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This wiki contains a glossary of terms related to the field of explainable AI within the scope of the TRR projects. The glossary consists of three categories of explanation moves: “Explainer moves”, “Explainee moves” and “General moves”. Additionally, the wiki includes different types of cognitive biases, different reasoning strategies, and other related terms within the scope of TRR 318.

Looking at the glossary from a different perspective, the explanation moves in the glossary include: adult–child interaction moves (such as embedded correction, and repetitions to place a common ground), short answer questions (such as verification and disjunctive questions), long answer questions (such as procedural, expectational, and assertion questions), backchannels (such as phrasal, substantive, and non-lexical ones), and other dialog moves (such as Assert, Reassert, Accept, Accept-part, Reject, Signaling emotions, and Open option).

Moreover, the wiki provides guidelines for annotation of data with explanation moves. In fact, the glossary has been enriched with the extracted examples for each explanation move either from a real-world dataset or from literature. This information is therefore considered as a guideline for the human agents, who will annotate Explainer-Explainee dialogues.

<h2>[https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/General_moves General moves]</h2>
General moves are the explanation moves, which could happen both from the side of the explainee and the explainer in an explanation dialogue.

* Collected general moves can be seen in one place from here: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/General_moves General moves].

* And the alphabetical list of these moves and corresponding pages can be accessed from this link: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:General_moves General moves category].



<h2>[https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Explainee_moves Explainee moves]</h2>
Explainee moves is the category of the explanation moves that happen from the side of explainees in an explanation dialogue.

* Explainee moves can be seen as a whole from here: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Explainee_moves Explainee moves].

* And the corresponding alphabetical list of moves and pages can be found here: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:Explainee_moves Explainee moves category].

<h2>[https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Explainer_moves Explainer moves]</h2>
Explainer moves is the category of the explanation moves that happen from the side of explainers in an explanation dialogue.

* The Explainer moves are collected in one place here: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Explainer_moves Explainer moves].

* Moreover, the corresponding alphabetical list of moves and pages can be accessed from this link: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:Explainer_moves Explainer moves category].

<h2>[https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Biases Biases]</h2>
The field of explainable AI looks into cognitive factors that bias or compromise decision-making. The wiki contains a list of cognitive biases related to the TRR 318 projects.

* For viewing all the biases and the related definitions in one place refer to this link: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Biases Biases].

* An alphabetical list of biases and corresponding pages can be viewed from here: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:Biases Biases Category]

<h2>[https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Reasoning Reasoning]</h2>
Researchers from the field of explainable AI are also interested in theories that describe patterns of how people reason. The wiki therefore include a list of related concepts to reasoning.

* The related terms to reasoning can be viewed in one place from here: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Reasoning Reasoning].

* In addition, an alphabetical list of corresponding reasoning concepts and pages can be seen in this page: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:Reasoning Reasoning categories]

<h2>[https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Other_terms Other terms]</h2>
Apart from the above-mentioned categories, the wiki has classified other related terms to the TRR projects in this category.

* For viewing the concepts of this category in one place, refer to this link: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Other_terms Other terms]

* An alphabetical list of these concepts and related pages can also be viewed from here: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:Other_terms Other terms category]

<h2>[https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>
As a starting point for making the audience more and more acquainted with the annotation scheme introduced in this wiki, we propose a collaborative annotation task as a part of TRR Activity Afternoon which is held on September 28th, 2022. Please visit this link: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>

<h2>A classification of moves based on domain-related observations</h2>
We classify the moves based on the domains in which they have been observed. Additionally, some of the moves are assumed to be cross domain as they might appear in different domains.

* An alphabetical list of the moves, which are observed in the domain of '''''dialog moves''''' can be accessed from this link: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:Observed_in_Dialog_Moves_Domain Dialog Moves Domain].

* An alphabetical list of the moves, which are observed in the domain of '''''tutoring''''' can be accessed from this link: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:Observed_in_Tutoring_Domain Observed in Tutoring Domain].

* An alphabetical list of '''''cross domain moves''''' can be accessed from this link: [https://ag-sc.techfak.uni-bielefeld.de/infwiki/index.php/Category:Cross_Domain cross domain moves].

General moves

2024-12-03T21:16:59Z

Wikiadmin:

<h2>Accept-part</h2>
An utterance that accepts part of a proposal, request, statement or information request .<ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref> Implicitly, it rejects another part of the utterance, but we only code what is explicitly accepted. When an utterance does both explicitly, it should be segmented it into two units and labelled accordingly.

Example (1)<ref name="stolcke2000dialogue"/>:
'''''Something like that'''''

<h2>Acknowledge</h2>
Acknowledgments are utterances consisting of short phrases such as “ok”, “yes”, “uh-huh”, that signal that the previous utterance was understood without necessarily signaling acceptance. They do not resolve the content of the utterance they address. ”right”, ”alright” and ”ok” are ambiguous. They are commonly only an acknowledge when they are followed by a hint. ”OK” is commonly used after a not totally wrong answer.<ref name="stolcke2000dialogue"/><ref name="leech2003generic">Leech, G., & Weisser, M. (2003). Generic speech act annotation for task-oriented dialogues. In Proceedings of the corpus linguistics 2003 conference (Vol. 16, pp. 441-446). Lancaster: Lancaster University.‏</ref>

-'''Explainer:''' ['Have you ever heard of harmony?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']
-'''Explainer:''' ['I like it.', "That's absolutely correct."]
-'''Explainee:''' ['''''Okay.'''''] ---> '''''Acknowledge'''''

<h2>Action directive</h2>
An utterance that requests an action to be performed, i.e., commands, pleas etc.<ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/><ref name="allen1997draft">Allen, J., & Core, M. (1997). Draft of DAMSL: Dialog act markup in several layers.‏</ref>


'''Example (1):'''
-"Please show that..."

'''Example (2):'''
-'''Explainer:''' ['''''Try look over there and concentrate on his face over there.''''', 'Can you see me waving my hand without turning your eyes?'] --> '''''Action directive'''''
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me how many fingers I'm holding up?"]
-'''Explainee:''' ['Uh, three?']

<h2> Analogy </h2>
Analogy is an utterance where a comparison of two otherwise unlike things is made based on resemblance of a particular aspect.<ref name"analogy">https://www.merriam-webster.com/dictionary/analogy</ref>

'''Example:'''
-'''Explainer:'''["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']
-'''Explainee:'''['Nice.']
-'''Explainer:'''['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
-'''Explainee:'''['Why do you hold it so tight?']
-'''Explainer:'''['''''I'm holding it tight to show you, then when you're trying to pull it, a black hole will really hold onto it with its gravity.'''''] ---> '''''Analogy'''''
-'''Explainee:'''['I got it.']

<h2>Assert</h2>
Assert refers to an utterance where a fact or an opinion is stated confidently. In other words, assert refers to the statements where "The speaker is trying to make the addressee adopt a belief by communicating a claim about the world". <ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

'''Example (1):'''
-'''Explainer:'''['So have you ever heard of something called a black hole?']
-'''Explainee:'''['What is a black hole?']
-'''Explainer:'''['''''Well, it has to do with, a lot with gravity,''''' 'do you know what gravity is?']---> '''''Assert'''''
-'''Explainee:'''['No, not at all.']
-'''Explainer:'''['''''It's what keeps us on the earth.''''']---> '''''Assert'''''

<h2>Backchannel response</h2>
A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples of backchanneling in English include such expressions as "yeah", "uh-huh", "hmm", and "right". <ref name="stolcke2000dialogue"/><ref>Heinz, B. M. (1998). Backchannel responses as conversational strategies in bilingual speakers' conversations. The University of Nebraska-Lincoln.‏</ref>

<h2>Causal antecedent question</h2>
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ["So what's your major?"]
-'''Explainee:''' ['Chemical engineering.']
-'''Explainer:''' ['''''What made you choose that?'''''] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ['Like any freshman,', 'going into chemical engineering,', 'I was like, I like chemistry!', "So I'm gonna go into chemical engineering.", 'But luckily I also like', 'all the math and all the science too.']

'''Example (2):'''
-'''Explainer:''' ["You're a string theorist, so tell us what kind", 'of string theory you do, what it means', 'to be a string theorist.']
-'''Explainee:''' ["One of the things that's key", 'in the whole story of string theory', 'is the piece of it that talks about', 'quantum theories of gravity.', "So I'm very excited about what happens to spacetime,", 'what does it even mean at the quantum level.']
-'''Explainer:''' ['Cool, so do you think a lot about extra dimensions', 'in your everyday life?']
-'''Explainee:''' ['Uh, yes I do.']
-'''Explainer:''' ['And so when you think about extra dimensions,', 'you put them together with brains and different fields', 'wrapping around the extra dimensions and so forth, right?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['You know, a lot of people, a lot of string theorists,', 'they care a lot about all the different ways', 'in which we could hide the extra dimensions.', 'As someone who cares about cosmology,', 'I wanna start asking why are the extra dimensions', 'small at all?', '''''How did that happen?''''', 'Is this something you think about yourself?'] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ["Yes, well ultimately we'd like to understand", 'the observable universe.', 'If string theory turns out to be the thing', 'that the universe cares about,', "we'd like to know, with all of these possibilities", 'that are in string theory, how do we get the one', 'that looks like the world we live in?']
-'''Explainer:''' ['The thing I want to talk about is this paper I wrote', 'with Matt Johnson and Lisa Randall', "where we realize there's another way", 'to compactify extra dimensions spontaneously, dynamically.', 'If you imagine starting with this big piece of paper', "you couldn't wrap up everything,", 'but within some region of space you could make a tube.']
-'''Explainee:''' ['Okay.']

<h2>Causal consequence question</h2>
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
<ref name="graesser1994question"/>  <ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So this is C major, yeah?', '(keyboard music)', 'And then this is C minor.', 'So the feelings are different, right?']
-'''Explainee:''' ['Yeah, feels like dark and spooky.']
-'''Explainer:''' ["[Jacob] Yeah, this one's dark and spooky."]
-'''Explainee:''' ['Haunted house.']
-'''Explainer:''' ['''''And how does this one make you feel though?''''']---> '''''Causal consequence question'''''
-'''Explainee:''' ['Happy. And joyful.']
-'''Explainer:''' ['Yeah, I like that, yeah.']
-'''Explainee:''' ['Yeah, yeah.']

'''Example (2):'''
-'''Explainer:''' ['Yeah.', 'The main thing is that if something falls', "into a black hole, it can never get out, it's--"]
-'''Explainee:''' ['What about the earth? '''''What if it rolls into it--'''''] ---> '''''Causal consequence question'''''
-'''Explainer:''' ['Oh, if the earth rolls into it?']
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It would be bad, we wouldn't be able to get out."]

<h2>Commit</h2>
An utterance with which the speaker commits himself to a future course of action. An utterance that accepts an action directive or open option will typically be a commit. “Okay” can be also a commit. The speaker’s commitment does not depend on the acceptance of the commitment by the hearer, e.g.,as in the case of a promise.<ref name="karagjosova2005dialogue"/>

'''Example (1)'''<ref name="karagjosova2005dialogue"/>:
I do this now.

'''Example (2)''' <ref name="stolcke2000dialogue"/>:
I’ll have to check that out

<h2>Comparison question</h2>
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?"<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['''''So what's the connection between neutron stars and black holes?'''''] ---> '''''Comparison question'''''
-'''Explainee:''' ['So, as I understand it,', "a black hole is sort of like a neutron star's big brother.", "It's more intense, though.", 'If you have so much matter when a star is collapsing', "that it can't hold itself up, it collapses to a black hole,", 'and those are so dense that space-time breaks down', 'in some way or another.']
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['So is there a sensible way to talk', "about what's inside a black hole,", 'or is that, should you think of it', 'as there is no space-time inside?']

<h2>Completion</h2>
An utterance that shows ”understanding by finishing or adding to the clause that a speaker is in the middle of constructing”<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>


-'''Explainer:''' ['As an engineer of course, I love quantifiable things.', "I like saying here's my 18 millisecond motion to photon,", "here's my angular resolution that I'm improving.", "I'm doing the color-space right.", 'But you can look not too far back where you say we', 'have blu-ray DVDs at this amazing resolution,', 'but more people want to watch Youtube videos', 'at really bad early internet video speeds.', 'Where there are things that if you deliver', 'a value to people then these objective quantities', 'may not be the most important thing.', "And while we're certainly pushing as hard as we can", 'on lots of these things that make the experience better', 'in potentially every way or maybe just for videos', 'or for different things.', "I don't think that its necessary.", "I've commented that I think usually my favorite titles", "on mobile that are fully synthetic are ones that don't", 'even try, they just go and do light-mapped, black-shaded.', 'And I think its a lovely aesthetic.', "I think that you don't wind up fighting all of the aliasing.", "While you get some other titles that, oh we're gonna", 'be high-tech with our specular bump maps with roughness.', "And you've got aliasing everywhere,", "and you can't hold frame rate and its all problematic.", 'While some of these that are clearly very synthetic worlds', 'where its nothing but these cartoony flat-shaded things', 'with lighting, but they look and they feel good.', "And you can buy that you're in that place.", "And you want to know what's around that monolith over there."]
-'''Explainee:''' ['We did a project called Life of Us,', 'which was exactly that mindset.', "We were let's embrace low-poly aesthetic", 'and just simple vertex shading.', 'And we ended up realizing, you can embody', 'these various creatures and transform yourself.', 'And when you do that with co-presence of another creature,', 'another human, it makes for a totally magical journey.', "You don't even think for a second, you actually dismiss", 'the whole idea of photo-realism', 'and embrace that reality for what it is.', 'I think it actually helps put you at ease a little bit.']
-'''Explainer:''' ['The end goal of reality, of course in computer graphics', 'people chase photo-realistic form for a long time.', "And basically, we've achieved it.", "Photo-realism, if you're willing to throw enough discreet", 'path traced rays at things,', 'you can generate photo-realistic views.', 'And we understand the light really well.', 'Of course it still takes a half hour per frame', 'like it always has, or more, to render the different things.', 'So its an understood problem and given infinite computing', 'power we could be doing that in virtual reality.', "However, a point that I've made to people in recent years", "is that, we are running out of More's Law.", "Maybe we'll see some wonderful breakthrough in quantum", 'structures or whatever--']
-'''Explainee:''' ['''''Or bandwidth, or streaming.''''']---> '''''completion'''''

<h2>Concept completion question</h2>
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>
-'''Explainer:''' ["[Donna] So you're a college student?"]
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ["[Donna] '''''And what's your major?'''''"]---> '''''Concept completion question'''''
-'''Explainee:''' ["I'm an engineering physics major with a minor in math.", "I'm in the three, two program for biomedical engineering."]

<h2>Continuer</h2>
A continuer is a short utterance which plays discourse-structuring roles like indicating that the other speaker should go on talking, such as “uh-huh” and “okay” <ref name="jurafsky1998lexical">Jurafsky, D., Shriberg, E., Fox, B., & Curl, T. (1998). Lexical, prosodic, and syntactic cues for dialog acts. In Discourse Relations and Discourse Markers.‏</ref>


'''Example (1):'''
-'''Explainer:''' ["So today, we're gonna talk about blockchain technology."]
-'''Explainee:''' ['''''Okay.'''''] --->'''''Continuer'''''
-'''Explainer:''' ['[Bettina] Have you ever heard of blockchain?']
-'''Explainee:''' ['I have.', "Whenever we have a transaction, and let's say", 'I buy something from you, this information gets logged.', 'And it gets verified by a third person or third party.', 'And then if like all this information verified', 'and it all matches, right, the transaction goes through', 'without any intermediary basically, right?', 'It gets stored, and when you make further transactions,', 'this information is ready, embedded.', "It's in the ledger."]

<h2>Definition question</h2>
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''''What is a t test?'''''----> '''''Definition question'''''

'''Example (2):'''
-'''Explainer:''' ['So have you ever heard of something called a black hole?']
-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''
-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
-'''Explainee:''' ['No, not at all.']

<h2>Disjunctive question</h2>
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is X or Y the case? Is X,Y,or Z the case?".  <ref name="graesser1994question"/>

'''Example:'''
-'''''Is gender or female the variable?'''''----> '''''Disjunctive question'''''

'''Example:'''
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['''''So is there a sensible way to talk about what's inside a black hole or is that, should you think of it, as there is no space-time inside?''''']. ----> '''''Disjunctive question'''''
-'''Explainer:''' ["There isn't a sensible way to talk about it yet,", "and that probably means that's where Einstein's", 'theory of gravity as a curved space-time', 'is beginning to break down,', 'and we need to take the extra step', 'of going to some kind of quantum theory of gravity.', "And we don't have that yet.", "So even though the black hole isn't completely understood,", 'we do know that they form astronomically,', 'that in the universe things like neutron stars form', 'and things like black holes form.', 'The consequences are very much speaking', 'to this curved space-time.', 'So, for instance, if two black holes orbit each other,', "they're like mallets on a drum,", 'and they actually cause space-time to ring,', "and it's very much part of gravitation.", 'The ringing of space-time itself,', 'we call gravitational waves.', 'And this was something Einstein thought about', 'right away in 1950-1960, he was thinking about that.']
-'''Explainee:''' ['Those waves are very exciting for me too', 'because neutron stars orbiting each other', 'also give off gravitational waves', 'and we might be able to get some data', 'about neutron star material from that kind of signal.']

'''Example:'''
-'''Explainer:''' ['''''Do you know a lot about lasers? Or just about the laser that you use.'''''] ----> '''''Disjunctive question'''''
-'''Explainee:''' ['Not a lot, just a little bit.']
-'''Explainer:''' ['Okay.', 'So this is about high intensity lasers.', 'Not only how do you make them,', 'but what was really stopping them being made', 'in both cases is non linear optics.', 'We wanna do something that requires', 'a huge photon density application,', "and so that's how come we came up with", 'chirped pulse amplification,', 'so that we could stretch the pulse,', 'safely amplify it, then compress it at the end,', "and then we're ready to do whatever we want at the end.", 'So what do you think the main difference is', 'between the continuous wave laser that you have', 'that runs at 10 watts and a chirped pulse amplifier?']
-'''Explainee:''' ['I feel like the continuous laser', 'delivers power at a continuous rate,', 'whereas you want all that power to be delivered', 'in a really, really short time with your amplification.']

