Abstract
This work investigates the effect of children age on pragmatic skills, i.e. on the way children participate in conversations, in particular when it comes to turn-management (who talks when and how much) and use of silences and pauses. The proposed approach combines the extraction of “Steady Conversational Periods” - time intervals during which the structure of a conversation is stable - with Observed Influence Models, Generative Score Spaces and feature selection strategies. The experiments involve 76 children split into two age groups: “pre-School” (3-4 years) and “School” (6-8 years). The statistical approach proposed in this work predicts the group each child belongs to with precision up to 85%. Furthermore, it identifies the pragmatic skills that better account for the difference between the two groups.
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Pesarin, A., Tait, M., Vinciarelli, A., Segalin, C., Bilancia, G., Cristani, M. (2013). Generative Modelling of Dyadic Conversations: Characterization of Pragmatic Skills During Development Age. In: Schwenker, F., Scherer, S., Morency, LP. (eds) Multimodal Pattern Recognition of Social Signals in Human-Computer-Interaction. MPRSS 2012. Lecture Notes in Computer Science(), vol 7742. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-37081-6_1
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DOI: https://doi.org/10.1007/978-3-642-37081-6_1
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