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  1. NTU Theses and Dissertations Repository
  2. 工學院
  3. 工程科學及海洋工程學系
請用此 Handle URI 來引用此文件: http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/66633
完整後設資料紀錄
DC 欄位值語言
dc.contributor.advisor郭振華(Jen-Hwa Guo)
dc.contributor.authorJia-Yi Chenen
dc.contributor.author陳家毅zh_TW
dc.date.accessioned2021-06-17T00:47:41Z-
dc.date.available2012-01-17
dc.date.copyright2012-01-17
dc.date.issued2011
dc.date.submitted2011-12-22
dc.identifier.citation[1] S. C. Deerwester, S. T. Dumais, T. K. Landauer, G. W. Furnas, and R. A. Harshman, “Indexing by latent semantic analysis”, Journal of the American Society of Information Science, 41(6):391–407, 1990.
[2] T. K. Landauer and S. T. Dumais, “A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge”, Psychological Review, vol. 104(2), pp. 211-240, Apr. 1997
[3] J. Weizenbaum, “ELIZA—a computer program for the study of natural language communication between man and machine”, Magazine Communications of the ACM, vol. 9 Issue 1, Jan. 1966
[4] T. K. Landauer, D. Laham, P.W. Foltz, “Automatic essay assessment”, Assessment in Education: Principles, Policy & Practice, vol. 10(3), pp. 295-308, 2003
[5] D. Wade-Stein, E. Kintsch, “Summary Street: Interactive computer support for writing”, Cognition and Instruction, vol. 22, pp. 333-362, 2004
[6] A. C. Graesser, P. Wiemer-Hastings, K. Wiemer-Hastings, D. Harter, N. Person, “Using latent semantic analysis to evaluate the contributions of students in AutoTutor”, Interactive Learning Environments, vol. 8, pp. 129-148, 2000
[7] K. N. Moreno, Bianca Klettke, Kiran Nibbaragandla and A. C. Graesser, “Perceived Characteristics and Pedagogical Efficacy of Animated Conversational Agents”, ITS, LNCS 2363, pp. 963–971, 2002.
[8] Tatsuya Kawahara, Chin-Hui Lee, Biing-Hwang Juang, “Key-Phrase Detection and Verification for Flexible Speech Understanding”, IEEE Trans. Audio & Speech Processing, 1998.
[9] P. Hellwig, “Chart Parsing According to the Slot and Filler Principle”, Proceedings of the 12th conference on Computational linguistics, 1988.
[10] “http://ckipsvr.iis.sinica.edu.tw/”, 2011 available.
[11] Keh-Jiann Chen, Wei-Yun Ma, “Unknown Word Extraction for Chinese Documents”, Proceedings of Coling, pp. 169-175, 2002.
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[13] K. VanLehn, R. M. Jones, and M. T. H. chi, “A Model of the Self-explanation effect”, Journal of Learning Science, vol. 2, pp.1-60, 1992.
[14] V. Aleven and K. R. Koedinger, “An Effective Metacognitive Strategy: Learning by Doing and Explaining with a Computer-based Cognitive Tutor”, Cognitive Science, vol. 26, pp. 147-179, 2002.
[15] A. C. Graesser, K. VanLehn, C. Rose, P. Jordan, and D. Harter, “Intelligent Tutoring Systems with Conversational Dialogue”, AI Magazine, vol. 22, pp. 39-51, 2001.
[16] J. R. Anderson, A. T. Corbett, K. R. Koedinger, and R. Pelletier, “Cognitive Tutors: Lessons Learned”, Journal of Learning Science, vol. 4, pp. 167-207, 1995.
[17] M. T. H. Chi, S. A. Siler, H. Jeong, T. Yamauchi, and R. G. Hausmann, “Learning from Human Tutoring,” Cognitive Science, vol. 25, pp. 471-533, 2001.
[18] A. C. Graesser, N. K. Person, and J. P. Magliano, “Collaborative Dialogue Patterns in Naturalistic One-on-One Tutoring”, Applied Cognitive Psychology, vol. 9, pp. 359-387, 1995.
[19] A. C. Graesser, X. Hu, and D. S. McNamara, “Computerized Learning Environments that Incorporate Research in Discourse Psychology, Cognitive Science, and Computational Linguistics”, In A. F.Healy (Ed.), Experimental cognitive psychology and its applications: Festschrift in honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer. Washington, DC: American Psychological Association, 2005
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[22] S. C. Deerwester, S. T. Dumais, T. K. Landauer, G. W. Furnas, and R. A. Harshman, “Indexing by latent semantic analysis”, Journal of the American Society of Information Science, 41(6):391–407, 1990.
