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\title{CG3 in dialogue systems - Vasta and Sahka}

\author{Lene Antonsen, Biret Ánne Bals Baal\\
Saara Huhmarniemi, Trond Trosterud \\
 \scalebox{0.30}[0.30]{\includegraphics{img/logoWeb070sh.jpg}} \\
  \textit{http://giellatekno.uit.no/oahpa/}}
%  \scalebox{0.10}[0.10]{\includegraphics{img/vasta.png}} \\
\begin{document}
\begin{slide}

\maketitle

\newslide
\textit{http://victorio.uit.no/oahpa/morfa/}
\scalebox{0.35}[0.35]{\includegraphics{img/oahpa.png}} \\


\newslide
\textbf{Pedagogical programs for learning sámi with QA - coming}\\
\newline
\textbf{Vasta}: The program generates questions, the student can answer quite freely - with grammatical feedback \\ \newline
\textbf{Sahka}: A written dialogue between the program and the student - the answer decides the progress of the dialogue.




\newslide
\textbf{Vasta}
\scalebox{0.90}[0.90]{\includegraphics{img/vasta.png}} \\

\newslide
\textbf{Generating questions}
\scalebox{.35}[.35]{\includegraphics{img/xml_question.png}}



\newslide
\textbf{Maid don lohket ikte?}
(What did you read yesterday?) \\
Acceptable answers:
\begin{itemize}
\item Mun han lohken ollu \'aviissaid. (I HAN read many newspapers.)
\item Ikte mun gal lohken buori girjji. (Yesterday I GAL read a good book.)
\item In lohkan maidege. (I did not read anything.)
\item Ikte in lohkan. (Yesterday I did not read.)
\end{itemize}

\newslide
\textbf{Maid don lohket ikte?}
(What did you read yesterday?) \\
Incorrect answers:
\begin{itemize}
\item Mun lohket ollu \'aviissaid. (Not agreement subj/verbal.)
\item Mun lohken ollu áviissat. (Object should be in accusative.)
\end{itemize}


\newslide
\textbf{Steps}

\begin{enumerate}
\item Analyse (morph-disambiguate) the question and answer together
\item Common CG up until mapping. The disambiguation is incomplete, since we are careful with the errouneous input
\item Select the relevant reading
\item Make \textit{\&err} with assignment mapping rules
\item Give message to the student
\end{enumerate}

\newslide
\textbf{Integrating the spellchecker in our ped program}

We need a restricted spellchecker

Our normal spellchecker gives to many irrelevant suggestions

a. A pedogogically adjusted speller for all answers (cut the ordinary speller with 50 \% or more)?

b. A spell-checker for each question/answer?



\newslide
\textbf{Didactics more important than pragmatics} \\
The goal is to train morphology -- therefore:
\begin{itemize}
\item{No elipsis							  }
\item{Finite verb compulsatory}
\item{No inclusive 1st person dual and plural}
\item{The answer \textit{I do not know} is not accepted}
\end{itemize}


\newslide
\textbf{Answer with the same verb}

Solution: Sticky tag with regex (thanks to Tino)

Exceptional handling of pro-verbs 

\newslide
QDL is the delimiter between the question and the answer. \\
\newline
\scalebox{.50}[.50]{\includegraphics{img/answering_same_verb.png}}


\newslide

\textbf{The errors are ordered:}
%The student gets one error message at a time, corrects according to that, and eventually gets a new error message again.
\begin{enumerate}
\item spelling-error
\item verb: finit/infinit, what kind of verb,...
\item agreement subj/verbal
\item person/number and tense according to question
\item case of noun, according to question and argument of verb 
\item case and type of numeral
\item PP: case and type of adp
\item agreement inside NP
\item time-expression, place-expression, some particles
\end{enumerate}


\newslide
\textbf{Unintended lemmas, lexical level} \\
How to cope with unintended lemmas?

Problem e.g. \textit{viessut} which can be a rare verb - Inf or finit,  or  a common mis-spelling of   \textit{viesut} - Noun Pl Nom (= houses) \\
Possible solutions:

\begin{itemize}
\item{Remove problematic rare lemmas from the analyser (but not all of the problematic ones are rare)}
\item{Make a lexeme-specific rule for the \textit{viesut  N / viessut V } pair}
\item{Make a set of the problematic lemmas/word forms, and substitute or change the tag in the reading}
\end{itemize}


\newslide
\textbf{Marginal morphological analyses} \\
e.g. possessive suffixes \\
> Remove them (when there is another reading)

When it is the only reading, \\ e.g. Px \& strong grade vs. Loc \& weak grade: \\
> Give a comment about it to the student



%\newslide

%QA information retrieval how to process questions
%interactive, aske the user for clarification

%QA: 

%Question matrixes: generate a set of questions

\newslide
\textbf{An example -- from a test student}
%The output is manipulated  - it would not give two mappings to the same reading.
\scalebox{.32}[.38]{\includegraphics{img/sentence_example.png}}

\newslide
\textbf{Nominative instead of accusative -- a common error} \\
The question is how to deal with it when we cannot rely on the word order, and the subject may be ommitted
\begin{itemize}
\item The question asks for an object (but sometimes you may even answer without an Acc)
\item Using sets:
\item what are the required arguments of the verb?
\item can it have HUMAN as an object? 
\end{itemize}

\newslide
\textbf{HUMAN as an object?} \\
 \textit{borrat} (= to eat) - the HUMAN should be the subject, not the object \\
  \textit{lohkat} (= to read) - you could read Ibsen

\newslide
\textbf{Sahka}
\scalebox{0.90}[0.90]{\includegraphics{img/sahka.png}} \\

\newslide
\textbf{What does the student answer?}\\
We need the answer to make a logical progress in the dialogue. \\
\newslide
\textbf{e.g. the answer should be an object:}
\scalebox{.48}[.48]{\includegraphics{img/pickingObject.png}}


\newslide
\textbf{Negative or affirmative} \\
e.g. if the student does not have a car, we do not want to ask what car she has. \\
Neg or aff as default -- in case of difficulties in the analyse.

\newslide
\textbf{}
\scalebox{.35}[.35]{\includegraphics{img/aff_or_neg.png}}


\newslide
\textbf{Names}\\
e.g. What is your name? What kind of car do you have?\\
can be a N Prop (if in the lexicon) or a string \\ LIST QMRK = ? ; 
\scalebox{.30}[.30]{\includegraphics{img/picking_name.png}}

\newslide
\textbf{Other possibilities for progress}\\
Picking the age with regex \\
e.g. we do not want to ask a child if he has a car. \\

\&dia-adult \\
\&dia-young \\
\&dia-child









\end{slide}
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