<h2>Echo Question</h2>
Echo Question is defined as “a repetition of a prior utterance. The main function of an echo question is to clarify the form or content of the prior utterance”.<ref name="noh1998echo">Noh, E. J. (1998). Echo questions: Metarepresentation and pragmatic enrichment. Linguistics and philosophy, 603-628.‏‏</ref>

Example(1)
-'''''Explainer:''''' ['How much sleep do you get, typically?']
-'''''Explainee:''''' ['During the summer?', 'Like 10 hours.']
-'''''Explainer:''''' ['''''10 hours?'''''] -->'''''Echo Question'''''

Example(2):
-'''''Explainer:''''' ['Okay.', 'How long are the naps that you take?']
-'''''Explainee:''''' ['Anywhere from between one to six hours.']
-'''''Explainer:''''' ['''''One to six hours?''''' "That's a long nap."] -->'''''Echo Question'''''

<h2>Echo Response</h2>
Echo Response is a move inspired by the notion of an echo answer. “An echo answer is an answer that repeats elements of the question. This response form occurs after yes/no questions…". According to Svennevig<ref name"echo_response">Svennevig, Jan. Echo Answers in Native/Non-Native Interaction. 2010. In Pragmatics, Vol. 13, No.2. 2003. DOI:10.1075/prag.13.2.04sve</ref>, “echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress…The other is to claim a strengthened commitment to the answer…”

'''Example (1):'''
-'''Explainee:'''["So I'm at UC Berkeley, I'm a psychology student", 'studying cognitive neuro-science', 'and I just started my third year.']
-'''Explainer:'''['Congratulations.']
-'''Explainee:'''['Thank you.']
-'''Explainer:'''['So a lot of brain stuff.']
-'''Explainee:'''['''''A lot of brain stuff.'''''] ---> '''''Echo Response'''''

'''Example (2):'''
-'''Explainee:'''["I'm a fourth year Chemistry student at USF."]
-'''Explainer:'''['So pretty science-y.']
-'''Explainee:'''[Yes, '''''pretty science-y.'''''] ---> '''''Echo Response'''''

<h2>Elaboration</h2>
Elaboration refers to an utterance where more details are added concerning what has already been said. In other words, "elaboration is the act of adding more information to existing information to create a more complex, emergent whole." <ref name="Elaboration">https://en.wikipedia.org/wiki/Elaboration</ref>




-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']
-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]
-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
-'''Explainee:''' ['Okay.']
-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaboration'''''

<h2>Enablement question</h2>
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?" or "What enables the achievement of X?". An example of Enablement question would be: "What device allows you to measure stress?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

<h2>Example question</h2>
An Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['What do you say when something is one dimensional?', '''''What's an example of something that's one dimensional?''''']---> '''''Example question'''''
-'''Explainee:''' ['Hmm, I think one dimensional might be a circle, I guess,', 'or maybe a line.']
-'''Explainer:''' ['A line is the perfect example']
-'''Explainee:''' ['Yeah, a line.']

<h2>Expectational question</h2>
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" <ref name="graesser1994question"/>

Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:

-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''
-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''
-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.

<h2>Feature specification question</h2>
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?"<ref name="graesser1994question"/> or "What features does X have?"<ref name="nielsen2008taxonomy"/>. An example of feature specification question would be: "What are the properties of a bar graph?" 

-'''Explainer:''' ['And what are you studying?']
-'''Explainee:''' ["I'm studying soft matter physics,", 'which involves the physics of squishy stuff.', 'We make microswimmers in the laboratory', 'and we drive them with a laser.']
-'''Explainer:''' ['''''And what kind of laser do you use?'''''] ---> '''''Feature specification question'''''
-'''Explainee:''' ["We use a 10 watt laser, it's a fiber laser."]

<h2>Follow-up Question</h2>
Follow-up Question is a question posed by the listener to request for more information and clarification, or express their interest or impression concerning the previous utterance.<ref name="Follow-up Question">https://dictionary.cambridge.org/grammar/british-grammar/questions-follow-up-questions‏</ref>

'''Example:'''
-'''''Explainer:''''' ["That's right.", 'To do machine learning, we use something called algorithms.', 'Have you heard of algorithms before?']
-'''''Teen:''''' ['A set of steps or a process', 'carried out to complete something?']
-'''''Explainer:''''' ["That's right."]
-'''''Teen:''''' ["So do you think that we've been able", 'to teach machines enough', "so that they can do things that even we can't do?", 'And on the opposite side of that,', 'do you think there are things that we can do', 'that a machine might never be able to do?']

<h2>Follow-up Statement</h2>
Follow-up Statement is an utterance which is stated in connection with the previous utterance in order to continue or add something to the previous utterance. Generally speaking, it can build up on the previous discussion, add a complementary point, express a personal comment or impression, or mention an example relevant to the topic.

'''Example:'''
-'''Explainer:''' ['Another origami challenge', 'that comes up with these patterns', "is if we're going to make an aircraft out of this thing", "we're going to need hundreds of yards of folded origami.", "We're not going to do it by hand", 'and this might be the new frontier in origami engineering,', 'which is the design of machines', 'that can fold patterns that have applications.']
-'''Explainee:'''['''''So you're talking about a machine", 'that is actually folding it into this, 'not just making the creases but actually folding it.'''''] ---> '''''Follow-up Statement'''''
-'''Explainer:'''['Yeah, so what goes in as sheet', 'and what comes out is this, or something this wide.']
-'''Explainee:'''["That's cool, yeah.", 'What do you see as kind of like the next big breakthrough?', 'Is there anything out there on the horizon', "that you're just like, oh wow, this is really exciting?"]

<h2>Goal orientation question</h2>
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
-'''Explainee:''' ['I would want to make a unicorn out of atoms.']
-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']
-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''
-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
-'''Explainee:''' ['Cool.']

<h2>Gratitude</h2>
An utterance that expresses gratitude.<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ['[Janna laughs]']
-'''Explainee:''' ["It's sort of like there's a description", 'that works pretty well.']
-'''Explainer:''' ["Yeah, you don't go to the doctor and say,", "Heisenberg's uncertainty principle caused", 'a series of fluctuations.']
-'''Explainee:''' ['Right, would you help me?', "So there's so many open questions.", 'The fact that they are all these fundamental issues', "that we really don't understand.", "But, on the other hand, there's all these moving parts", 'that fit together so neatly.', "There's definitely something that's working here.", 'But ultimately what is gonna emerge from that,', "what structure is lying under it, we just don't know.", 'But I think the fact that there are', 'so many fundamental questions', "that we just don't know the answer to,", "that is an opportunity, that's exciting, it's great."]
-'''Explainer:''' ['''''Thanks so much for coming.''''' It's really good to have you here.] -->'''''Gratitude'''''
-'''Explainee:''' ['''''Thank you very much''''', Janna, it was my pleasure.] -->'''''Gratitude'''''

<h2>Instrumental/procedural question</h2>
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''
-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']

<h2>Interpretation question</h2>
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <ref name="graesser1994question"/>

<h2>Judgmental question</h2>
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" <ref name="graesser1994question"/>

'''Example (1):''' In this example the explainer makes judgemental questions as an explanation move.
-'''Explainer:''' ['''''So, what do you think of that?''''', '''''What do you think of origami?''''']----> '''''Judgmental questions'''''
-'''Explainee:''' ['I think that the people that make them are talented.', "It's hard.", "Seeing the stuff that we've made here,", "I'd bet that they could do rocket ships.", 'Just so much that you can do with them.']
-'''Explainer:''' ['Thanks for coming.']
-'''Explainee:''' ['Thanks for having me.']

'''Example (2):''' This example shows where the explainee makes judgmental questions.
-'''Explainer:''' ['Maybe a wiring diagram is not sufficient to understand', 'the brain, and it would be crazy to think that that would be', 'sufficient, actually.']
-'''Explainee:''' ['If you limit the connectome to be just the wiring diagram', 'without, you know, more information about myelination', 'or glial cells, all types of environmental features that', 'surround the neurons and axons then you have an incomplete', 'picture, no doubt.']
-'''Explainer:''' ['Sometimes when people get, they worry about connectomics,', "I think what they're actually worrying about is that", "it's the end of the that we used to do neuroscience."]
-'''Explainee:''' ['''''What do you think about memory?''''', '''''Do you think that there's ways of resolving what the substrate of human memory is, you know, is it just LTP and LTD?'''''] ----> '''''Judgmental questions'''''
-'''Explainer:''' ["I'm not sure if you had a connectome of a human brain,", 'of an adult human, I would be able to read out', 'memories from that.']

<h2>Maybe</h2>
An utterance with which the speaker ”explicitly states that he cannot give a definite answer at the moment”. Examples: "I’ll have to think about it."<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee:''' ['Yes, a lot.']
-'''Explainer:''' ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee:''' ['Yeah, kind of.']
-'''Explainer:''' ["What's your idea what physics is?"]
-'''Explainee:''' ["Um, '''''I'm not so sure.'''''] --> '''''Maybe'''''

<h2>non-lexical backchannel</h2>
Non-lexical backchannel is a type of backchannel response. "A non-lexical backchannel is a vocalized sound that has little or no referential meaning but still verbalizes the listener's attention, and that frequently co-occurs with gestures. In English, sounds like uh-huh and hmm serve this role." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

'''Example (1):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ['''''Mmm-hmm''''', it's when you take turns doing something. It's when you give up most of what you want, right?] --> '''''non-lexical backchannel'''''

'''Example (2):'''
-'''Explainee:''' ["It's a large scale attempt to understand the wiring map", 'of the brain, essentially.']
-'''Explainer:''' ['Yeah, great.']
-'''Explainee:''' ["I think that it's definitely needed."]
-'''Explainer:''' ['''''Huh.'''''] --> '''''non-lexical backchannel'''''
-'''Explainee:''' ['Understanding the anatomy of the brain is definitely', "important but, it doesn't necessarily tell us everything", "about the function, there's some sort of temporal order", 'from neuron to neuron and region to region', 'that we may not be able to pick up.']

<h2>Offer</h2>
An utterance by which the speaker indicates willingness to commit to an action, if the hearer accepts it <ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/>

-'''Explainer:''' ['Do you know what origami is?']
-'''Explainee:''' ['Is that where you fold paper', 'to make different animals, like those?']
-'''Explainer:''' ['Yes, in fact it is.', 'Have you ever done any origami before?']
-'''Explainee:''' ['Nope.']
-'''Explainer:''' ['[Robert] '''''Would you like to give it a try?'''''] ---> Offer
-'''Explainee:''' ['Sure.']

<h2>Phrasal backchannel</h2>
Phrasal backchannel is a type of backchannel response. "Phrasal backchannels most commonly assess or acknowledge a speaker's communication with simple words or phrases (for example, "Really?" or "Wow!" in English). One of the conversational functions of phrasal backchannels is to assess or appraise a previous utterance." <ref name="backchannel_linguistics"/>

-'''Example (1):'''
-'''Explainer:''' ['Okay.', "We're going to start with a model", 'that every Japanese person learns in kindergarten,', "it's called a crane, traditional origami design,", "it's over 400 years old.", "So, people have been doing what we're about to do", 'for 400 years.']
-'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ["Let's fold it in half from corner to corner, unfold it", "and then we'll fold it in half the other direction,", "also corner to corner but we're going to lift it up", "and we're going to hold the fold with both hands.", "We're going to bring these corners together,", 'making a little pocket and then,', 'this is the trickiest part of this whole design,', "so you're going to put your finger underneath the top layer", "and we're going to try to make that layer", 'fold right along the edge.', 'Now you see how the sides kind of want to come in', "as you're doing that?"]
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It's called a petal fold,", "it's a part of a lot of origami designs", "and it's key to the crane.", "Now we're ready for the magic.", "We're going to hold it in between thumb and forefinger,", 'reach inside,', "grab the skinny point that's between the two layers,", 'which are the wings,', "and I'm going to slide it out so it pokes out at an angle.", "We'll take the two wings, we spread them out to the side", 'and you have made your first origami crane.']
'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''

-'''Example (2):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]
-'''Explainer:''' ['When you give up most of what you want?', 'Well, sometimes that definitely happens for sure.', 'What if I told you that this is the kind of technology', 'that I work on that means you could trade', 'with any kid all over the world?']
-'''Explainee:''' ['''''Really?'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ['Yeah.']

-'''Example (3):'''
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['To be honest, I have no idea.']
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['''''Whoa.'''''] ---> '''''Phrasal backchannel'''''

<h2> Positive Feedback </h2>
Positive Feedback can be generated in answer to the previous utterance. It could be a statement or a short answer. For instance, the speaker confirms the previous utterance by using remarks such as “that’s true”, ‘absolutely”, “exactly”, etc., or the speaker might respond by generating a simple positive word/phrase such as “yes”, “yes, I do”.

'''Example(1):'''
-'''''Explainee:''''' ['Well, dogs are very playful, I think, more than cats.', 'Cats lick themselves more than dogs, I think.']
-'''''Explainer:''''' ['''''That's true.''''', 'Do you think, if we look at these pictures,', 'do you think maybe we could say,', 'Well, they both have pointy ears,', 'but the dogs have a different kind of body', 'and the cats like to stand up a little different.?', 'Do you think that makes sense?']--> '''''Positive Feedback'''''

'''Example(2):'''
-'''''Explainer:''''' ['And so we get the power with a lot less energy', "'cause its power is energy per unit time.", "So we aren't depositing much energy in comparison.", "Can I just ask, 'cause you are using", 'the thermal process of it heating up,', 'but have you ever had the opportunity', 'to use laser tweezers?']
-'''''Explainee:''''' ['''''I have, yeah.''''', 'We use optical tweezers to trap particles in solution.']--> '''''Positive Feedback'''''

'''Example(3):'''
-'''''Explainer:''''' ['So it is amazing, the parallels.', 'And optics is used everywhere.', "We're gonna possibly take over from CERN,", "we'll just do high energy physics with lasers,", "we're looking at gravity waves with lasers,", 'we wanna do black holes with lasers,', 'we wanna machine with lasers,', 'we wanna do medicine with lasers.', "It's everywhere.", 'And now, with the Nobel prize, people are hearing', 'more about it so they know lasers are everywhere.']
-'''''Explainee:''''' ['''''I couldn't agree with you more''''']--> '''''Positive Feedback'''''

<h2> Praise </h2>
Praise is an utterance where a (warm) approval or admiration of someone or something is expressed. <ref name"praise">https://www.merriam-webster.com/dictionary/praise</ref>

'''Example:'''
-'''Explainee:'''["What's blockchain?"]
-'''Explainer:'''['''''That's a really good question.''''', "It's actually a way that we can trade.", 'Do you know what trade is?']---> '''''Praise'''''
-'''Explainee:'''["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]

<h2>Quantification question</h2>
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have? What is the value of a quantitative variable? How many?" <ref name="graesser1994question"/>

'''Example (1):'''
-"How many degrees of freedom are on this variable?"

'''Example (2):'''
-'''Explainer:''' [Try look over there and concentrate on his face over there., 'Can you see me waving my hand without turning your eyes?']
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me '''''how many fingers I'm holding up?'''''] ---> '''''Quantification question'''''
-'''Explainee:''' ['Uh, three?']

<h2> Reassert </h2>
The same as assert, but the speaker thinks that the claim has already been made, and indicates it.  <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

'''Example:'''
-'''Explainee:''' Why hasn't near 0% interest done this to the USD?
-'''Explainer:''' (Reassert)['''''As already mentioned, the relationship between inflation, interest rates and currency value is very complex. Inflation in the US has been low.''''' Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.]

<h2>Reject</h2>
An utterance that rejects a proposal, request, statement or information request. It says nothing positive about the antecedent (possibly indicating error). It can be implicit or contain ”no” or “not”. <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

The following statements indicate reject moves<ref name="karagjosova2005dialogue"/>:
-That's not a statement.
-One cannot conclude that.
-That is not the way to go.
-What you answered is not clear.
-This is not a complete statement.
-This is incomplete or not entirely correct.
-This is not a complete expression.
-You did not apply the rule correctly.

<h2>Reject-part</h2>
An utterance that rejects partly a proposal, request, statement or information request. It implicitly accepts another part of the utterance, but we only code what is explicitly rejected.<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

Example (1):
-That is not entirely correct.



<h2>Rephrasing</h2>
Rephrasing is an explanation move where the explanandum is phrased or expressed in a different way especially to make the meaning clearer<ref name="karagjosova2005dialogue"/>

<h2>Request/Directive question</h2>
Request/Directive questions are formed according to the following abstract specification: "The speaker wants the listener to perform an action". An example of Request/Directive question would be: "Would you add those numbers together?" <ref name="graesser1994question"/>

Example (1):

-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']
-'''Explainer:''' ['''''So would you mind telling me a bit about what you've been working on or interested in lately?'''''] ---> '''''Request/Directive question'''''
-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']

Example (2):

-'''Explainer:''' ['I think that people forget that you can work', 'with the notes you already have by just rearranging them,', 'just the simple idea of inversion,', 'inversion of the simple triad, of F major.', "♪I once was lost and now I'm found ♪", '♪ Was blind ♪', '♪ But now I see ♪', Now how home do I want to go here, you know?', 'Is there another verse to come?']
-'''Explainee:''' ['Right.']
-'''Explainer:''' ['Because I can delay the gratification of going home.', 'First of all, just by using inversions,', 'even before we add the notes to the chord.', 'One thing that I was very joyful to discover', 'is that every single melody note', 'works with every single base note.']
-'''Explainee:''' ['''''Would you care to demonstrate that?'''''] ---> '''''Request/Directive question'''''
-'''Explainer:''' ['Yeah. so this is the note F.']
-'''Explainee:''' ['Yeah.']

<h2>Satisfaction</h2>
An utterance which expresses a positive emotion.<ref name="karagjosova2005dialogue"/>

'''Example (1):'''
-'''Explainer:''' ['Have you ever traded or sold anything?']
-'''Explainee:''' ["Actually, I'm selling my computer on eBay right now."]
-'''Explainer:''' ["That's amazing.", 'What made you decide to trade on eBay?']
-'''Explainee:''' ["Well, I mean, I've heard of it,", 'and I trust it a lot because they have', "all of their guarantees, so I know that I'm gonna", "get money and the person's gonna get what they want."]
-'''Explainer:''' ['So what if I told you that blockchain technology', 'is basically a tool where you can do the exact same thing,', 'but it goes to you and I directly?', "You wouldn't need an eBay or a brand in between."]
-'''Explainee:''' ['''''That's cool.'''''] ---> '''''Satisfaction'''''

<h2>Signal understanding</h2>
An utterance which signals understanding explicitly. .<ref name="karagjosova2005dialogue"/>

-'''Example (1):'''

-'''Explainer:'''["And it's almost exactly like the space story.", "The space story says there's a distance,", 'distance is different along different curves.', "Einstein says there's something that measures", 'the length of these curves,', 'and we call it the proper time.', 'It is literally the time that you would read', 'on your wristwatch.']
-'''Explainee:''' ["So it's kind of like our fundamental time?", 'Or our base time?']
-'''Explainer:'''['Well kind of.', "What Einstein wants to get across is there's no such thing", "as fundamental, like there's the universe's time,", 'this big letter T that might tell you how old', 'the universe is, but then every individual', 'has a clock with them, and they measure their own time', "depending on how they're moving through the universe."]
-'''Explainee:''' ['I see.']---> '''''Signal understanding'''''

<h2>Signal partial understanding</h2>
An utterance which explicitly signals partial understanding. <ref name="karagjosova2005dialogue"/>

-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee''': ['Yes, a lot.']
-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''

<h2>Signal non-understanding</h2>
An utterance that [explicitly] signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <ref name="karagjosova2005dialogue"/>

Example (1): The following statements signals non-understanding:
-I don't understand your question
-What do you mean by that?
-What do you mean?

