We present a system for the incremental interpretation of natural-language utterances in context. The main goal of the work is to account for the influences of context on interpretation, while preserving compositionality to the extent possible.
The importance of plan inference in models of conversation has been widely noted in the com-putational-linguistics literature, and its incorporation in question-answering systems has enabled a range of cooperative behaviors.
We describe a system called Tileworld, which consists of a simulated robot agent and a simulated environment which is both dynamic and unpredictable. Both the agent and the environment are highly parameterized, enabling one to control certain characteristics of each.
We present a system for learning descriptions of objects, and for subsequently recognizing learned objects, that functions in outdoor, natural environments.
Local analysis of image shading, in the absence of prior knowledge about the viewed scene, may be used to provide information about the scene. The following has been proved.
This work investigates the use of formal logic as a practical tool for describing the syntax and semantics of a subset of English, and building a computer program to answer data base queries expressed in that subset.
Stuart M. Shieber, Lauri Karttunen, Fernando C. N. Pereira, & Martin Kay
This report is the second compilation of papers by members of the PATR group at SRI International and collaborators reporting on ongoing research on both practical and theoretical issues concerning grammar formalisms.
Jesse Levin, Maria Perez, Irene Lam, Jay G. Chambers, & Kathleen Hebbeler
NEILS was part of a program of longitudinal studies funded by the U.S. Department of Education that were conducted by SRI. This study used the “ingredients” approach or Resource Cost Model (RCM) to analyze early intervention expenditures.
Year 1 report on SRI's examination of changes in students’ writing proficiency, students’ writing practices, teachers’ instructional practices, and teachers’ professional communities in middle schools that have formed partnerships with Local Writing Project sites.
Year 2 report on SRI's examination of changes in students’ writing proficiency, students’ writing practices, teachers’ instructional practices, and teachers’ professional communities in middle schools that have formed partnerships with Local Writing Project sites.
