responsive, capable of building rapport with users. In human-human interactions, rapport is critical to patient-doctor communication, conflict resolution, educational interactions, and social engagement. Rapport between people promotes successful collaboration, motivation, and task success. Dialogue systems which can build rapport with their user may produce similar effects, personalizing interactions to create better outcomes.

This dissertation focuses on how dialogue systems can build rapport utilizing acoustic-prosodic entrainment. Acoustic-prosodic entrainment occurs when individuals adapt their acoustic-prosodic features of speech, such as tone of voice or loudness, to one another over the course of a conversation. Correlated with liking and task success, a dialogue system which entrains may enhance rapport. Entrainment, however, is very challenging to model. People entrain on different features in many ways and how to design entrainment to build rapport is unclear. The first goal of this dissertation is to explore how acoustic-prosodic entrainment can be modeled to build rapport.

Towards this goal, this work presents a series of studies comparing, evaluating, and iterating on the design of entrainment, motivated and informed by human-human dialogue. These models of entrainment are implemented in the dialogue system of a robotic learning companion. Learning companions are educational agents that engage students socially to increase motivation and facilitate learning. As a learning companion’s ability to be socially responsive increases, so do vital learning outcomes. A second goal of this dissertation is to explore the effects of entrainment on concrete outcomes such as learning in interactions with robotic learning companions.

This dissertation results in contributions both technical and theoretical. Technical contributions include a robust and modular dialogue system capable of producing prosodic entrainment and other socially-responsive behavior. One of the first systems of its kind, the results demonstrate that an entraining, social learning companion can positively build rapport and increase learning. This dissertation provides support for exploring phenomena like entrainment to enhance factors such as rapport and learning and provides a platform with which to explore these phenomena in future work.
ContributorsLubold, Nichola Anne (Author) / Walker, Erin (Thesis advisor) / Pon-Barry, Heather (Thesis advisor) / Litman, Diane (Committee member) / VanLehn, Kurt (Committee member) / Berisha, Visar (Committee member) / Arizona State University (Publisher)
Created2018