<h2>Substantive backchannel</h2>
Substantive backchannel is a type of backchannel response. Substantive backchannels consist of more substantial turn-taking by the listener and usually manifest as asking for clarification or repetitions. More substantive backchannels such as "oh come on, are you serious?" require a context where the speaker is responding to something exasperating or frustrating. <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>

<h2>summarising</h2>
summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref><ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So you are already a PhD student, you know a lot about gravity, but what do you think you've taken away from this conversation?']
-'''Explainee:''' ['''''Well, I've definitely taken away that the way that we think about gravity today is very different from how Newton thought about it, and that even though we have a very good understanding, "there's lots of things that we don't fully understand. There's still a lot of questions to be answered, which I think is really exciting.'''''] ---> '''''summarising'''''
-'''Explainer:''' [ See, you're a scientist. [laughs], Isn't the best part being able to ask the questions?]
-'''Explainee:''' [ Oh yeah.]

<h2>Tentative Response</h2>
Tentative Response is an utterance that is normally uttered in response to a question. This type of response is not stated confidently. And it evidently displays a degree of uncertainty.

*The difference between '''''assert''''' and '''''tentative response:''''' Assert is when we state a fact or an opinion confidently while tentative response refers to occasions that we state a fact or an opinion without confidence.

'''Example (1):'''
-'''''Explainer:''''' ['And how would you find yourself,', 'like if someone said where are you,', 'could you use some words or ideas', 'to say where you are on that line?']
-'''''Explainee:''''' ['I think I would be maybe there,', "since I'm facing it."]

<h2>Verification question</h2>
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <ref name="graesser1994question"/> Please also compare verification question with the concept of '''''backchannel questions''''' introduced in <ref>Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref>

'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''': Mmm-hmm, it's when you take turns doing something.", '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''

'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']

<h2>Understanding query</h2>
An utterance that asks “the listener whether they understood, rather than making them prove it. It takes a “yes” or “no” as an answer <ref name="karagjosova2005dialogue"/>

Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.



'''Example (1):'''
-Do you now understand how this relates to the implication?

==Notes==
<references />

General moves

2024-12-03T21:06:13Z

Wikiadmin:

<h2>Accept-part</h2>
An utterance that accepts part of a proposal, request, statement or information request .<ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref> Implicitly, it rejects another part of the utterance, but we only code what is explicitly accepted. When an utterance does both explicitly, it should be segmented it into two units and labelled accordingly.

Example (1)<ref name="stolcke2000dialogue"/>:
'''''Something like that'''''

<h2>Acknowledge</h2>
Acknowledgments are utterances consisting of short phrases such as “ok”, “yes”, “uh-huh”, that signal that the previous utterance was understood without necessarily signaling acceptance. They do not resolve the content of the utterance they address. ”right”, ”alright” and ”ok” are ambiguous. They are commonly only an acknowledge when they are followed by a hint. ”OK” is commonly used after a not totally wrong answer.<ref name="stolcke2000dialogue"/><ref name="leech2003generic">Leech, G., & Weisser, M. (2003). Generic speech act annotation for task-oriented dialogues. In Proceedings of the corpus linguistics 2003 conference (Vol. 16, pp. 441-446). Lancaster: Lancaster University.‏</ref>

-'''Explainer:''' ['Have you ever heard of harmony?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']
-'''Explainer:''' ['I like it.', "That's absolutely correct."]
-'''Explainee:''' ['''''Okay.'''''] ---> '''''Acknowledge'''''

<h2>Action directive</h2>
An utterance that requests an action to be performed, i.e., commands, pleas etc.<ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/><ref name="allen1997draft">Allen, J., & Core, M. (1997). Draft of DAMSL: Dialog act markup in several layers.‏</ref>


'''Example (1):'''
-"Please show that..."

'''Example (2):'''
-'''Explainer:''' ['''''Try look over there and concentrate on his face over there.''''', 'Can you see me waving my hand without turning your eyes?'] --> '''''Action directive'''''
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me how many fingers I'm holding up?"]
-'''Explainee:''' ['Uh, three?']

<h2> Analogy </h2>
Analogy is an utterance where a comparison of two otherwise unlike things is made based on resemblance of a particular aspect.<ref name"analogy">https://www.merriam-webster.com/dictionary/analogy</ref>

'''Example:'''
-'''Explainer:'''["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']
-'''Explainee:'''['Nice.']
-'''Explainer:'''['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
-'''Explainee:'''['Why do you hold it so tight?']
-'''Explainer:'''['''''I'm holding it tight to show you, then when you're trying to pull it, a black hole will really hold onto it with its gravity.'''''] ---> '''''Analogy'''''
-'''Explainee:'''['I got it.']

<h2>Assert</h2>
Assert refers to an utterance where a fact or an opinion is stated confidently. In other words, assert refers to the statements where "The speaker is trying to make the addressee adopt a belief by communicating a claim about the world". <ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

'''Example (1):'''
-'''Explainer:'''['So have you ever heard of something called a black hole?']
-'''Explainee:'''['What is a black hole?']
-'''Explainer:'''['''''Well, it has to do with, a lot with gravity,''''' 'do you know what gravity is?']---> '''''Assert'''''
-'''Explainee:'''['No, not at all.']
-'''Explainer:'''['''''It's what keeps us on the earth.''''']---> '''''Assert'''''

<h2>Backchannel response</h2>
A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples of backchanneling in English include such expressions as "yeah", "uh-huh", "hmm", and "right". <ref name="stolcke2000dialogue"/><ref>Heinz, B. M. (1998). Backchannel responses as conversational strategies in bilingual speakers' conversations. The University of Nebraska-Lincoln.‏</ref>

<h2>Causal antecedent question</h2>
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ["So what's your major?"]
-'''Explainee:''' ['Chemical engineering.']
-'''Explainer:''' ['''''What made you choose that?'''''] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ['Like any freshman,', 'going into chemical engineering,', 'I was like, I like chemistry!', "So I'm gonna go into chemical engineering.", 'But luckily I also like', 'all the math and all the science too.']

'''Example (2):'''
-'''Explainer:''' ["You're a string theorist, so tell us what kind", 'of string theory you do, what it means', 'to be a string theorist.']
-'''Explainee:''' ["One of the things that's key", 'in the whole story of string theory', 'is the piece of it that talks about', 'quantum theories of gravity.', "So I'm very excited about what happens to spacetime,", 'what does it even mean at the quantum level.']
-'''Explainer:''' ['Cool, so do you think a lot about extra dimensions', 'in your everyday life?']
-'''Explainee:''' ['Uh, yes I do.']
-'''Explainer:''' ['And so when you think about extra dimensions,', 'you put them together with brains and different fields', 'wrapping around the extra dimensions and so forth, right?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['You know, a lot of people, a lot of string theorists,', 'they care a lot about all the different ways', 'in which we could hide the extra dimensions.', 'As someone who cares about cosmology,', 'I wanna start asking why are the extra dimensions', 'small at all?', '''''How did that happen?''''', 'Is this something you think about yourself?'] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ["Yes, well ultimately we'd like to understand", 'the observable universe.', 'If string theory turns out to be the thing', 'that the universe cares about,', "we'd like to know, with all of these possibilities", 'that are in string theory, how do we get the one', 'that looks like the world we live in?']
-'''Explainer:''' ['The thing I want to talk about is this paper I wrote', 'with Matt Johnson and Lisa Randall', "where we realize there's another way", 'to compactify extra dimensions spontaneously, dynamically.', 'If you imagine starting with this big piece of paper', "you couldn't wrap up everything,", 'but within some region of space you could make a tube.']
-'''Explainee:''' ['Okay.']

<h2>Causal consequence question</h2>
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
<ref name="graesser1994question"/>  <ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So this is C major, yeah?', '(keyboard music)', 'And then this is C minor.', 'So the feelings are different, right?']
-'''Explainee:''' ['Yeah, feels like dark and spooky.']
-'''Explainer:''' ["[Jacob] Yeah, this one's dark and spooky."]
-'''Explainee:''' ['Haunted house.']
-'''Explainer:''' ['''''And how does this one make you feel though?''''']---> '''''Causal consequence question'''''
-'''Explainee:''' ['Happy. And joyful.']
-'''Explainer:''' ['Yeah, I like that, yeah.']
-'''Explainee:''' ['Yeah, yeah.']

'''Example (2):'''
-'''Explainer:''' ['Yeah.', 'The main thing is that if something falls', "into a black hole, it can never get out, it's--"]
-'''Explainee:''' ['What about the earth? '''''What if it rolls into it--'''''] ---> '''''Causal consequence question'''''
-'''Explainer:''' ['Oh, if the earth rolls into it?']
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It would be bad, we wouldn't be able to get out."]

<h2>Commit</h2>
An utterance with which the speaker commits himself to a future course of action. An utterance that accepts an action directive or open option will typically be a commit. “Okay” can be also a commit. The speaker’s commitment does not depend on the acceptance of the commitment by the hearer, e.g.,as in the case of a promise.<ref name="karagjosova2005dialogue"/>

'''Example (1)'''<ref name="karagjosova2005dialogue"/>:
I do this now.

'''Example (2)''' <ref name="stolcke2000dialogue"/>:
I’ll have to check that out

<h2>Comparison question</h2>
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?"<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['''''So what's the connection between neutron stars and black holes?'''''] ---> '''''Comparison question'''''
-'''Explainee:''' ['So, as I understand it,', "a black hole is sort of like a neutron star's big brother.", "It's more intense, though.", 'If you have so much matter when a star is collapsing', "that it can't hold itself up, it collapses to a black hole,", 'and those are so dense that space-time breaks down', 'in some way or another.']
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['So is there a sensible way to talk', "about what's inside a black hole,", 'or is that, should you think of it', 'as there is no space-time inside?']

<h2>Completion</h2>
An utterance that shows ”understanding by finishing or adding to the clause that a speaker is in the middle of constructing”<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>


-'''Explainer:''' ['As an engineer of course, I love quantifiable things.', "I like saying here's my 18 millisecond motion to photon,", "here's my angular resolution that I'm improving.", "I'm doing the color-space right.", 'But you can look not too far back where you say we', 'have blu-ray DVDs at this amazing resolution,', 'but more people want to watch Youtube videos', 'at really bad early internet video speeds.', 'Where there are things that if you deliver', 'a value to people then these objective quantities', 'may not be the most important thing.', "And while we're certainly pushing as hard as we can", 'on lots of these things that make the experience better', 'in potentially every way or maybe just for videos', 'or for different things.', "I don't think that its necessary.", "I've commented that I think usually my favorite titles", "on mobile that are fully synthetic are ones that don't", 'even try, they just go and do light-mapped, black-shaded.', 'And I think its a lovely aesthetic.', "I think that you don't wind up fighting all of the aliasing.", "While you get some other titles that, oh we're gonna", 'be high-tech with our specular bump maps with roughness.', "And you've got aliasing everywhere,", "and you can't hold frame rate and its all problematic.", 'While some of these that are clearly very synthetic worlds', 'where its nothing but these cartoony flat-shaded things', 'with lighting, but they look and they feel good.', "And you can buy that you're in that place.", "And you want to know what's around that monolith over there."]
-'''Explainee:''' ['We did a project called Life of Us,', 'which was exactly that mindset.', "We were let's embrace low-poly aesthetic", 'and just simple vertex shading.', 'And we ended up realizing, you can embody', 'these various creatures and transform yourself.', 'And when you do that with co-presence of another creature,', 'another human, it makes for a totally magical journey.', "You don't even think for a second, you actually dismiss", 'the whole idea of photo-realism', 'and embrace that reality for what it is.', 'I think it actually helps put you at ease a little bit.']
-'''Explainer:''' ['The end goal of reality, of course in computer graphics', 'people chase photo-realistic form for a long time.', "And basically, we've achieved it.", "Photo-realism, if you're willing to throw enough discreet", 'path traced rays at things,', 'you can generate photo-realistic views.', 'And we understand the light really well.', 'Of course it still takes a half hour per frame', 'like it always has, or more, to render the different things.', 'So its an understood problem and given infinite computing', 'power we could be doing that in virtual reality.', "However, a point that I've made to people in recent years", "is that, we are running out of More's Law.", "Maybe we'll see some wonderful breakthrough in quantum", 'structures or whatever--']
-'''Explainee:''' ['''''Or bandwidth, or streaming.''''']---> '''''completion'''''

<h2>Concept completion question</h2>
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>
-'''Explainer:''' ["[Donna] So you're a college student?"]
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ["[Donna] '''''And what's your major?'''''"]---> '''''Concept completion question'''''
-'''Explainee:''' ["I'm an engineering physics major with a minor in math.", "I'm in the three, two program for biomedical engineering."]

<h2>Continuer</h2>
A continuer is a short utterance which plays discourse-structuring roles like indicating that the other speaker should go on talking, such as “uh-huh” and “okay” <ref name="jurafsky1998lexical">Jurafsky, D., Shriberg, E., Fox, B., & Curl, T. (1998). Lexical, prosodic, and syntactic cues for dialog acts. In Discourse Relations and Discourse Markers.‏</ref>


'''Example (1):'''
-'''Explainer:''' ["So today, we're gonna talk about blockchain technology."]
-'''Explainee:''' ['''''Okay.'''''] --->'''''Continuer'''''
-'''Explainer:''' ['[Bettina] Have you ever heard of blockchain?']
-'''Explainee:''' ['I have.', "Whenever we have a transaction, and let's say", 'I buy something from you, this information gets logged.', 'And it gets verified by a third person or third party.', 'And then if like all this information verified', 'and it all matches, right, the transaction goes through', 'without any intermediary basically, right?', 'It gets stored, and when you make further transactions,', 'this information is ready, embedded.', "It's in the ledger."]

<h2>Definition question</h2>
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''''What is a t test?'''''----> '''''Definition question'''''

'''Example (2):'''
-'''Explainer:''' ['So have you ever heard of something called a black hole?']
-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''
-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
-'''Explainee:''' ['No, not at all.']

<h2>Disjunctive question</h2>
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is X or Y the case? Is X,Y,or Z the case?".  <ref name="graesser1994question"/>

'''Example:'''
-'''''Is gender or female the variable?'''''----> '''''Disjunctive question'''''

'''Example:'''
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['''''So is there a sensible way to talk about what's inside a black hole or is that, should you think of it, as there is no space-time inside?''''']. ----> '''''Disjunctive question'''''
-'''Explainer:''' ["There isn't a sensible way to talk about it yet,", "and that probably means that's where Einstein's", 'theory of gravity as a curved space-time', 'is beginning to break down,', 'and we need to take the extra step', 'of going to some kind of quantum theory of gravity.', "And we don't have that yet.", "So even though the black hole isn't completely understood,", 'we do know that they form astronomically,', 'that in the universe things like neutron stars form', 'and things like black holes form.', 'The consequences are very much speaking', 'to this curved space-time.', 'So, for instance, if two black holes orbit each other,', "they're like mallets on a drum,", 'and they actually cause space-time to ring,', "and it's very much part of gravitation.", 'The ringing of space-time itself,', 'we call gravitational waves.', 'And this was something Einstein thought about', 'right away in 1950-1960, he was thinking about that.']
-'''Explainee:''' ['Those waves are very exciting for me too', 'because neutron stars orbiting each other', 'also give off gravitational waves', 'and we might be able to get some data', 'about neutron star material from that kind of signal.']

'''Example:'''
-'''Explainer:''' ['''''Do you know a lot about lasers? Or just about the laser that you use.'''''] ----> '''''Disjunctive question'''''
-'''Explainee:''' ['Not a lot, just a little bit.']
-'''Explainer:''' ['Okay.', 'So this is about high intensity lasers.', 'Not only how do you make them,', 'but what was really stopping them being made', 'in both cases is non linear optics.', 'We wanna do something that requires', 'a huge photon density application,', "and so that's how come we came up with", 'chirped pulse amplification,', 'so that we could stretch the pulse,', 'safely amplify it, then compress it at the end,', "and then we're ready to do whatever we want at the end.", 'So what do you think the main difference is', 'between the continuous wave laser that you have', 'that runs at 10 watts and a chirped pulse amplifier?']
-'''Explainee:''' ['I feel like the continuous laser', 'delivers power at a continuous rate,', 'whereas you want all that power to be delivered', 'in a really, really short time with your amplification.']

<h2>Echo Question</h2>
Echo Question is defined as “a repetition of a prior utterance. The main function of an echo question is to clarify the form or content of the prior utterance”.<ref name="noh1998echo">Noh, E. J. (1998). Echo questions: Metarepresentation and pragmatic enrichment. Linguistics and philosophy, 603-628.‏‏</ref>

Example(1)
-'''''Explainer:''''' ['How much sleep do you get, typically?']
-'''''Explainee:''''' ['During the summer?', 'Like 10 hours.']
-'''''Explainer:''''' ['''''10 hours?'''''] -->'''''Echo Question'''''

Example(2):
-'''''Explainer:''''' ['Okay.', 'How long are the naps that you take?']
-'''''Explainee:''''' ['Anywhere from between one to six hours.']
-'''''Explainer:''''' ['''''One to six hours?''''' "That's a long nap."] -->'''''Echo Question'''''

<h2>Echo Response</h2>
Echo Response is a move inspired by the notion of an echo answer. “An echo answer is an answer that repeats elements of the question. This response form occurs after yes/no questions…". According to Svennevig<ref name"echo_response">Svennevig, Jan. Echo Answers in Native/Non-Native Interaction. 2010. In Pragmatics, Vol. 13, No.2. 2003. DOI:10.1075/prag.13.2.04sve</ref>, “echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress…The other is to claim a strengthened commitment to the answer…”

'''Example (1):'''
-'''Explainee:'''["So I'm at UC Berkeley, I'm a psychology student", 'studying cognitive neuro-science', 'and I just started my third year.']
-'''Explainer:'''['Congratulations.']
-'''Explainee:'''['Thank you.']
-'''Explainer:'''['So a lot of brain stuff.']
-'''Explainee:'''['''''A lot of brain stuff.'''''] ---> '''''Echo Response'''''

'''Example (2):'''
-'''Explainee:'''["I'm a fourth year Chemistry student at USF."]
-'''Explainer:'''['So pretty science-y.']
-'''Explainee:'''[Yes, '''''pretty science-y.'''''] ---> '''''Echo Response'''''

<h2>Elaboration</h2>
Elaboration refers to an utterance where more details are added concerning what has already been said. In other words, "elaboration is the act of adding more information to existing information to create a more complex, emergent whole." <ref name="Elaboration">https://en.wikipedia.org/wiki/Elaboration</ref>




-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']
-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]
-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
-'''Explainee:''' ['Okay.']
-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaboration'''''

<h2>Enablement question</h2>
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?" or "What enables the achievement of X?". An example of Enablement question would be: "What device allows you to measure stress?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

<h2>Example question</h2>
An Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['What do you say when something is one dimensional?', '''''What's an example of something that's one dimensional?''''']---> '''''Example question'''''
-'''Explainee:''' ['Hmm, I think one dimensional might be a circle, I guess,', 'or maybe a line.']
-'''Explainer:''' ['A line is the perfect example']
-'''Explainee:''' ['Yeah, a line.']