[23] Keh-Jiann Chen, “Sinica Treebank”, Computational Linguistics and Chinese Language Processing, pp. 87-104, 1999
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dc.identifier.urihttp://tdr.lib.ntu.edu.tw/jspui/handle/123456789/66633-
dc.description.abstract本論文遵循通用的智慧教學系統架構建立一個系統平台以研究自然語言對話為基礎的電腦輔助教學。潛在語意分析(LSA)技術是一種用概念比對方式來模擬人類在高等認知的知識表現統計模型。此技術雖在許多領域有顯著的應用發展,然而缺乏字詞順序以及句法結構的資訊使得LSA在對話式教學情境中常錯估使用者的語句與期望答案的相似度。本研究從中研院發表的中文句法結構樹資料庫(Sinica Treebank)提供句法訊息,並找到一個合適的權重函數,調整使用者語句中的各個詞在向量空間的值,改善LSA之向量空間模型所缺乏的字詞順序以及句法結構資訊的缺點。本論文實驗並探討了三種權重函數的形式,分析二十位系統受試者共兩百六十四組問答紀錄,最後統計結果顯示所測試之三種權重函數中,以 2的n次方擁有較好的相對準確度和精確度,其中n為中心語在中文句法結構樹上的高度。zh_TW
dc.description.abstractIn this study we followed the generic framework of intelligent tutoring systems (ITS) and constructed an ITS platform to investigate computer-assisted instruction with natural language dialogue. Unlike the literal-matching, Latent Sematic Analys (LSA) is utilized primarily to model higher level cognition as an approach of concept-matching. LSA as a statistical model of human language knowledge representation has been highly successful in many different areas. However, the neglect of word order and syntactic information becomes the primary limitation of LSA. The notion of adding syntactic information to improve the limitation of LSA is proposed in this work. The idea is that the weight of each element of vectors was adjusted according to its syntactic structure in a sentence. The Sinica Treebank is adopted as foundation of weight determination. Three kinds of weighting function were proposed and positive results had been tested. The weighting function 2 powered by n provided highest relative precision and accuracy among those weighting functions. In addition to LSA, the results revealed that weighting function is also effective for traditional vector space models.en
dc.description.provenanceMade available in DSpace on 2021-06-17T00:47:41Z (GMT). No. of bitstreams: 1
ntu-100-R98525072-1.pdf: 2113036 bytes, checksum: 8681971b0d7523dd80a12ac1020bdc73 (MD5)
Previous issue date: 2011
en
dc.description.tableofcontents誌謝 i
摘要 ii
ABSTRACT ii
CONTENTS iv
LIST OF FIGURES vii
LIST OF TABLES ix
LIST OF SYMBOLS xi
Chapter 1 Introduction 1
1.1 Motivation 1
1.2 Literature review 2
1.3 Thesis organization 5
Chapter 2 System Architecture 7
2.1 Overview 7
2.2 User interface 10
2.2.1 Software implementation 10
2.2.2 Text-to-speech synthesis 12
2.2.3 Automatic speech recognition 14
2.3 Natural language understanding 16
2.3.1 Pre-processing 17
2.3.2 Linguistic analysis 21
2.3.3 Speech act classification 24
2.4 Dialogue modeling 26
Chapter 3 Methods 27
3.1 Pedagogical foundations 27
3.2 Term frequency-inverse document frequency 30
3.3 Information entropy 33
3.4 Latent semantic analysis 37
3.4.1 Mathematical techniques 37
3.4.2 Latent semantic analysis 45
3.4.3 Drawbacks of LSA 47
Chapter 4 Weighting based on tree structure 49
4.1 Introduction to Sinica Treebank 49
4.2 Auxiliary principles 56
4.2.1 Coordinates principle 56
4.2.2 Left-to-right combination principle 58
4.2.3 Flat principle 59
4.3 Weights 60
4.4 Weighting matrix in formula 67
Chapter 5 Experimental Results 69
5.1 Materials 69
5.2 Data collection procedure 70
5.3 Weighting procedure 74
5.4 Evaluation of weighting function 78
5.5 Results 80
Chapter 6 Conclusions 87
REFERENCE 90
APPENDIX A 93
APPENDIX B 96
dc.language.isoen
dc.subject對話計分zh_TW
dc.subject潛在語意分析zh_TW
dc.subject加權向量空間模型zh_TW
dc.subject中文句法結構樹zh_TW
dc.subjectsyntactic informationen
dc.subjectScoring dialogueen
dc.subjectlatent semantic analysisen
dc.subjectweightingen
dc.title應用中文句法權重於潛在語意分析技術於中文智能教學系統之對話計分研究zh_TW
dc.titleScoring Dialogue in Chinese Intelligent Tutoring System Based on Weighted Latent Semantic Analysisen
dc.typeThesis
dc.date.schoolyear100-1
dc.description.degree碩士
dc.contributor.oralexamcommittee洪儷瑜(Li-Yu Hung),張鈺雯(Yu-Wen Chang),黃乾綱(Chien-Kang Huang)
dc.subject.keyword對話計分,潛在語意分析,加權向量空間模型,中文句法結構樹,zh_TW
dc.subject.keywordScoring dialogue,latent semantic analysis,weighting,syntactic information,en
dc.relation.page112
dc.rights.note有償授權
dc.date.accepted2011-12-23
dc.contributor.author-college工學院zh_TW
dc.contributor.author-dept工程科學及海洋工程學研究所zh_TW
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