Video speeding can be efficient and speeding-induced preference cost can be lessened by selective speeding.

Over the past decade, screen-captured instructional videos have become popular tools for learning. Viewers wanting to learn efficiently can play these videos at faster-than-normal speeds, a feature offered by hosting services such as YouTube. Although previous research suggests that moderate speeding may not lessen learning, little research has tested this form of media for speeding-induced learning impairments. Further, even if learning is not impaired by speeding, the degree to which users find speed increases taxing and/or unpleasant is unknown. We therefore created a set of screen-captured instructional videos and tested whether speeding them by up to 250% affected learning, perceived workload, and preferences. Speed increases of up to 200% minimally affected learning, but even modest 150% speed increases substantially increased perceived workload and reduced viewer preferences. However, we were able to create videos that were more selectively speeded by concentrating speeding on pauses and relatively unimportant and slow speech. These videos were just as time efficient as the 150% speeded videos, but viewers preferred them. Our findings demonstrate that speeded instructional videos have the potential to facilitate efficient learning, and they suggest techniques such as selective speeding that may be used to support efficiency while lessening viewer preference costs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Understanding Is a Process.

How do we gauge understanding? Tests of understanding, such as Turing's imitation game, are numerous; yet, attempts to achieve a state of understanding are not satisfactory assessments. Intelligent agents designed to pass one test of understanding often fall short of others. Rather than approaching understanding as a system state, in this paper, we argue that understanding is a process that changes over time and experience. The only window into the process is through the lens of natural language. Usefully, failures of understanding reveal breakdowns in the process. We propose a set of natural language-based probes that can be used to map the degree of understanding a human or intelligent system has achieved through combinations of successes and failures.

How Packaging of Information in Conversation Is Impacted by Communication Medium and Restrictions.

In team-based tasks, successful communication and mutual understanding are essential to facilitate team coordination and performance. It is well-established that an important component of human conversation (whether in speech, text, or any medium) is the maintenance of common ground. Maintaining common ground has a number of associated processes in which conversational participants engage. Many of these processes are lacking in current synthetic teammates, and it is unknown to what extent this lack of capabilities affects their ability to contribute during team-based tasks. We focused our research on how teams package information within a conversation, by which we mean specifically (1) whether information is explicitly mentioned or implied, and (2) how multiple pieces of information are ordered both within single communications and across multiple communications. We re-analyzed data collected from a simulated remotely-piloted aerial system (RPAS) task in which team members had to specify speed, altitude, and radius restrictions. The data came from three experiments: the "speech" experiment, the "text" experiment, and the "evaluation" experiment (which had a condition that included a synthetic teammate). We asked first whether teams settled on a specific routine for communicating the speed, altitude, and radius restrictions, and whether this process was different if the teams communicated in speech compared to text. We then asked how receiving special communication instructions in the evaluation experiment impacted the way the human teammates package information. We found that teams communicating in either speech or text tended to use a particular order for mentioning the speed, altitude, and radius. Different teams also chose different orders from one another. The teams in the evaluation experiment, however, showed unnaturally little variability in their information ordering and were also more likely to explicitly mention all restrictions even when they did not apply. Teams in the speech and text experiments were more likely to leave unnecessary restrictions unmentioned, and were also more likely to convey the restrictions across multiple communications. The option to converge on different packaging routines may have contributed to improved performance in the text experiment compared some of the conditions in the evaluation experiment.

Asking or Telling--Real-time Processing of Prosodically Distinguished Questions and Statements.

We introduce a targeted language game approach using the visual world, eye-movement paradigm to assess when and how certain intonational contours affect the interpretation of utterances. We created a computer-based card game in which elliptical utterances such as "Got a candy" occurred with a nuclear contour most consistent with a yes-no question (H* H-H%) or a statement (L* L-L%). In Experiment I we explored how such contours are integrated online. In Experiment 2 we studied the expectations listeners have for how intonational contours signal intentions: do these reflect linguistic categories or rapid adaptation to the paradigm? Prosody had an immediate effect on interpretation, as indexed by the pattern and timing of fixations. Moreover, the association between different contours and intentions was quite robust in the absence of clear syntactic cues to sentence type, and was not due to rapid adaptation. Prosody had immediate effects on interpretation even though there was a construction-based bias to interpret "got a" as a question. Taken together, we believe this paradigm will provide further insights into how intonational contours and their phonetic realization interact with other cues to sentence type in online comprehension.

Interpretation of contrastive pitch accent in six- to eleven-year-old English-speaking children (and adults).

Both off-line and on-line comprehension studies suggest not only toddlers and preschoolers, but also older school-age children have trouble interpreting contrast-marking pitch prominence. To test whether children achieve adult-like proficiency in processing contrast-marking prosody during school years, an eye-tracking experiment examined the effect of accent on referential resolution in six- to eleven-year-old children and adults. In all age groups, a prominent accent facilitated the detection of a target in contrastive discourse sequences (pink cat → green cat), whereas it led to a garden path in non-contrastive sequences (pink rabbit → green monkey: the initial fixations were on rabbits). While the data indicate that children as young as age six immediately interpret contrastive accent, even the oldest child group showed delayed fixations compared to adults. We argue that the children's slower recovery from the garden path reflects the gradual development in cognitive flexibility that matures independently of general oculomotor control.