<h2>Expectational question</h2>
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" <ref name="graesser1994question"/>

Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:

-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''
-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''
-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.

<h2>Feature specification question</h2>
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?"<ref name="graesser1994question"/> or "What features does X have?"<ref name="nielsen2008taxonomy"/>. An example of feature specification question would be: "What are the properties of a bar graph?" 

-'''Explainer:''' ['And what are you studying?']
-'''Explainee:''' ["I'm studying soft matter physics,", 'which involves the physics of squishy stuff.', 'We make microswimmers in the laboratory', 'and we drive them with a laser.']
-'''Explainer:''' ['''''And what kind of laser do you use?'''''] ---> '''''Feature specification question'''''
-'''Explainee:''' ["We use a 10 watt laser, it's a fiber laser."]

<h2>Follow-up Question</h2>
Follow-up Question is a question posed by the listener to request for more information and clarification, or express their interest or impression concerning the previous utterance.<ref name="Follow-up Question">https://dictionary.cambridge.org/grammar/british-grammar/questions-follow-up-questions‏</ref>

'''Example:'''
-'''''Explainer:''''' ["That's right.", 'To do machine learning, we use something called algorithms.', 'Have you heard of algorithms before?']
-'''''Teen:''''' ['A set of steps or a process', 'carried out to complete something?']
-'''''Explainer:''''' ["That's right."]
-'''''Teen:''''' ["So do you think that we've been able", 'to teach machines enough', "so that they can do things that even we can't do?", 'And on the opposite side of that,', 'do you think there are things that we can do', 'that a machine might never be able to do?']

<h2>Follow-up Statement</h2>
Follow-up Statement is an utterance which is stated in connection with the previous utterance in order to continue or add something to the previous utterance. Generally speaking, it can build up on the previous discussion, add a complementary point, express a personal comment or impression, or mention an example relevant to the topic.

'''Example:'''
-'''Explainer:''' ['Another origami challenge', 'that comes up with these patterns', "is if we're going to make an aircraft out of this thing", "we're going to need hundreds of yards of folded origami.", "We're not going to do it by hand", 'and this might be the new frontier in origami engineering,', 'which is the design of machines', 'that can fold patterns that have applications.']
-'''Explainee:'''['''''So you're talking about a machine", 'that is actually folding it into this, 'not just making the creases but actually folding it.'''''] ---> '''''Follow-up Statement'''''
-'''Explainer:'''['Yeah, so what goes in as sheet', 'and what comes out is this, or something this wide.']
-'''Explainee:'''["That's cool, yeah.", 'What do you see as kind of like the next big breakthrough?', 'Is there anything out there on the horizon', "that you're just like, oh wow, this is really exciting?"]

<h2>Goal orientation question</h2>
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
-'''Explainee:''' ['I would want to make a unicorn out of atoms.']
-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']
-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''
-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
-'''Explainee:''' ['Cool.']

<h2>Gratitude</h2>
An utterance that expresses gratitude.<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ['[Janna laughs]']
-'''Explainee:''' ["It's sort of like there's a description", 'that works pretty well.']
-'''Explainer:''' ["Yeah, you don't go to the doctor and say,", "Heisenberg's uncertainty principle caused", 'a series of fluctuations.']
-'''Explainee:''' ['Right, would you help me?', "So there's so many open questions.", 'The fact that they are all these fundamental issues', "that we really don't understand.", "But, on the other hand, there's all these moving parts", 'that fit together so neatly.', "There's definitely something that's working here.", 'But ultimately what is gonna emerge from that,', "what structure is lying under it, we just don't know.", 'But I think the fact that there are', 'so many fundamental questions', "that we just don't know the answer to,", "that is an opportunity, that's exciting, it's great."]
-'''Explainer:''' ['''''Thanks so much for coming.''''' It's really good to have you here.] -->'''''Gratitude'''''
-'''Explainee:''' ['''''Thank you very much''''', Janna, it was my pleasure.] -->'''''Gratitude'''''

<h2>Instrumental/procedural question</h2>
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''
-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']

<h2>Interpretation question</h2>
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <ref name="graesser1994question"/>

<h2>Judgmental question</h2>
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" <ref name="graesser1994question"/>

'''Example (1):''' In this example the explainer makes judgemental questions as an explanation move.
-'''Explainer:''' ['''''So, what do you think of that?''''', '''''What do you think of origami?''''']----> '''''Judgmental questions'''''
-'''Explainee:''' ['I think that the people that make them are talented.', "It's hard.", "Seeing the stuff that we've made here,", "I'd bet that they could do rocket ships.", 'Just so much that you can do with them.']
-'''Explainer:''' ['Thanks for coming.']
-'''Explainee:''' ['Thanks for having me.']

'''Example (2):''' This example shows where the explainee makes judgmental questions.
-'''Explainer:''' ['Maybe a wiring diagram is not sufficient to understand', 'the brain, and it would be crazy to think that that would be', 'sufficient, actually.']
-'''Explainee:''' ['If you limit the connectome to be just the wiring diagram', 'without, you know, more information about myelination', 'or glial cells, all types of environmental features that', 'surround the neurons and axons then you have an incomplete', 'picture, no doubt.']
-'''Explainer:''' ['Sometimes when people get, they worry about connectomics,', "I think what they're actually worrying about is that", "it's the end of the that we used to do neuroscience."]
-'''Explainee:''' ['''''What do you think about memory?''''', '''''Do you think that there's ways of resolving what the substrate of human memory is, you know, is it just LTP and LTD?'''''] ----> '''''Judgmental questions'''''
-'''Explainer:''' ["I'm not sure if you had a connectome of a human brain,", 'of an adult human, I would be able to read out', 'memories from that.']

<h2>Maybe</h2>
An utterance with which the speaker ”explicitly states that he cannot give a definite answer at the moment”. Examples: "I’ll have to think about it."<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee:''' ['Yes, a lot.']
-'''Explainer:''' ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee:''' ['Yeah, kind of.']
-'''Explainer:''' ["What's your idea what physics is?"]
-'''Explainee:''' ["Um, '''''I'm not so sure.'''''] --> '''''Maybe'''''

<h2>non-lexical backchannel</h2>
Non-lexical backchannel is a type of backchannel response. "A non-lexical backchannel is a vocalized sound that has little or no referential meaning but still verbalizes the listener's attention, and that frequently co-occurs with gestures. In English, sounds like uh-huh and hmm serve this role." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

'''Example (1):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ['''''Mmm-hmm''''', it's when you take turns doing something. It's when you give up most of what you want, right?] --> '''''non-lexical backchannel'''''

'''Example (2):'''
-'''Explainee:''' ["It's a large scale attempt to understand the wiring map", 'of the brain, essentially.']
-'''Explainer:''' ['Yeah, great.']
-'''Explainee:''' ["I think that it's definitely needed."]
-'''Explainer:''' ['''''Huh.'''''] --> '''''non-lexical backchannel'''''
-'''Explainee:''' ['Understanding the anatomy of the brain is definitely', "important but, it doesn't necessarily tell us everything", "about the function, there's some sort of temporal order", 'from neuron to neuron and region to region', 'that we may not be able to pick up.']

<h2>Offer</h2>
An utterance by which the speaker indicates willingness to commit to an action, if the hearer accepts it <ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/>

-'''Explainer:''' ['Do you know what origami is?']
-'''Explainee:''' ['Is that where you fold paper', 'to make different animals, like those?']
-'''Explainer:''' ['Yes, in fact it is.', 'Have you ever done any origami before?']
-'''Explainee:''' ['Nope.']
-'''Explainer:''' ['[Robert] '''''Would you like to give it a try?'''''] ---> Offer
-'''Explainee:''' ['Sure.']

<h2>Phrasal backchannel</h2>
Phrasal backchannel is a type of backchannel response. "Phrasal backchannels most commonly assess or acknowledge a speaker's communication with simple words or phrases (for example, "Really?" or "Wow!" in English). One of the conversational functions of phrasal backchannels is to assess or appraise a previous utterance." <ref name="backchannel_linguistics"/>

-'''Example (1):'''
-'''Explainer:''' ['Okay.', "We're going to start with a model", 'that every Japanese person learns in kindergarten,', "it's called a crane, traditional origami design,", "it's over 400 years old.", "So, people have been doing what we're about to do", 'for 400 years.']
-'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ["Let's fold it in half from corner to corner, unfold it", "and then we'll fold it in half the other direction,", "also corner to corner but we're going to lift it up", "and we're going to hold the fold with both hands.", "We're going to bring these corners together,", 'making a little pocket and then,', 'this is the trickiest part of this whole design,', "so you're going to put your finger underneath the top layer", "and we're going to try to make that layer", 'fold right along the edge.', 'Now you see how the sides kind of want to come in', "as you're doing that?"]
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It's called a petal fold,", "it's a part of a lot of origami designs", "and it's key to the crane.", "Now we're ready for the magic.", "We're going to hold it in between thumb and forefinger,", 'reach inside,', "grab the skinny point that's between the two layers,", 'which are the wings,', "and I'm going to slide it out so it pokes out at an angle.", "We'll take the two wings, we spread them out to the side", 'and you have made your first origami crane.']
'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''

-'''Example (2):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]
-'''Explainer:''' ['When you give up most of what you want?', 'Well, sometimes that definitely happens for sure.', 'What if I told you that this is the kind of technology', 'that I work on that means you could trade', 'with any kid all over the world?']
-'''Explainee:''' ['''''Really?'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ['Yeah.']

-'''Example (3):'''
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['To be honest, I have no idea.']
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['''''Whoa.'''''] ---> '''''Phrasal backchannel'''''

<h2> Positive Feedback </h2>
Positive Feedback can be generated in answer to the previous utterance. It could be a statement or a short answer. For instance, the speaker confirms the previous utterance by using remarks such as “that’s true”, ‘absolutely”, “exactly”, etc., or the speaker might respond by generating a simple positive word/phrase such as “yes”, “yes, I do”.

'''Example(1):'''
-'''''Explainee:''''' ['Well, dogs are very playful, I think, more than cats.', 'Cats lick themselves more than dogs, I think.']
-'''''Explainer:''''' ['''''That's true.''''', 'Do you think, if we look at these pictures,', 'do you think maybe we could say,', 'Well, they both have pointy ears,', 'but the dogs have a different kind of body', 'and the cats like to stand up a little different.?', 'Do you think that makes sense?']--> '''''Positive Feedback'''''

'''Example(2):'''
-'''''Explainer:''''' ['And so we get the power with a lot less energy', "'cause its power is energy per unit time.", "So we aren't depositing much energy in comparison.", "Can I just ask, 'cause you are using", 'the thermal process of it heating up,', 'but have you ever had the opportunity', 'to use laser tweezers?']
-'''''Explainee:''''' ['''''I have, yeah.''''', 'We use optical tweezers to trap particles in solution.']--> '''''Positive Feedback'''''

'''Example(3):'''
-'''''Explainer:''''' ['So it is amazing, the parallels.', 'And optics is used everywhere.', "We're gonna possibly take over from CERN,", "we'll just do high energy physics with lasers,", "we're looking at gravity waves with lasers,", 'we wanna do black holes with lasers,', 'we wanna machine with lasers,', 'we wanna do medicine with lasers.', "It's everywhere.", 'And now, with the Nobel prize, people are hearing', 'more about it so they know lasers are everywhere.']
-'''''Explainee:''''' ['''''I couldn't agree with you more''''']--> '''''Positive Feedback'''''

<h2> Praise </h2>
Praise is an utterance where a (warm) approval or admiration of someone or something is expressed. <ref name"praise">https://www.merriam-webster.com/dictionary/praise</ref>

'''Example:'''
-'''Explainee:'''["What's blockchain?"]
-'''Explainer:'''['''''That's a really good question.''''', "It's actually a way that we can trade.", 'Do you know what trade is?']---> '''''Praise'''''
-'''Explainee:'''["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]

<h2>Quantification question</h2>
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have? What is the value of a quantitative variable? How many?" <ref name="graesser1994question"/>

'''Example (1):'''
-"How many degrees of freedom are on this variable?"

'''Example (2):'''
-'''Explainer:''' [Try look over there and concentrate on his face over there., 'Can you see me waving my hand without turning your eyes?']
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me '''''how many fingers I'm holding up?'''''] ---> '''''Quantification question'''''
-'''Explainee:''' ['Uh, three?']

<h2> Reassert </h2>
The same as assert, but the speaker thinks that the claim has already been made, and indicates it.  <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

'''Example:'''
-'''Explainee:''' Why hasn't near 0% interest done this to the USD?
-'''Explainer:''' (Reassert)['''''As already mentioned, the relationship between inflation, interest rates and currency value is very complex. Inflation in the US has been low.''''' Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.]

<h2>Reject</h2>
An utterance that rejects a proposal, request, statement or information request. It says nothing positive about the antecedent (possibly indicating error). It can be implicit or contain ”no” or “not”. <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

The following statements indicate reject moves<ref name="karagjosova2005dialogue"/>:
-That's not a statement.
-One cannot conclude that.
-That is not the way to go.
-What you answered is not clear.
-This is not a complete statement.
-This is incomplete or not entirely correct.
-This is not a complete expression.
-You did not apply the rule correctly.

<h2>Reject-part</h2>
An utterance that rejects partly a proposal, request, statement or information request. It implicitly accepts another part of the utterance, but we only code what is explicitly rejected.<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

Example (1):
-That is not entirely correct.



<h2>Rephrasing</h2>
Rephrasing is an explanation move where the explanandum is phrased or expressed in a different way especially to make the meaning clearer<ref name="karagjosova2005dialogue"/>

<h2>Request/Directive question</h2>
Request/Directive questions are formed according to the following abstract specification: "The speaker wants the listener to perform an action". An example of Request/Directive question would be: "Would you add those numbers together?" <ref name="graesser1994question"/>

Example (1):

-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']
-'''Explainer:''' ['''''So would you mind telling me a bit about what you've been working on or interested in lately?'''''] ---> '''''Request/Directive question'''''
-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']

Example (2):

-'''Explainer:''' ['I think that people forget that you can work', 'with the notes you already have by just rearranging them,', 'just the simple idea of inversion,', 'inversion of the simple triad, of F major.', "♪I once was lost and now I'm found ♪", '♪ Was blind ♪', '♪ But now I see ♪', Now how home do I want to go here, you know?', 'Is there another verse to come?']
-'''Explainee:''' ['Right.']
-'''Explainer:''' ['Because I can delay the gratification of going home.', 'First of all, just by using inversions,', 'even before we add the notes to the chord.', 'One thing that I was very joyful to discover', 'is that every single melody note', 'works with every single base note.']
-'''Explainee:''' ['''''Would you care to demonstrate that?'''''] ---> '''''Request/Directive question'''''
-'''Explainer:''' ['Yeah. so this is the note F.']
-'''Explainee:''' ['Yeah.']

<h2>Satisfaction</h2>
An utterance which expresses a positive emotion.<ref name="karagjosova2005dialogue"/>

'''Example (1):'''
-'''Explainer:''' ['Have you ever traded or sold anything?']
-'''Explainee:''' ["Actually, I'm selling my computer on eBay right now."]
-'''Explainer:''' ["That's amazing.", 'What made you decide to trade on eBay?']
-'''Explainee:''' ["Well, I mean, I've heard of it,", 'and I trust it a lot because they have', "all of their guarantees, so I know that I'm gonna", "get money and the person's gonna get what they want."]
-'''Explainer:''' ['So what if I told you that blockchain technology', 'is basically a tool where you can do the exact same thing,', 'but it goes to you and I directly?', "You wouldn't need an eBay or a brand in between."]
-'''Explainee:''' ['''''That's cool.'''''] ---> '''''Satisfaction'''''

<h2>Signal understanding</h2>
An utterance which signals understanding. .<ref name="karagjosova2005dialogue"/>

-'''Example (1):'''

-'''Explainer:'''["And it's almost exactly like the space story.", "The space story says there's a distance,", 'distance is different along different curves.', "Einstein says there's something that measures", 'the length of these curves,', 'and we call it the proper time.', 'It is literally the time that you would read', 'on your wristwatch.']
-'''Explainee:''' ["So it's kind of like our fundamental time?", 'Or our base time?']
-'''Explainer:'''['Well kind of.', "What Einstein wants to get across is there's no such thing", "as fundamental, like there's the universe's time,", 'this big letter T that might tell you how old', 'the universe is, but then every individual', 'has a clock with them, and they measure their own time', "depending on how they're moving through the universe."]
-'''Explainee:''' ['I see.']---> '''''Signal understanding'''''

<h2>Signal partial understanding</h2>
An utterance which explicitly signals partial understanding. <ref name="karagjosova2005dialogue"/>

-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee''': ['Yes, a lot.']
-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''

<h2>Signal non-understanding</h2>
An utterance that [explicitly] signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <ref name="karagjosova2005dialogue"/>

Example (1): The following statements signals non-understanding:
-I don't understand your question
-What do you mean by that?
-What do you mean?

<h2>Substantive backchannel</h2>
Substantive backchannel is a type of backchannel response. Substantive backchannels consist of more substantial turn-taking by the listener and usually manifest as asking for clarification or repetitions. More substantive backchannels such as "oh come on, are you serious?" require a context where the speaker is responding to something exasperating or frustrating. <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>

<h2>summarising</h2>
summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref><ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So you are already a PhD student, you know a lot about gravity, but what do you think you've taken away from this conversation?']
-'''Explainee:''' ['''''Well, I've definitely taken away that the way that we think about gravity today is very different from how Newton thought about it, and that even though we have a very good understanding, "there's lots of things that we don't fully understand. There's still a lot of questions to be answered, which I think is really exciting.'''''] ---> '''''summarising'''''
-'''Explainer:''' [ See, you're a scientist. [laughs], Isn't the best part being able to ask the questions?]
-'''Explainee:''' [ Oh yeah.]

<h2>Tentative Response</h2>
Tentative Response is an utterance that is normally uttered in response to a question. This type of response is not stated confidently. And it evidently displays a degree of uncertainty.

*The difference between '''''assert''''' and '''''tentative response:''''' Assert is when we state a fact or an opinion confidently while tentative response refers to occasions that we state a fact or an opinion without confidence.

'''Example (1):'''
-'''''Explainer:''''' ['And how would you find yourself,', 'like if someone said where are you,', 'could you use some words or ideas', 'to say where you are on that line?']
-'''''Explainee:''''' ['I think I would be maybe there,', "since I'm facing it."]

<h2>Verification question</h2>
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <ref name="graesser1994question"/> Please also compare verification question with the concept of '''''backchannel questions''''' introduced in <ref>Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref>

'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''': Mmm-hmm, it's when you take turns doing something.", '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''

'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']

<h2>Understanding query</h2>
An utterance that asks “the listener whether they understood, rather than making them prove it. It takes a “yes” or “no” as an answer <ref name="karagjosova2005dialogue"/>

Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.



'''Example (1):'''
-Do you now understand how this relates to the implication?

==Notes==
<references />

General moves

2024-12-03T21:04:12Z

Wikiadmin:

<h2>Accept-part</h2>
An utterance that accepts part of a proposal, request, statement or information request .<ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref> Implicitly, it rejects another part of the utterance, but we only code what is explicitly accepted. When an utterance does both explicitly, it should be segmented it into two units and labelled accordingly.

Example (1)<ref name="stolcke2000dialogue"/>:
'''''Something like that'''''

<h2>Acknowledge</h2>
Acknowledgments are utterances consisting of short phrases such as “ok”, “yes”, “uh-huh”, that signal that the previous utterance was understood without necessarily signaling acceptance. They do not resolve the content of the utterance they address. ”right”, ”alright” and ”ok” are ambiguous. They are commonly only an acknowledge when they are followed by a hint. ”OK” is commonly used after a not totally wrong answer.<ref name="stolcke2000dialogue"/><ref name="leech2003generic">Leech, G., & Weisser, M. (2003). Generic speech act annotation for task-oriented dialogues. In Proceedings of the corpus linguistics 2003 conference (Vol. 16, pp. 441-446). Lancaster: Lancaster University.‏</ref>

-'''Explainer:''' ['Have you ever heard of harmony?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']
-'''Explainer:''' ['I like it.', "That's absolutely correct."]
-'''Explainee:''' ['''''Okay.'''''] ---> '''''Acknowledge'''''

<h2>Action directive</h2>
An utterance that requests an action to be performed, i.e., commands, pleas etc.<ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/><ref name="allen1997draft">Allen, J., & Core, M. (1997). Draft of DAMSL: Dialog act markup in several layers.‏</ref>


'''Example (1):'''
-"Please show that..."

'''Example (2):'''
-'''Explainer:''' ['''''Try look over there and concentrate on his face over there.''''', 'Can you see me waving my hand without turning your eyes?'] --> '''''Action directive'''''
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me how many fingers I'm holding up?"]
-'''Explainee:''' ['Uh, three?']

<h2> Analogy </h2>
Analogy is an utterance where a comparison of two otherwise unlike things is made based on resemblance of a particular aspect.<ref name"analogy">https://www.merriam-webster.com/dictionary/analogy</ref>

'''Example:'''
-'''Explainer:'''["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']
-'''Explainee:'''['Nice.']
-'''Explainer:'''['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
-'''Explainee:'''['Why do you hold it so tight?']
-'''Explainer:'''['''''I'm holding it tight to show you, then when you're trying to pull it, a black hole will really hold onto it with its gravity.'''''] ---> '''''Analogy'''''
-'''Explainee:'''['I got it.']

<h2>Assert</h2>
Assert refers to an utterance where a fact or an opinion is stated confidently. In other words, assert refers to the statements where "The speaker is trying to make the addressee adopt a belief by communicating a claim about the world". <ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

'''Example (1):'''
-'''Explainer:'''['So have you ever heard of something called a black hole?']
-'''Explainee:'''['What is a black hole?']
-'''Explainer:'''['''''Well, it has to do with, a lot with gravity,''''' 'do you know what gravity is?']---> '''''Assert'''''
-'''Explainee:'''['No, not at all.']
-'''Explainer:'''['''''It's what keeps us on the earth.''''']---> '''''Assert'''''

<h2>Backchannel response</h2>
A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples of backchanneling in English include such expressions as "yeah", "uh-huh", "hmm", and "right". <ref name="stolcke2000dialogue"/><ref>Heinz, B. M. (1998). Backchannel responses as conversational strategies in bilingual speakers' conversations. The University of Nebraska-Lincoln.‏</ref>

<h2>Causal antecedent question</h2>
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ["So what's your major?"]
-'''Explainee:''' ['Chemical engineering.']
-'''Explainer:''' ['''''What made you choose that?'''''] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ['Like any freshman,', 'going into chemical engineering,', 'I was like, I like chemistry!', "So I'm gonna go into chemical engineering.", 'But luckily I also like', 'all the math and all the science too.']

'''Example (2):'''
-'''Explainer:''' ["You're a string theorist, so tell us what kind", 'of string theory you do, what it means', 'to be a string theorist.']
-'''Explainee:''' ["One of the things that's key", 'in the whole story of string theory', 'is the piece of it that talks about', 'quantum theories of gravity.', "So I'm very excited about what happens to spacetime,", 'what does it even mean at the quantum level.']
-'''Explainer:''' ['Cool, so do you think a lot about extra dimensions', 'in your everyday life?']
-'''Explainee:''' ['Uh, yes I do.']
-'''Explainer:''' ['And so when you think about extra dimensions,', 'you put them together with brains and different fields', 'wrapping around the extra dimensions and so forth, right?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['You know, a lot of people, a lot of string theorists,', 'they care a lot about all the different ways', 'in which we could hide the extra dimensions.', 'As someone who cares about cosmology,', 'I wanna start asking why are the extra dimensions', 'small at all?', '''''How did that happen?''''', 'Is this something you think about yourself?'] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ["Yes, well ultimately we'd like to understand", 'the observable universe.', 'If string theory turns out to be the thing', 'that the universe cares about,', "we'd like to know, with all of these possibilities", 'that are in string theory, how do we get the one', 'that looks like the world we live in?']
-'''Explainer:''' ['The thing I want to talk about is this paper I wrote', 'with Matt Johnson and Lisa Randall', "where we realize there's another way", 'to compactify extra dimensions spontaneously, dynamically.', 'If you imagine starting with this big piece of paper', "you couldn't wrap up everything,", 'but within some region of space you could make a tube.']
-'''Explainee:''' ['Okay.']

<h2>Causal consequence question</h2>
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
<ref name="graesser1994question"/>  <ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So this is C major, yeah?', '(keyboard music)', 'And then this is C minor.', 'So the feelings are different, right?']
-'''Explainee:''' ['Yeah, feels like dark and spooky.']
-'''Explainer:''' ["[Jacob] Yeah, this one's dark and spooky."]
-'''Explainee:''' ['Haunted house.']
-'''Explainer:''' ['''''And how does this one make you feel though?''''']---> '''''Causal consequence question'''''
-'''Explainee:''' ['Happy. And joyful.']
-'''Explainer:''' ['Yeah, I like that, yeah.']
-'''Explainee:''' ['Yeah, yeah.']

'''Example (2):'''
-'''Explainer:''' ['Yeah.', 'The main thing is that if something falls', "into a black hole, it can never get out, it's--"]
-'''Explainee:''' ['What about the earth? '''''What if it rolls into it--'''''] ---> '''''Causal consequence question'''''
-'''Explainer:''' ['Oh, if the earth rolls into it?']
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It would be bad, we wouldn't be able to get out."]

<h2>Commit</h2>
An utterance with which the speaker commits himself to a future course of action. An utterance that accepts an action directive or open option will typically be a commit. “Okay” can be also a commit. The speaker’s commitment does not depend on the acceptance of the commitment by the hearer, e.g.,as in the case of a promise.<ref name="karagjosova2005dialogue"/>

'''Example (1)'''<ref name="karagjosova2005dialogue"/>:
I do this now.

'''Example (2)''' <ref name="stolcke2000dialogue"/>:
I’ll have to check that out

<h2>Comparison question</h2>
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?"<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['''''So what's the connection between neutron stars and black holes?'''''] ---> '''''Comparison question'''''
-'''Explainee:''' ['So, as I understand it,', "a black hole is sort of like a neutron star's big brother.", "It's more intense, though.", 'If you have so much matter when a star is collapsing', "that it can't hold itself up, it collapses to a black hole,", 'and those are so dense that space-time breaks down', 'in some way or another.']
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['So is there a sensible way to talk', "about what's inside a black hole,", 'or is that, should you think of it', 'as there is no space-time inside?']

<h2>Completion</h2>
An utterance that shows ”understanding by finishing or adding to the clause that a speaker is in the middle of constructing”<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>


-'''Explainer:''' ['As an engineer of course, I love quantifiable things.', "I like saying here's my 18 millisecond motion to photon,", "here's my angular resolution that I'm improving.", "I'm doing the color-space right.", 'But you can look not too far back where you say we', 'have blu-ray DVDs at this amazing resolution,', 'but more people want to watch Youtube videos', 'at really bad early internet video speeds.', 'Where there are things that if you deliver', 'a value to people then these objective quantities', 'may not be the most important thing.', "And while we're certainly pushing as hard as we can", 'on lots of these things that make the experience better', 'in potentially every way or maybe just for videos', 'or for different things.', "I don't think that its necessary.", "I've commented that I think usually my favorite titles", "on mobile that are fully synthetic are ones that don't", 'even try, they just go and do light-mapped, black-shaded.', 'And I think its a lovely aesthetic.', "I think that you don't wind up fighting all of the aliasing.", "While you get some other titles that, oh we're gonna", 'be high-tech with our specular bump maps with roughness.', "And you've got aliasing everywhere,", "and you can't hold frame rate and its all problematic.", 'While some of these that are clearly very synthetic worlds', 'where its nothing but these cartoony flat-shaded things', 'with lighting, but they look and they feel good.', "And you can buy that you're in that place.", "And you want to know what's around that monolith over there."]
-'''Explainee:''' ['We did a project called Life of Us,', 'which was exactly that mindset.', "We were let's embrace low-poly aesthetic", 'and just simple vertex shading.', 'And we ended up realizing, you can embody', 'these various creatures and transform yourself.', 'And when you do that with co-presence of another creature,', 'another human, it makes for a totally magical journey.', "You don't even think for a second, you actually dismiss", 'the whole idea of photo-realism', 'and embrace that reality for what it is.', 'I think it actually helps put you at ease a little bit.']
-'''Explainer:''' ['The end goal of reality, of course in computer graphics', 'people chase photo-realistic form for a long time.', "And basically, we've achieved it.", "Photo-realism, if you're willing to throw enough discreet", 'path traced rays at things,', 'you can generate photo-realistic views.', 'And we understand the light really well.', 'Of course it still takes a half hour per frame', 'like it always has, or more, to render the different things.', 'So its an understood problem and given infinite computing', 'power we could be doing that in virtual reality.', "However, a point that I've made to people in recent years", "is that, we are running out of More's Law.", "Maybe we'll see some wonderful breakthrough in quantum", 'structures or whatever--']
-'''Explainee:''' ['''''Or bandwidth, or streaming.''''']---> '''''completion'''''

<h2>Concept completion question</h2>
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>
-'''Explainer:''' ["[Donna] So you're a college student?"]
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ["[Donna] '''''And what's your major?'''''"]---> '''''Concept completion question'''''
-'''Explainee:''' ["I'm an engineering physics major with a minor in math.", "I'm in the three, two program for biomedical engineering."]

<h2>Continuer</h2>
A continuer is a short utterance which plays discourse-structuring roles like indicating that the other speaker should go on talking, such as “uh-huh” and “okay” <ref name="jurafsky1998lexical">Jurafsky, D., Shriberg, E., Fox, B., & Curl, T. (1998). Lexical, prosodic, and syntactic cues for dialog acts. In Discourse Relations and Discourse Markers.‏</ref>


'''Example (1):'''
-'''Explainer:''' ["So today, we're gonna talk about blockchain technology."]
-'''Explainee:''' ['''''Okay.'''''] --->'''''Continuer'''''
-'''Explainer:''' ['[Bettina] Have you ever heard of blockchain?']
-'''Explainee:''' ['I have.', "Whenever we have a transaction, and let's say", 'I buy something from you, this information gets logged.', 'And it gets verified by a third person or third party.', 'And then if like all this information verified', 'and it all matches, right, the transaction goes through', 'without any intermediary basically, right?', 'It gets stored, and when you make further transactions,', 'this information is ready, embedded.', "It's in the ledger."]

<h2>Definition question</h2>
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''''What is a t test?'''''----> '''''Definition question'''''

'''Example (2):'''
-'''Explainer:''' ['So have you ever heard of something called a black hole?']
-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''
-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
-'''Explainee:''' ['No, not at all.']

<h2>Disjunctive question</h2>
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is X or Y the case? Is X,Y,or Z the case?".  <ref name="graesser1994question"/>

'''Example:'''
-'''''Is gender or female the variable?'''''----> '''''Disjunctive question'''''

'''Example:'''
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['''''So is there a sensible way to talk about what's inside a black hole or is that, should you think of it, as there is no space-time inside?''''']. ----> '''''Disjunctive question'''''
-'''Explainer:''' ["There isn't a sensible way to talk about it yet,", "and that probably means that's where Einstein's", 'theory of gravity as a curved space-time', 'is beginning to break down,', 'and we need to take the extra step', 'of going to some kind of quantum theory of gravity.', "And we don't have that yet.", "So even though the black hole isn't completely understood,", 'we do know that they form astronomically,', 'that in the universe things like neutron stars form', 'and things like black holes form.', 'The consequences are very much speaking', 'to this curved space-time.', 'So, for instance, if two black holes orbit each other,', "they're like mallets on a drum,", 'and they actually cause space-time to ring,', "and it's very much part of gravitation.", 'The ringing of space-time itself,', 'we call gravitational waves.', 'And this was something Einstein thought about', 'right away in 1950-1960, he was thinking about that.']
-'''Explainee:''' ['Those waves are very exciting for me too', 'because neutron stars orbiting each other', 'also give off gravitational waves', 'and we might be able to get some data', 'about neutron star material from that kind of signal.']

'''Example:'''
-'''Explainer:''' ['''''Do you know a lot about lasers? Or just about the laser that you use.'''''] ----> '''''Disjunctive question'''''
-'''Explainee:''' ['Not a lot, just a little bit.']
-'''Explainer:''' ['Okay.', 'So this is about high intensity lasers.', 'Not only how do you make them,', 'but what was really stopping them being made', 'in both cases is non linear optics.', 'We wanna do something that requires', 'a huge photon density application,', "and so that's how come we came up with", 'chirped pulse amplification,', 'so that we could stretch the pulse,', 'safely amplify it, then compress it at the end,', "and then we're ready to do whatever we want at the end.", 'So what do you think the main difference is', 'between the continuous wave laser that you have', 'that runs at 10 watts and a chirped pulse amplifier?']
-'''Explainee:''' ['I feel like the continuous laser', 'delivers power at a continuous rate,', 'whereas you want all that power to be delivered', 'in a really, really short time with your amplification.']

<h2>Echo Question</h2>
Echo Question is defined as “a repetition of a prior utterance. The main function of an echo question is to clarify the form or content of the prior utterance”.<ref name="noh1998echo">Noh, E. J. (1998). Echo questions: Metarepresentation and pragmatic enrichment. Linguistics and philosophy, 603-628.‏‏</ref>

Example(1)
-'''''Explainer:''''' ['How much sleep do you get, typically?']
-'''''Explainee:''''' ['During the summer?', 'Like 10 hours.']
-'''''Explainer:''''' ['''''10 hours?'''''] -->'''''Echo Question'''''

Example(2):
-'''''Explainer:''''' ['Okay.', 'How long are the naps that you take?']
-'''''Explainee:''''' ['Anywhere from between one to six hours.']
-'''''Explainer:''''' ['''''One to six hours?''''' "That's a long nap."] -->'''''Echo Question'''''

<h2>Echo Response</h2>
Echo Response is a move inspired by the notion of an echo answer. “An echo answer is an answer that repeats elements of the question. This response form occurs after yes/no questions…". According to Svennevig<ref name"echo_response">Svennevig, Jan. Echo Answers in Native/Non-Native Interaction. 2010. In Pragmatics, Vol. 13, No.2. 2003. DOI:10.1075/prag.13.2.04sve</ref>, “echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress…The other is to claim a strengthened commitment to the answer…”

'''Example (1):'''
-'''Explainee:'''["So I'm at UC Berkeley, I'm a psychology student", 'studying cognitive neuro-science', 'and I just started my third year.']
-'''Explainer:'''['Congratulations.']
-'''Explainee:'''['Thank you.']
-'''Explainer:'''['So a lot of brain stuff.']
-'''Explainee:'''['''''A lot of brain stuff.'''''] ---> '''''Echo Response'''''

'''Example (2):'''
-'''Explainee:'''["I'm a fourth year Chemistry student at USF."]
-'''Explainer:'''['So pretty science-y.']
-'''Explainee:'''[Yes, '''''pretty science-y.'''''] ---> '''''Echo Response'''''

<h2>Elaboration</h2>
Elaboration refers to an utterance where more details are added concerning what has already been said. In other words, "elaboration is the act of adding more information to existing information to create a more complex, emergent whole." <ref name="Elaboration">https://en.wikipedia.org/wiki/Elaboration</ref>




-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']
-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]
-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
-'''Explainee:''' ['Okay.']
-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaboration'''''

<h2>Enablement question</h2>
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?" or "What enables the achievement of X?". An example of Enablement question would be: "What device allows you to measure stress?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

<h2>Example question</h2>
An Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['What do you say when something is one dimensional?', '''''What's an example of something that's one dimensional?''''']---> '''''Example question'''''
-'''Explainee:''' ['Hmm, I think one dimensional might be a circle, I guess,', 'or maybe a line.']
-'''Explainer:''' ['A line is the perfect example']
-'''Explainee:''' ['Yeah, a line.']

<h2>Expectational question</h2>
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" <ref name="graesser1994question"/>

Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:

-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''
-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''
-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.

<h2>Feature specification question</h2>
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?"<ref name="graesser1994question"/> or "What features does X have?"<ref name="nielsen2008taxonomy"/>. An example of feature specification question would be: "What are the properties of a bar graph?" 

-'''Explainer:''' ['And what are you studying?']
-'''Explainee:''' ["I'm studying soft matter physics,", 'which involves the physics of squishy stuff.', 'We make microswimmers in the laboratory', 'and we drive them with a laser.']
-'''Explainer:''' ['''''And what kind of laser do you use?'''''] ---> '''''Feature specification question'''''
-'''Explainee:''' ["We use a 10 watt laser, it's a fiber laser."]

<h2>Follow-up Question</h2>
Follow-up Question is a question posed by the listener to request for more information and clarification, or express their interest or impression concerning the previous utterance.<ref name="Follow-up Question">https://dictionary.cambridge.org/grammar/british-grammar/questions-follow-up-questions‏</ref>

'''Example:'''
-'''''Explainer:''''' ["That's right.", 'To do machine learning, we use something called algorithms.', 'Have you heard of algorithms before?']
-'''''Teen:''''' ['A set of steps or a process', 'carried out to complete something?']
-'''''Explainer:''''' ["That's right."]
-'''''Teen:''''' ["So do you think that we've been able", 'to teach machines enough', "so that they can do things that even we can't do?", 'And on the opposite side of that,', 'do you think there are things that we can do', 'that a machine might never be able to do?']

<h2>Follow-up Statement</h2>
Follow-up Statement is an utterance which is stated in connection with the previous utterance in order to continue or add something to the previous utterance. Generally speaking, it can build up on the previous discussion, add a complementary point, express a personal comment or impression, or mention an example relevant to the topic.

'''Example:'''
-'''Explainer:''' ['Another origami challenge', 'that comes up with these patterns', "is if we're going to make an aircraft out of this thing", "we're going to need hundreds of yards of folded origami.", "We're not going to do it by hand", 'and this might be the new frontier in origami engineering,', 'which is the design of machines', 'that can fold patterns that have applications.']
-'''Explainee:'''['''''So you're talking about a machine", 'that is actually folding it into this, 'not just making the creases but actually folding it.'''''] ---> '''''Follow-up Statement'''''
-'''Explainer:'''['Yeah, so what goes in as sheet', 'and what comes out is this, or something this wide.']
-'''Explainee:'''["That's cool, yeah.", 'What do you see as kind of like the next big breakthrough?', 'Is there anything out there on the horizon', "that you're just like, oh wow, this is really exciting?"]

<h2>Goal orientation question</h2>
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
-'''Explainee:''' ['I would want to make a unicorn out of atoms.']
-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']
-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''
-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
-'''Explainee:''' ['Cool.']

<h2>Gratitude</h2>
An utterance that expresses gratitude.<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ['[Janna laughs]']
-'''Explainee:''' ["It's sort of like there's a description", 'that works pretty well.']
-'''Explainer:''' ["Yeah, you don't go to the doctor and say,", "Heisenberg's uncertainty principle caused", 'a series of fluctuations.']
-'''Explainee:''' ['Right, would you help me?', "So there's so many open questions.", 'The fact that they are all these fundamental issues', "that we really don't understand.", "But, on the other hand, there's all these moving parts", 'that fit together so neatly.', "There's definitely something that's working here.", 'But ultimately what is gonna emerge from that,', "what structure is lying under it, we just don't know.", 'But I think the fact that there are', 'so many fundamental questions', "that we just don't know the answer to,", "that is an opportunity, that's exciting, it's great."]
-'''Explainer:''' ['''''Thanks so much for coming.''''' It's really good to have you here.] -->'''''Gratitude'''''
-'''Explainee:''' ['''''Thank you very much''''', Janna, it was my pleasure.] -->'''''Gratitude'''''

<h2>Instrumental/procedural question</h2>
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''
-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']

<h2>Interpretation question</h2>
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <ref name="graesser1994question"/>

<h2>Judgmental question</h2>
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" <ref name="graesser1994question"/>

'''Example (1):''' In this example the explainer makes judgemental questions as an explanation move.
-'''Explainer:''' ['''''So, what do you think of that?''''', '''''What do you think of origami?''''']----> '''''Judgmental questions'''''
-'''Explainee:''' ['I think that the people that make them are talented.', "It's hard.", "Seeing the stuff that we've made here,", "I'd bet that they could do rocket ships.", 'Just so much that you can do with them.']
-'''Explainer:''' ['Thanks for coming.']
-'''Explainee:''' ['Thanks for having me.']

'''Example (2):''' This example shows where the explainee makes judgmental questions.
-'''Explainer:''' ['Maybe a wiring diagram is not sufficient to understand', 'the brain, and it would be crazy to think that that would be', 'sufficient, actually.']
-'''Explainee:''' ['If you limit the connectome to be just the wiring diagram', 'without, you know, more information about myelination', 'or glial cells, all types of environmental features that', 'surround the neurons and axons then you have an incomplete', 'picture, no doubt.']
-'''Explainer:''' ['Sometimes when people get, they worry about connectomics,', "I think what they're actually worrying about is that", "it's the end of the that we used to do neuroscience."]
-'''Explainee:''' ['''''What do you think about memory?''''', '''''Do you think that there's ways of resolving what the substrate of human memory is, you know, is it just LTP and LTD?'''''] ----> '''''Judgmental questions'''''
-'''Explainer:''' ["I'm not sure if you had a connectome of a human brain,", 'of an adult human, I would be able to read out', 'memories from that.']

<h2>Maybe</h2>
An utterance with which the speaker ”explicitly states that he cannot give a definite answer at the moment”. Examples: "I’ll have to think about it."<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee:''' ['Yes, a lot.']
-'''Explainer:''' ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee:''' ['Yeah, kind of.']
-'''Explainer:''' ["What's your idea what physics is?"]
-'''Explainee:''' ["Um, '''''I'm not so sure.'''''] --> '''''Maybe'''''

<h2>non-lexical backchannel</h2>
Non-lexical backchannel is a type of backchannel response. "A non-lexical backchannel is a vocalized sound that has little or no referential meaning but still verbalizes the listener's attention, and that frequently co-occurs with gestures. In English, sounds like uh-huh and hmm serve this role." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

'''Example (1):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ['''''Mmm-hmm''''', it's when you take turns doing something. It's when you give up most of what you want, right?] --> '''''non-lexical backchannel'''''

'''Example (2):'''
-'''Explainee:''' ["It's a large scale attempt to understand the wiring map", 'of the brain, essentially.']
-'''Explainer:''' ['Yeah, great.']
-'''Explainee:''' ["I think that it's definitely needed."]
-'''Explainer:''' ['''''Huh.'''''] --> '''''non-lexical backchannel'''''
-'''Explainee:''' ['Understanding the anatomy of the brain is definitely', "important but, it doesn't necessarily tell us everything", "about the function, there's some sort of temporal order", 'from neuron to neuron and region to region', 'that we may not be able to pick up.']

<h2>Offer</h2>
An utterance by which the speaker indicates willingness to commit to an action, if the hearer accepts it <ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/>

-'''Explainer:''' ['Do you know what origami is?']
-'''Explainee:''' ['Is that where you fold paper', 'to make different animals, like those?']
-'''Explainer:''' ['Yes, in fact it is.', 'Have you ever done any origami before?']
-'''Explainee:''' ['Nope.']
-'''Explainer:''' ['[Robert] '''''Would you like to give it a try?'''''] ---> Offer
-'''Explainee:''' ['Sure.']

<h2>Phrasal backchannel</h2>
Phrasal backchannel is a type of backchannel response. "Phrasal backchannels most commonly assess or acknowledge a speaker's communication with simple words or phrases (for example, "Really?" or "Wow!" in English). One of the conversational functions of phrasal backchannels is to assess or appraise a previous utterance." <ref name="backchannel_linguistics"/>

-'''Example (1):'''
-'''Explainer:''' ['Okay.', "We're going to start with a model", 'that every Japanese person learns in kindergarten,', "it's called a crane, traditional origami design,", "it's over 400 years old.", "So, people have been doing what we're about to do", 'for 400 years.']
-'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ["Let's fold it in half from corner to corner, unfold it", "and then we'll fold it in half the other direction,", "also corner to corner but we're going to lift it up", "and we're going to hold the fold with both hands.", "We're going to bring these corners together,", 'making a little pocket and then,', 'this is the trickiest part of this whole design,', "so you're going to put your finger underneath the top layer", "and we're going to try to make that layer", 'fold right along the edge.', 'Now you see how the sides kind of want to come in', "as you're doing that?"]
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It's called a petal fold,", "it's a part of a lot of origami designs", "and it's key to the crane.", "Now we're ready for the magic.", "We're going to hold it in between thumb and forefinger,", 'reach inside,', "grab the skinny point that's between the two layers,", 'which are the wings,', "and I'm going to slide it out so it pokes out at an angle.", "We'll take the two wings, we spread them out to the side", 'and you have made your first origami crane.']
'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''

-'''Example (2):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]
-'''Explainer:''' ['When you give up most of what you want?', 'Well, sometimes that definitely happens for sure.', 'What if I told you that this is the kind of technology', 'that I work on that means you could trade', 'with any kid all over the world?']
-'''Explainee:''' ['''''Really?'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ['Yeah.']

-'''Example (3):'''
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['To be honest, I have no idea.']
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['''''Whoa.'''''] ---> '''''Phrasal backchannel'''''

<h2> Positive Feedback </h2>
Positive Feedback can be generated in answer to the previous utterance. It could be a statement or a short answer. For instance, the speaker confirms the previous utterance by using remarks such as “that’s true”, ‘absolutely”, “exactly”, etc., or the speaker might respond by generating a simple positive word/phrase such as “yes”, “yes, I do”.

'''Example(1):'''
-'''''Explainee:''''' ['Well, dogs are very playful, I think, more than cats.', 'Cats lick themselves more than dogs, I think.']
-'''''Explainer:''''' ['''''That's true.''''', 'Do you think, if we look at these pictures,', 'do you think maybe we could say,', 'Well, they both have pointy ears,', 'but the dogs have a different kind of body', 'and the cats like to stand up a little different.?', 'Do you think that makes sense?']--> '''''Positive Feedback'''''

'''Example(2):'''
-'''''Explainer:''''' ['And so we get the power with a lot less energy', "'cause its power is energy per unit time.", "So we aren't depositing much energy in comparison.", "Can I just ask, 'cause you are using", 'the thermal process of it heating up,', 'but have you ever had the opportunity', 'to use laser tweezers?']
-'''''Explainee:''''' ['''''I have, yeah.''''', 'We use optical tweezers to trap particles in solution.']--> '''''Positive Feedback'''''

'''Example(3):'''
-'''''Explainer:''''' ['So it is amazing, the parallels.', 'And optics is used everywhere.', "We're gonna possibly take over from CERN,", "we'll just do high energy physics with lasers,", "we're looking at gravity waves with lasers,", 'we wanna do black holes with lasers,', 'we wanna machine with lasers,', 'we wanna do medicine with lasers.', "It's everywhere.", 'And now, with the Nobel prize, people are hearing', 'more about it so they know lasers are everywhere.']
-'''''Explainee:''''' ['''''I couldn't agree with you more''''']--> '''''Positive Feedback'''''

<h2> Praise </h2>
Praise is an utterance where a (warm) approval or admiration of someone or something is expressed. <ref name"praise">https://www.merriam-webster.com/dictionary/praise</ref>

'''Example:'''
-'''Explainee:'''["What's blockchain?"]
-'''Explainer:'''['''''That's a really good question.''''', "It's actually a way that we can trade.", 'Do you know what trade is?']---> '''''Praise'''''
-'''Explainee:'''["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]

<h2>Quantification question</h2>
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have? What is the value of a quantitative variable? How many?" <ref name="graesser1994question"/>

'''Example (1):'''
-"How many degrees of freedom are on this variable?"

'''Example (2):'''
-'''Explainer:''' [Try look over there and concentrate on his face over there., 'Can you see me waving my hand without turning your eyes?']
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me '''''how many fingers I'm holding up?'''''] ---> '''''Quantification question'''''
-'''Explainee:''' ['Uh, three?']

<h2> Reassert </h2>
The same as assert, but the speaker thinks that the claim has already been made, and indicates it.  <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

'''Example:'''
-'''Explainee:''' Why hasn't near 0% interest done this to the USD?
-'''Explainer:''' (Reassert)['''''As already mentioned, the relationship between inflation, interest rates and currency value is very complex. Inflation in the US has been low.''''' Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.]

<h2>Reject</h2>
An utterance that rejects a proposal, request, statement or information request. It says nothing positive about the antecedent (possibly indicating error). It can be implicit or contain ”no” or “not”. <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

The following statements indicate reject moves<ref name="karagjosova2005dialogue"/>:
-That's not a statement.
-One cannot conclude that.
-That is not the way to go.
-What you answered is not clear.
-This is not a complete statement.
-This is incomplete or not entirely correct.
-This is not a complete expression.
-You did not apply the rule correctly.

<h2>Reject-part</h2>
An utterance that rejects partly a proposal, request, statement or information request. It implicitly accepts another part of the utterance, but we only code what is explicitly rejected.<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

Example (1):
-That is not entirely correct.



<h2>Rephrasing</h2>
Rephrasing is an explanation move where the explanandum is phrased or expressed in a different way especially to make the meaning clearer<ref name="karagjosova2005dialogue"/>

<h2>Request/Directive question</h2>
Request/Directive questions are formed according to the following abstract specification: "The speaker wants the listener to perform an action". An example of Request/Directive question would be: "Would you add those numbers together?" <ref name="graesser1994question"/>

Example (1):

-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']
-'''Explainer:''' ['''''So would you mind telling me a bit about what you've been working on or interested in lately?'''''] ---> '''''Request/Directive question'''''
-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']

Example (2):

-'''Explainer:''' ['I think that people forget that you can work', 'with the notes you already have by just rearranging them,', 'just the simple idea of inversion,', 'inversion of the simple triad, of F major.', "♪I once was lost and now I'm found ♪", '♪ Was blind ♪', '♪ But now I see ♪', Now how home do I want to go here, you know?', 'Is there another verse to come?']
-'''Explainee:''' ['Right.']
-'''Explainer:''' ['Because I can delay the gratification of going home.', 'First of all, just by using inversions,', 'even before we add the notes to the chord.', 'One thing that I was very joyful to discover', 'is that every single melody note', 'works with every single base note.']
-'''Explainee:''' ['''''Would you care to demonstrate that?'''''] ---> '''''Request/Directive question'''''
-'''Explainer:''' ['Yeah. so this is the note F.']
-'''Explainee:''' ['Yeah.']

<h2>Satisfaction</h2>
An utterance which expresses a positive emotion.<ref name="karagjosova2005dialogue"/>

'''Example (1):'''
-'''Explainer:''' ['Have you ever traded or sold anything?']
-'''Explainee:''' ["Actually, I'm selling my computer on eBay right now."]
-'''Explainer:''' ["That's amazing.", 'What made you decide to trade on eBay?']
-'''Explainee:''' ["Well, I mean, I've heard of it,", 'and I trust it a lot because they have', "all of their guarantees, so I know that I'm gonna", "get money and the person's gonna get what they want."]
-'''Explainer:''' ['So what if I told you that blockchain technology', 'is basically a tool where you can do the exact same thing,', 'but it goes to you and I directly?', "You wouldn't need an eBay or a brand in between."]
-'''Explainee:''' ['''''That's cool.'''''] ---> '''''Satisfaction'''''

<h2>Signal understanding</h2>
An utterance which signals understanding. .<ref name="karagjosova2005dialogue"/>

-'''Example (1):'''

-'''Explainer:'''["And it's almost exactly like the space story.", "The space story says there's a distance,", 'distance is different along different curves.', "Einstein says there's something that measures", 'the length of these curves,', 'and we call it the proper time.', 'It is literally the time that you would read', 'on your wristwatch.']
-'''Explainee:''' ["So it's kind of like our fundamental time?", 'Or our base time?']
-'''Explainer:'''['Well kind of.', "What Einstein wants to get across is there's no such thing", "as fundamental, like there's the universe's time,", 'this big letter T that might tell you how old', 'the universe is, but then every individual', 'has a clock with them, and they measure their own time', "depending on how they're moving through the universe."]
-'''Explainee:''' ['I see.']---> '''''Signal understanding'''''

<h2>Signal partial understanding</h2>
An utterance which signals partial understanding. <ref name="karagjosova2005dialogue"/>

-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee''': ['Yes, a lot.']
-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''

<h2>Signal non-understanding</h2>
An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <ref name="karagjosova2005dialogue"/>

Example (1): The following statements signals non-understanding:
-I don't understand your question
-What do you mean by that?
-What do you mean?

<h2>Substantive backchannel</h2>
Substantive backchannel is a type of backchannel response. Substantive backchannels consist of more substantial turn-taking by the listener and usually manifest as asking for clarification or repetitions. More substantive backchannels such as "oh come on, are you serious?" require a context where the speaker is responding to something exasperating or frustrating. <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>

<h2>summarising</h2>
summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref><ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So you are already a PhD student, you know a lot about gravity, but what do you think you've taken away from this conversation?']
-'''Explainee:''' ['''''Well, I've definitely taken away that the way that we think about gravity today is very different from how Newton thought about it, and that even though we have a very good understanding, "there's lots of things that we don't fully understand. There's still a lot of questions to be answered, which I think is really exciting.'''''] ---> '''''summarising'''''
-'''Explainer:''' [ See, you're a scientist. [laughs], Isn't the best part being able to ask the questions?]
-'''Explainee:''' [ Oh yeah.]

<h2>Tentative Response</h2>
Tentative Response is an utterance that is normally uttered in response to a question. This type of response is not stated confidently. And it evidently displays a degree of uncertainty.

*The difference between '''''assert''''' and '''''tentative response:''''' Assert is when we state a fact or an opinion confidently while tentative response refers to occasions that we state a fact or an opinion without confidence.

'''Example (1):'''
-'''''Explainer:''''' ['And how would you find yourself,', 'like if someone said where are you,', 'could you use some words or ideas', 'to say where you are on that line?']
-'''''Explainee:''''' ['I think I would be maybe there,', "since I'm facing it."]

<h2>Verification question</h2>
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <ref name="graesser1994question"/> Please also compare verification question with the concept of '''''backchannel questions''''' introduced in <ref>Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref>

'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''': Mmm-hmm, it's when you take turns doing something.", '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''

'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']

<h2>Understanding query</h2>
An utterance that asks “the listener whether they understood, rather than making them prove it. It takes a “yes” or “no” as an answer <ref name="karagjosova2005dialogue"/>

Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.



'''Example (1):'''
-Do you now understand how this relates to the implication?

==Notes==
<references />

Signal non-understanding

2024-12-03T21:02:27Z

Wikiadmin:

An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

Example (1): The following statements signals non-understanding:
-I don't understand your question
-What do you mean by that?
-What do you mean?

[[Category: General_moves]]

==Notes==
<references/>

Monitoring

2023-08-29T09:08:07Z

Wikiadmin:

Monitoring is a multimodal process where observed outcomes are compared to what was predicted<ref name="Pickering_ Garrod_2013">Pickering MJ, Garrod S. An integrated theory of language production and comprehension. Behav Brain Sci. 2013 Aug;36(4):329-47. doi: 10.1017/S0140525X12001495. Epub 2013 Jun 24. PMID: 23789620 ‏</ref>. Partners use speech, gestures, and nonverbal cues to track joint task progress. The explainer assesses the explainee's understanding, determining if their explanation is effective or requires refinement. Conversely, the explainee monitors the explainer, accepting the necessary level of detail for a specific explanation.<ref name="TRR_318_proposal"> TRR_318_proposal ‏</ref>

[[Category: Other_terms]]

==Notes==
<references/>

Monitoring

2023-08-29T09:05:55Z

Wikiadmin:

Monitoring is a multimodal process where observed outcomes are compared to what was predicted<ref name="Pickering_ Garrod_2013">Pickering MJ, Garrod S. An integrated theory of language production and comprehension. Behav Brain Sci. 2013 Aug;36(4):329-47. doi: 10.1017/S0140525X12001495. Epub 2013 Jun 24. PMID: 23789620.‏</ref>. Partners use speech, gestures, and nonverbal cues to track joint task progress. The explainer assesses the explainee's understanding, determining if their explanation is effective or requires refinement. Conversely, the explainee monitors the explainer, accepting the necessary level of detail for a specific explanation.<ref name="TRR_318_proposal"/>

[[Category: Other_terms]]

==Notes==
<references/>

Other terms

2023-08-29T09:05:06Z

Wikiadmin:

<h2>AI systems</h2>
"The notion of an “intelligent system” is neither defined precisely nor demarcated sharply from other systems, artifacts, or technical devices. Instead, the perception of what is judged to be intelligent changes with progress and exposure to such a system. Broadly speaking, an intelligent system is commonly understood as a computational system – such as a search engine, an online shopping assistant, a chat bot, or a cleaning robot – that leverages concepts, tools, and techniques from artificial intelligence in order to establish capabilities that are commonly attributed to humans while (still) being less typical of other soft- and hardware systems. Most notably, these capabilities let an AI system learn from experience and adapt to specific environmental conditions. As a consequence, an intelligent system exhibits a certain degree of autonomy, and its behavior is not completely prespecified. Importantly, intelligent systems are able to interact with humans or other systems through various modalities, for example, textual, visual, acoustic, or haptic signals. Whereas we share contemporary definitions of intelligent systems, we specifically focus on the abilities of AI systems to learn not only from prespecified data but also through interacting with humans." <ref name="TRR_318_proposal">TRR 318 Proposal</ref>

<h2>Co-construction</h2>
In the realm of explanations, "co-construction refers to an interactive and iterative process of negotiating both the explanandum and the form of understanding for explanations. It is a process that is performed mutually by sequentially building on, refining, and modifying the interaction: Each partner elaborates upon the other partner’s last contribution. The processes of scaffolding and monitoring guide this elaboration and direct it toward a specific form of understanding. In effect, what is achieved is the participation of both partners in moving toward a goal. Whereas the co-construction of an explanation takes place on the microlevel of an unfolding interaction and can thus be accessed directly, the process is modulated crucially on the macrolevel of the interaction."<ref name="TRR_318_proposal"/>

<h2>Explainee</h2>
"The agent on the receiving end of an explanation."<ref name="TRR_318_proposal"/>

When a teacher explains a concept in class, she is the explainer and the students are the explainees.

<h2>Explainer</h2>
"The agent who steers an explanation forward"<ref name="TRR_318_proposal"/>

<h2>Explanandum</h2>
"The entity (event, phenomenon) that is the subject of an explanation"<ref name="TRR_318_proposal"/>

<h2>Explanans</h2>
"The (verbal) way that an explanation can be expressed and co-constructed by both partners"<ref name="TRR_318_proposal"/>

<h2>Monitoring</h2>
Monitoring is a multimodal process where observed outcomes are compared to what was predicted<ref name="Pickering_ Garrod_2013">Pickering MJ, Garrod S. An integrated theory of language production and comprehension. Behav Brain Sci. 2013 Aug;36(4):329-47. doi: 10.1017/S0140525X12001495. Epub 2013 Jun 24. PMID: 23789620.‏</ref>. Partners use speech, gestures, and nonverbal cues to track joint task progress. The explainer assesses the explainee's understanding, determining if their explanation is effective or requires refinement. Conversely, the explainee monitors the explainer, accepting the necessary level of detail for a specific explanation.<ref name="TRR_318_proposal"/>

<h2>Scaffolding</h2>
"In developmental literature, scaffolding refers to the way an expert provides guidance to a learner within a learning process by increasing or reducing the level of assistance in accordance with the partner’s performance. In our approach, we transfer the term from the area of learning to understanding. In accordance with the idea that understanding is constructed by both partners, both partners can scaffold each other—that is, provide the other partner with the information needed to arrive at a joint construction of the explanandum and the desired form of understanding. Together with the process of monitoring, it is not only a form of guidance but also supervision, and both together aid the active participation of both partners."<ref name="TRR_318_proposal"/>

<h2>Understanding</h2>
"Whereas in the current debate on explainable systems (XAI), understanding refers to the problem of receiving “enough information” (Miller 2019, p. 11), in our approach, understanding is linked to what is relevant for the explainee. To account for variations in the progress of and the varying goals of explanations, we will differentiate between practices of enabling and comprehension. With enabling, we refer to explanations in the context of choosing or performing an action. Comprehension, in contrast, accounts for a reflexive awareness that may lead to a conceptual framework for a phenomenon that goes beyond what is immediately perceivable. We expect further differentiations that will be explored in the individual projects."<ref name="TRR_318_proposal"/>

<h2>Social-practice</h2>
"Social practice determines the social relations and power structures in a given situation and thereby provides a specific (normative) background for the way interaction will play out in order to ‘place’ the explanation appropriately, and finally how that explanation will be interpreted. Social practice is a product of our actions with respect to each other that often has both social consequences and social presuppositions. The consequences on the one hand and the presuppositions on the other hand speak to the two timescales that constitute a social practice: In terms of consequences, every explaining process re-establishes the relevant social practice; in terms of presuppositions, in turn, the experience of an explaining process will confirm or make a new contribution to our expectations, roles, and partner models in relation to this particular social practice."<ref name="TRR_318_proposal"/>



<h2>dyad</h2>
two individuals (such as husband and wife) maintaining a sociologically significant relationship <ref>https://www.merriam-webster.com/dictionary/dyad</ref>

<h2>partner-model</h2>
a partner model is a main resource is for ‘placing’ explanations and contains knowledge and assumptions about the explainee with regard to her/his dialogical role, general characteristics, or even this specific person <ref name="TRR_318_proposal"/>

<h2>Obligation</h2>
Obligations represent what an agent should do, according to some set of norms. The notion of obligation has been studied for many centuries, and its formal aspects are examined using Deontic Logic.<ref name="traum1994discourse">Traum, D. R., & Allen, J. F. (1994). Discourse obligations in dialogue processing. arXiv preprint cmp-lg/9407011.‏</ref>

<h2>obligor</h2>
one who is bound by a legal obligation <ref>https://www.merriam-webster.com/dictionary/obligor</ref>

<h2>obligee</h2>
one to whom another is obligated (as by a contract). specifically : one who is protected by a surety bond <ref>https://www.merriam-webster.com/dictionary/obligee</ref>

<h2> interlocutor </h2>
one who takes part in dialogue or conversation <ref>https://www.merriam-webster.com/dictionary/interlocutor</ref>

<h2> reappraisal </h2>
"re-interpreting or re-analyzing the emotional situation and/or goals" <ref name="TRR_318_proposal"/>

<h2> Persuasion </h2>
"Persuasion can be seen as a further strategy to achieve a decision or behavior that is congruent with logical argumentation and not influenced by emotional processes."<ref name="TRR_318_proposal"/>

<h2> feedback signals </h2>
"Feedback signals are generally (i) short (i.e., consist of minimal verbal/vocal expressions), (ii) locally adapted to their prosodic context (i.e., the speaker’s utterance) by being more similar in pitch to their immediate surrounding than regular utterances, or (iii) taking place in the visual modality, for example as head gestures or facial expressions." <ref name="buschmeier2018attentive">Buschmeier, H. (2018). Attentive speaking. From listener feedback to interactive adaptation.‏
ISO 690
</ref>

<h2>verbal-feedback</h2>
"Feedback is considered ‘verbal/vocal’, if it is spoken, i.e., produced as a speech sound in the vocal tract of a listener. Examples of such feedback found in the alico-corpus are genau (‘exactly’), ja (‘yes’), mhm (‘uh-huh’), and m."<ref name="buschmeier2018attentive"/>

<h2> fact </h2>
that what happened <ref name="wang2019designing">Wang, D., Yang, Q., Abdul, A., & Lim, B. Y. (2019, May). Designing theory-driven user-centric explainable AI. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-15).‏</ref>

<h2> foil </h2>
that what is expected or plausible to happen<ref name="wang2019designing"/>

<h2> causal-explanation </h2>
"refers to an explanation that is focused on selected causes relevant to interpreting the observation with respect to existing knowledge."<ref name="wang2019designing"/>

<h2> EXPLAINING-WHY </h2>
It is a semantic type of explanation which explicates how a complex matter comes into being (e.g., explaining natural phenomena by reference to physical principles, or explaining a person’s action by explicating possible motives.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-HOW </h2>
It is a semantic type of explanation which outlines procedural knowledge about processes and coordinations of actions in order to achieve a specific goal.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-WHAT </h2>
It is a semantic type of explanation which describes, for example, the meaning of a term or a proverb. We consider these distinctions to be useful for describing ways of explaining technical artifacts because they reflect their intrinsic duality.<ref name="TRR_318_proposal"/>

<h2> Deontic logic </h2>
Deontic logic is the field of philosophical logic that is concerned with obligation, permission, and related concepts. Alternatively, a deontic logic is a formal system that attempts to capture the essential logical features of these concepts. <ref>Stanford Encyclopedia of Philosophy https://plato.stanford.edu/entries/logic-deontic/</ref>



==Notes==
<references />

Other terms

2023-06-21T18:35:26Z

Wikiadmin:

<h2>AI systems</h2>
"The notion of an “intelligent system” is neither defined precisely nor demarcated sharply from other systems, artifacts, or technical devices. Instead, the perception of what is judged to be intelligent changes with progress and exposure to such a system. Broadly speaking, an intelligent system is commonly understood as a computational system – such as a search engine, an online shopping assistant, a chat bot, or a cleaning robot – that leverages concepts, tools, and techniques from artificial intelligence in order to establish capabilities that are commonly attributed to humans while (still) being less typical of other soft- and hardware systems. Most notably, these capabilities let an AI system learn from experience and adapt to specific environmental conditions. As a consequence, an intelligent system exhibits a certain degree of autonomy, and its behavior is not completely prespecified. Importantly, intelligent systems are able to interact with humans or other systems through various modalities, for example, textual, visual, acoustic, or haptic signals. Whereas we share contemporary definitions of intelligent systems, we specifically focus on the abilities of AI systems to learn not only from prespecified data but also through interacting with humans." <ref name="TRR_318_proposal">TRR 318 Proposal</ref>

<h2>Co-construction</h2>
In the realm of explanations, "co-construction refers to an interactive and iterative process of negotiating both the explanandum and the form of understanding for explanations. It is a process that is performed mutually by sequentially building on, refining, and modifying the interaction: Each partner elaborates upon the other partner’s last contribution. The processes of scaffolding and monitoring guide this elaboration and direct it toward a specific form of understanding. In effect, what is achieved is the participation of both partners in moving toward a goal. Whereas the co-construction of an explanation takes place on the microlevel of an unfolding interaction and can thus be accessed directly, the process is modulated crucially on the macrolevel of the interaction."<ref name="TRR_318_proposal"/>

<h2>Explainee</h2>
"The agent on the receiving end of an explanation."<ref name="TRR_318_proposal"/>

When a teacher explains a concept in class, she is the explainer and the students are the explainees.

<h2>Explainer</h2>
"The agent who steers an explanation forward"<ref name="TRR_318_proposal"/>

<h2>Explanandum</h2>
"The entity (event, phenomenon) that is the subject of an explanation"<ref name="TRR_318_proposal"/>

<h2>Explanans</h2>
"The (verbal) way that an explanation can be expressed and co-constructed by both partners"<ref name="TRR_318_proposal"/>

<h2>Monitoring</h2>
"In this multimodal process, the observed outcome is compared to what was predicted<ref name="Pickering_ Garrod_2013">Pickering MJ, Garrod S. An integrated theory of language production and comprehension. Behav Brain Sci. 2013 Aug;36(4):329-47. doi: 10.1017/S0140525X12001495. Epub 2013 Jun 24. PMID: 23789620.‏</ref>. Via monitoring, the partners multimodally (i.e., using speech, gestures and nonverbal behavior) keep track of the progress in a joint task. For example, the explainer will monitor the explainee’s understanding by evaluating whether her or his way of explaining has been successful or whether further elaboration or modification is needed. Vice versa, the explainee will monitor the explainer by accepting a level of detail that is needed for a particular explanation."<ref name="TRR_318_proposal"/>

<h2>Scaffolding</h2>
"In developmental literature, scaffolding refers to the way an expert provides guidance to a learner within a learning process by increasing or reducing the level of assistance in accordance with the partner’s performance. In our approach, we transfer the term from the area of learning to understanding. In accordance with the idea that understanding is constructed by both partners, both partners can scaffold each other—that is, provide the other partner with the information needed to arrive at a joint construction of the explanandum and the desired form of understanding. Together with the process of monitoring, it is not only a form of guidance but also supervision, and both together aid the active participation of both partners."<ref name="TRR_318_proposal"/>

<h2>Understanding</h2>
"Whereas in the current debate on explainable systems (XAI), understanding refers to the problem of receiving “enough information” (Miller 2019, p. 11), in our approach, understanding is linked to what is relevant for the explainee. To account for variations in the progress of and the varying goals of explanations, we will differentiate between practices of enabling and comprehension. With enabling, we refer to explanations in the context of choosing or performing an action. Comprehension, in contrast, accounts for a reflexive awareness that may lead to a conceptual framework for a phenomenon that goes beyond what is immediately perceivable. We expect further differentiations that will be explored in the individual projects."<ref name="TRR_318_proposal"/>

<h2>Social-practice</h2>
"Social practice determines the social relations and power structures in a given situation and thereby provides a specific (normative) background for the way interaction will play out in order to ‘place’ the explanation appropriately, and finally how that explanation will be interpreted. Social practice is a product of our actions with respect to each other that often has both social consequences and social presuppositions. The consequences on the one hand and the presuppositions on the other hand speak to the two timescales that constitute a social practice: In terms of consequences, every explaining process re-establishes the relevant social practice; in terms of presuppositions, in turn, the experience of an explaining process will confirm or make a new contribution to our expectations, roles, and partner models in relation to this particular social practice."<ref name="TRR_318_proposal"/>



<h2>dyad</h2>
two individuals (such as husband and wife) maintaining a sociologically significant relationship <ref>https://www.merriam-webster.com/dictionary/dyad</ref>

<h2>partner-model</h2>
a partner model is a main resource is for ‘placing’ explanations and contains knowledge and assumptions about the explainee with regard to her/his dialogical role, general characteristics, or even this specific person <ref name="TRR_318_proposal"/>

<h2>Obligation</h2>
Obligations represent what an agent should do, according to some set of norms. The notion of obligation has been studied for many centuries, and its formal aspects are examined using Deontic Logic.<ref name="traum1994discourse">Traum, D. R., & Allen, J. F. (1994). Discourse obligations in dialogue processing. arXiv preprint cmp-lg/9407011.‏</ref>

<h2>obligor</h2>
one who is bound by a legal obligation <ref>https://www.merriam-webster.com/dictionary/obligor</ref>

<h2>obligee</h2>
one to whom another is obligated (as by a contract). specifically : one who is protected by a surety bond <ref>https://www.merriam-webster.com/dictionary/obligee</ref>

<h2> interlocutor </h2>
one who takes part in dialogue or conversation <ref>https://www.merriam-webster.com/dictionary/interlocutor</ref>

<h2> reappraisal </h2>
"re-interpreting or re-analyzing the emotional situation and/or goals" <ref name="TRR_318_proposal"/>

<h2> Persuasion </h2>
"Persuasion can be seen as a further strategy to achieve a decision or behavior that is congruent with logical argumentation and not influenced by emotional processes."<ref name="TRR_318_proposal"/>

<h2> feedback signals </h2>
"Feedback signals are generally (i) short (i.e., consist of minimal verbal/vocal expressions), (ii) locally adapted to their prosodic context (i.e., the speaker’s utterance) by being more similar in pitch to their immediate surrounding than regular utterances, or (iii) taking place in the visual modality, for example as head gestures or facial expressions." <ref name="buschmeier2018attentive">Buschmeier, H. (2018). Attentive speaking. From listener feedback to interactive adaptation.‏
ISO 690
</ref>

<h2>verbal-feedback</h2>
"Feedback is considered ‘verbal/vocal’, if it is spoken, i.e., produced as a speech sound in the vocal tract of a listener. Examples of such feedback found in the alico-corpus are genau (‘exactly’), ja (‘yes’), mhm (‘uh-huh’), and m."<ref name="buschmeier2018attentive"/>

<h2> fact </h2>
that what happened <ref name="wang2019designing">Wang, D., Yang, Q., Abdul, A., & Lim, B. Y. (2019, May). Designing theory-driven user-centric explainable AI. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-15).‏</ref>

<h2> foil </h2>
that what is expected or plausible to happen<ref name="wang2019designing"/>

<h2> causal-explanation </h2>
"refers to an explanation that is focused on selected causes relevant to interpreting the observation with respect to existing knowledge."<ref name="wang2019designing"/>

<h2> EXPLAINING-WHY </h2>
It is a semantic type of explanation which explicates how a complex matter comes into being (e.g., explaining natural phenomena by reference to physical principles, or explaining a person’s action by explicating possible motives.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-HOW </h2>
It is a semantic type of explanation which outlines procedural knowledge about processes and coordinations of actions in order to achieve a specific goal.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-WHAT </h2>
It is a semantic type of explanation which describes, for example, the meaning of a term or a proverb. We consider these distinctions to be useful for describing ways of explaining technical artifacts because they reflect their intrinsic duality.<ref name="TRR_318_proposal"/>

<h2> Deontic logic </h2>
Deontic logic is the field of philosophical logic that is concerned with obligation, permission, and related concepts. Alternatively, a deontic logic is a formal system that attempts to capture the essential logical features of these concepts. <ref>Stanford Encyclopedia of Philosophy https://plato.stanford.edu/entries/logic-deontic/</ref>



==Notes==
<references />

Other terms

2023-06-21T18:18:26Z

Wikiadmin:

<h2>AI systems</h2>
"The notion of an “intelligent system” is neither defined precisely nor demarcated sharply from other systems, artifacts, or technical devices. Instead, the perception of what is judged to be intelligent changes with progress and exposure to such a system. Broadly speaking, an intelligent system is commonly understood as a computational system – such as a search engine, an online shopping assistant, a chat bot, or a cleaning robot – that leverages concepts, tools, and techniques from artificial intelligence in order to establish capabilities that are commonly attributed to humans while (still) being less typical of other soft- and hardware systems. Most notably, these capabilities let an AI system learn from experience and adapt to specific environmental conditions. As a consequence, an intelligent system exhibits a certain degree of autonomy, and its behavior is not completely prespecified. Importantly, intelligent systems are able to interact with humans or other systems through various modalities, for example, textual, visual, acoustic, or haptic signals. Whereas we share contemporary definitions of intelligent systems, we specifically focus on the abilities of AI systems to learn not only from prespecified data but also through interacting with humans." <ref name="TRR_318_proposal">TRR 318 Proposal</ref>

<h2>Co-construction</h2>
In the realm of explanations, "co-construction refers to an interactive and iterative process of negotiating both the explanandum and the form of understanding for explanations. It is a process that is performed mutually by sequentially building on, refining, and modifying the interaction: Each partner elaborates upon the other partner’s last contribution. The processes of scaffolding and monitoring guide this elaboration and direct it toward a specific form of understanding. In effect, what is achieved is the participation of both partners in moving toward a goal. Whereas the co-construction of an explanation takes place on the microlevel of an unfolding interaction and can thus be accessed directly, the process is modulated crucially on the macrolevel of the interaction."<ref name="TRR_318_proposal"/>

<h2>Explainee</h2>
"The agent on the receiving end of an explanation."<ref name="TRR_318_proposal"/>

When a teacher explains a concept in class, she is the explainer and the students are the explainees.

<h2>Explainer</h2>
"The agent who steers an explanation forward"<ref name="TRR_318_proposal"/>

<h2>Explanandum</h2>
"The entity (event, phenomenon) that is the subject of an explanation"<ref name="TRR_318_proposal"/>

<h2>Explanans</h2>
"The (verbal) way that an explanation can be expressed and co-constructed by both partners"<ref name="TRR_318_proposal"/>

<h2>Monitoring</h2>
"In this multimodal process, the observed outcome is compared to what was predicted. Via monitoring, the partners multimodally (i.e., using speech, gestures and nonverbal behavior) keep track of the progress in a joint task. For example, the explainer will monitor the explainee’s understanding by evaluating whether her or his way of explaining has been successful or whether further elaboration or modification is needed. Vice versa, the explainee will monitor the explainer by accepting a level of detail that is needed for a particular explanation."<ref name="TRR_318_proposal"/>

<h2>Scaffolding</h2>
"In developmental literature, scaffolding refers to the way an expert provides guidance to a learner within a learning process by increasing or reducing the level of assistance in accordance with the partner’s performance. In our approach, we transfer the term from the area of learning to understanding. In accordance with the idea that understanding is constructed by both partners, both partners can scaffold each other—that is, provide the other partner with the information needed to arrive at a joint construction of the explanandum and the desired form of understanding. Together with the process of monitoring, it is not only a form of guidance but also supervision, and both together aid the active participation of both partners."<ref name="TRR_318_proposal"/>

<h2>Understanding</h2>
"Whereas in the current debate on explainable systems (XAI), understanding refers to the problem of receiving “enough information” (Miller 2019, p. 11), in our approach, understanding is linked to what is relevant for the explainee. To account for variations in the progress of and the varying goals of explanations, we will differentiate between practices of enabling and comprehension. With enabling, we refer to explanations in the context of choosing or performing an action. Comprehension, in contrast, accounts for a reflexive awareness that may lead to a conceptual framework for a phenomenon that goes beyond what is immediately perceivable. We expect further differentiations that will be explored in the individual projects."<ref name="TRR_318_proposal"/>

<h2>Social-practice</h2>
"Social practice determines the social relations and power structures in a given situation and thereby provides a specific (normative) background for the way interaction will play out in order to ‘place’ the explanation appropriately, and finally how that explanation will be interpreted. Social practice is a product of our actions with respect to each other that often has both social consequences and social presuppositions. The consequences on the one hand and the presuppositions on the other hand speak to the two timescales that constitute a social practice: In terms of consequences, every explaining process re-establishes the relevant social practice; in terms of presuppositions, in turn, the experience of an explaining process will confirm or make a new contribution to our expectations, roles, and partner models in relation to this particular social practice."<ref name="TRR_318_proposal"/>



<h2>dyad</h2>
two individuals (such as husband and wife) maintaining a sociologically significant relationship <ref>https://www.merriam-webster.com/dictionary/dyad</ref>

<h2>partner-model</h2>
a partner model is a main resource is for ‘placing’ explanations and contains knowledge and assumptions about the explainee with regard to her/his dialogical role, general characteristics, or even this specific person <ref name="TRR_318_proposal"/>

<h2>Obligation</h2>
Obligations represent what an agent should do, according to some set of norms. The notion of obligation has been studied for many centuries, and its formal aspects are examined using Deontic Logic.<ref name="traum1994discourse">Traum, D. R., & Allen, J. F. (1994). Discourse obligations in dialogue processing. arXiv preprint cmp-lg/9407011.‏</ref>

<h2>obligor</h2>
one who is bound by a legal obligation <ref>https://www.merriam-webster.com/dictionary/obligor</ref>

<h2>obligee</h2>
one to whom another is obligated (as by a contract). specifically : one who is protected by a surety bond <ref>https://www.merriam-webster.com/dictionary/obligee</ref>

<h2> interlocutor </h2>
one who takes part in dialogue or conversation <ref>https://www.merriam-webster.com/dictionary/interlocutor</ref>

<h2> reappraisal </h2>
"re-interpreting or re-analyzing the emotional situation and/or goals" <ref name="TRR_318_proposal"/>

<h2> Persuasion </h2>
"Persuasion can be seen as a further strategy to achieve a decision or behavior that is congruent with logical argumentation and not influenced by emotional processes."<ref name="TRR_318_proposal"/>

<h2> feedback signals </h2>
"Feedback signals are generally (i) short (i.e., consist of minimal verbal/vocal expressions), (ii) locally adapted to their prosodic context (i.e., the speaker’s utterance) by being more similar in pitch to their immediate surrounding than regular utterances, or (iii) taking place in the visual modality, for example as head gestures or facial expressions." <ref name="buschmeier2018attentive">Buschmeier, H. (2018). Attentive speaking. From listener feedback to interactive adaptation.‏
ISO 690
</ref>

<h2>verbal-feedback</h2>
"Feedback is considered ‘verbal/vocal’, if it is spoken, i.e., produced as a speech sound in the vocal tract of a listener. Examples of such feedback found in the alico-corpus are genau (‘exactly’), ja (‘yes’), mhm (‘uh-huh’), and m."<ref name="buschmeier2018attentive"/>

<h2> fact </h2>
that what happened <ref name="wang2019designing">Wang, D., Yang, Q., Abdul, A., & Lim, B. Y. (2019, May). Designing theory-driven user-centric explainable AI. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-15).‏</ref>

<h2> foil </h2>
that what is expected or plausible to happen<ref name="wang2019designing"/>

<h2> causal-explanation </h2>
"refers to an explanation that is focused on selected causes relevant to interpreting the observation with respect to existing knowledge."<ref name="wang2019designing"/>

<h2> EXPLAINING-WHY </h2>
It is a semantic type of explanation which explicates how a complex matter comes into being (e.g., explaining natural phenomena by reference to physical principles, or explaining a person’s action by explicating possible motives.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-HOW </h2>
It is a semantic type of explanation which outlines procedural knowledge about processes and coordinations of actions in order to achieve a specific goal.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-WHAT </h2>
It is a semantic type of explanation which describes, for example, the meaning of a term or a proverb. We consider these distinctions to be useful for describing ways of explaining technical artifacts because they reflect their intrinsic duality.<ref name="TRR_318_proposal"/>

<h2> Deontic logic </h2>
Deontic logic is the field of philosophical logic that is concerned with obligation, permission, and related concepts. Alternatively, a deontic logic is a formal system that attempts to capture the essential logical features of these concepts. <ref>Stanford Encyclopedia of Philosophy https://plato.stanford.edu/entries/logic-deontic/</ref>



==Notes==
<references />

Other terms

2023-06-21T18:16:06Z

Wikiadmin:

<h2>AI systems</h2>
"The notion of an “intelligent system” is neither defined precisely nor demarcated sharply from other systems, artifacts, or technical devices. Instead, the perception of what is judged to be intelligent changes with progress and exposure to such a system. Broadly speaking, an intelligent system is commonly understood as a computational system – such as a search engine, an online shopping assistant, a chat bot, or a cleaning robot – that leverages concepts, tools, and techniques from artificial intelligence in order to establish capabilities that are commonly attributed to humans while (still) being less typical of other soft- and hardware systems. Most notably, these capabilities let an AI system learn from experience and adapt to specific environmental conditions. As a consequence, an intelligent system exhibits a certain degree of autonomy, and its behavior is not completely prespecified. Importantly, intelligent systems are able to interact with humans or other systems through various modalities, for example, textual, visual, acoustic, or haptic signals. Whereas we share contemporary definitions of intelligent systems, we specifically focus on the abilities of AI systems to learn not only from prespecified data but also through interacting with humans." <ref name="TRR_318_proposal">TRR 318 Proposal</ref>

<h2>Co-construction</h2>
In the realm of explanations, "co-construction refers to an interactive and iterative process of negotiating both the explanandum and the form of understanding for explanations. It is a process that is performed mutually by sequentially building on, refining, and modifying the interaction: Each partner elaborates upon the other partner’s last contribution. The processes of scaffolding and monitoring guide this elaboration and direct it toward a specific form of understanding. In effect, what is achieved is the participation of both partners in moving toward a goal. Whereas the co-construction of an explanation takes place on the microlevel of an unfolding interaction and can thus be accessed directly, the process is modulated crucially on the macrolevel of the interaction."<ref name="TRR_318_proposal"/>

<h2>Explainee</h2>
"The agent on the receiving end of an explanation."<ref name="TRR_318_proposal"/>

When a teacher explains a concept in class, she is the explainer and the students are the explainees.

<h2>Explainer</h2>
"The agent who steers an explanation forward"<ref name="TRR_318_proposal"/>

<h2>Explanandum</h2>
"The entity (event, phenomenon) that is the subject of an explanation"<ref name="TRR_318_proposal"/>

<h2>Explanans</h2>
"The (verbal) way that an explanation can be expressed and co-constructed by both partners"<ref name="TRR_318_proposal"/>

<h2>Monitoring</h2>
"In this multimodal process, the observed outcome is compared to what was predicted (Pickering and Garrod 2013). Via monitoring, the partners multimodally (i.e., using speech, gestures and nonverbal behavior) keep track of the progress in a joint task. For example, the explainer will monitor the explainee’s understanding by evaluating whether her or his way of explaining has been successful or whether further elaboration or modification is needed. Vice versa, the explainee will monitor the explainer by accepting a level of detail that is needed for a particular explanation."<ref name="TRR_318_proposal"/>

<h2>Scaffolding</h2>
"In developmental literature, scaffolding refers to the way an expert provides guidance to a learner within a learning process by increasing or reducing the level of assistance in accordance with the partner’s performance. In our approach, we transfer the term from the area of learning to understanding. In accordance with the idea that understanding is constructed by both partners, both partners can scaffold each other—that is, provide the other partner with the information needed to arrive at a joint construction of the explanandum and the desired form of understanding. Together with the process of monitoring, it is not only a form of guidance but also supervision, and both together aid the active participation of both partners."<ref name="TRR_318_proposal"/>

<h2>Understanding</h2>
"Whereas in the current debate on explainable systems (XAI), understanding refers to the problem of receiving “enough information” (Miller 2019, p. 11), in our approach, understanding is linked to what is relevant for the explainee. To account for variations in the progress of and the varying goals of explanations, we will differentiate between practices of enabling and comprehension. With enabling, we refer to explanations in the context of choosing or performing an action. Comprehension, in contrast, accounts for a reflexive awareness that may lead to a conceptual framework for a phenomenon that goes beyond what is immediately perceivable. We expect further differentiations that will be explored in the individual projects."<ref name="TRR_318_proposal"/>

<h2>Social-practice</h2>
"Social practice determines the social relations and power structures in a given situation and thereby provides a specific (normative) background for the way interaction will play out in order to ‘place’ the explanation appropriately, and finally how that explanation will be interpreted. Social practice is a product of our actions with respect to each other that often has both social consequences and social presuppositions. The consequences on the one hand and the presuppositions on the other hand speak to the two timescales that constitute a social practice: In terms of consequences, every explaining process re-establishes the relevant social practice; in terms of presuppositions, in turn, the experience of an explaining process will confirm or make a new contribution to our expectations, roles, and partner models in relation to this particular social practice."<ref name="TRR_318_proposal"/>



<h2>dyad</h2>
two individuals (such as husband and wife) maintaining a sociologically significant relationship <ref>https://www.merriam-webster.com/dictionary/dyad</ref>

<h2>partner-model</h2>
a partner model is a main resource is for ‘placing’ explanations and contains knowledge and assumptions about the explainee with regard to her/his dialogical role, general characteristics, or even this specific person <ref name="TRR_318_proposal"/>

<h2>Obligation</h2>
Obligations represent what an agent should do, according to some set of norms. The notion of obligation has been studied for many centuries, and its formal aspects are examined using Deontic Logic.<ref name="traum1994discourse">Traum, D. R., & Allen, J. F. (1994). Discourse obligations in dialogue processing. arXiv preprint cmp-lg/9407011.‏</ref>

<h2>obligor</h2>
one who is bound by a legal obligation <ref>https://www.merriam-webster.com/dictionary/obligor</ref>

<h2>obligee</h2>
one to whom another is obligated (as by a contract). specifically : one who is protected by a surety bond <ref>https://www.merriam-webster.com/dictionary/obligee</ref>

<h2> interlocutor </h2>
one who takes part in dialogue or conversation <ref>https://www.merriam-webster.com/dictionary/interlocutor</ref>

<h2> reappraisal </h2>
"re-interpreting or re-analyzing the emotional situation and/or goals" <ref name="TRR_318_proposal"/>

<h2> Persuasion </h2>
"Persuasion can be seen as a further strategy to achieve a decision or behavior that is congruent with logical argumentation and not influenced by emotional processes."<ref name="TRR_318_proposal"/>

<h2> feedback signals </h2>
"Feedback signals are generally (i) short (i.e., consist of minimal verbal/vocal expressions), (ii) locally adapted to their prosodic context (i.e., the speaker’s utterance) by being more similar in pitch to their immediate surrounding than regular utterances, or (iii) taking place in the visual modality, for example as head gestures or facial expressions." <ref name="buschmeier2018attentive">Buschmeier, H. (2018). Attentive speaking. From listener feedback to interactive adaptation.‏
ISO 690
</ref>

<h2>verbal-feedback</h2>
"Feedback is considered ‘verbal/vocal’, if it is spoken, i.e., produced as a speech sound in the vocal tract of a listener. Examples of such feedback found in the alico-corpus are genau (‘exactly’), ja (‘yes’), mhm (‘uh-huh’), and m."<ref name="buschmeier2018attentive"/>

<h2> fact </h2>
that what happened <ref name="wang2019designing">Wang, D., Yang, Q., Abdul, A., & Lim, B. Y. (2019, May). Designing theory-driven user-centric explainable AI. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-15).‏</ref>

<h2> foil </h2>
that what is expected or plausible to happen<ref name="wang2019designing"/>

<h2> causal-explanation </h2>
"refers to an explanation that is focused on selected causes relevant to interpreting the observation with respect to existing knowledge."<ref name="wang2019designing"/>

<h2> EXPLAINING-WHY </h2>
It is a semantic type of explanation which explicates how a complex matter comes into being (e.g., explaining natural phenomena by reference to physical principles, or explaining a person’s action by explicating possible motives.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-HOW </h2>
It is a semantic type of explanation which outlines procedural knowledge about processes and coordinations of actions in order to achieve a specific goal.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-WHAT </h2>
It is a semantic type of explanation which describes, for example, the meaning of a term or a proverb. We consider these distinctions to be useful for describing ways of explaining technical artifacts because they reflect their intrinsic duality.<ref name="TRR_318_proposal"/>

<h2> Deontic logic </h2>
Deontic logic is the field of philosophical logic that is concerned with obligation, permission, and related concepts. Alternatively, a deontic logic is a formal system that attempts to capture the essential logical features of these concepts. <ref>Stanford Encyclopedia of Philosophy https://plato.stanford.edu/entries/logic-deontic/</ref>



==Notes==
<references />

Co-construction

2023-06-21T18:14:22Z

Wikiadmin:

In the realm of explanations, "co-construction refers to an interactive and iterative process of negotiating both the explanandum and the form of understanding for explanations. It is a process that is performed mutually by sequentially building on, refining, and modifying the interaction: Each partner elaborates upon the other partner’s last contribution. The processes of scaffolding and monitoring guide this elaboration and direct it toward a specific form of understanding. In effect, what is achieved is the participation of both partners in moving toward a goal. Whereas the co-construction of an explanation takes place on the microlevel of an unfolding interaction and can thus be accessed directly, the process is modulated crucially on the macrolevel of the interaction."<ref name="TRR_318_proposal">TRR 318 Proposal</ref>

[[Category: Other_terms]]

==Notes==
<references/>

Co-construction

2023-06-20T11:58:14Z

Wikiadmin:

"Co-construction refers to an interactive and iterative process of negotiating both the explanandum and the form of understanding for explanations. It is a process that is performed mutually by sequentially building on, refining, and modifying the interaction: Each partner elaborates upon the other partner’s last contribution. The processes of scaffolding and monitoring guide this elaboration and direct it toward a specific form of understanding. In effect, what is achieved is the participation of both partners in moving toward a goal. Whereas the co-construction of an explanation takes place on the microlevel of an unfolding interaction and can thus be accessed directly, the process is modulated crucially on the macrolevel of the interaction."<ref name="TRR_318_proposal">TRR 318 Proposal</ref>

[[Category: Other_terms]]

==Notes==
<references/>

Other terms

2023-02-27T12:50:41Z

Wikiadmin:

<h2>AI systems</h2>
"The notion of an “intelligent system” is neither defined precisely nor demarcated sharply from other systems, artifacts, or technical devices. Instead, the perception of what is judged to be intelligent changes with progress and exposure to such a system. Broadly speaking, an intelligent system is commonly understood as a computational system – such as a search engine, an online shopping assistant, a chat bot, or a cleaning robot – that leverages concepts, tools, and techniques from artificial intelligence in order to establish capabilities that are commonly attributed to humans while (still) being less typical of other soft- and hardware systems. Most notably, these capabilities let an AI system learn from experience and adapt to specific environmental conditions. As a consequence, an intelligent system exhibits a certain degree of autonomy, and its behavior is not completely prespecified. Importantly, intelligent systems are able to interact with humans or other systems through various modalities, for example, textual, visual, acoustic, or haptic signals. Whereas we share contemporary definitions of intelligent systems, we specifically focus on the abilities of AI systems to learn not only from prespecified data but also through interacting with humans." <ref name="TRR_318_proposal">TRR 318 Proposal</ref>

<h2>Co-construction</h2>
"Co-construction refers to an interactive and iterative process of negotiating both the explanandum and the form of understanding for explanations. It is a process that is performed mutually by sequentially building on, refining, and modifying the interaction: Each partner elaborates upon the other partner’s last contribution. The processes of scaffolding and monitoring (see below) guide this elaboration and direct it toward a specific form of understanding. In effect, what is achieved is the participation of both partners in moving toward a goal. Whereas the co-construction of an explanation takes place on the microlevel of an unfolding interaction and can thus be accessed directly, the process is modulated crucially on the macrolevel of the interaction."<ref name="TRR_318_proposal"/>

<h2>Explainee</h2>
"The agent on the receiving end of an explanation."<ref name="TRR_318_proposal"/>

When a teacher explains a concept in class, she is the explainer and the students are the explainees.

<h2>Explainer</h2>
"The agent who steers an explanation forward"<ref name="TRR_318_proposal"/>

<h2>Explanandum</h2>
"The entity (event, phenomenon) that is the subject of an explanation"<ref name="TRR_318_proposal"/>

<h2>Explanans</h2>
"The (verbal) way that an explanation can be expressed and co-constructed by both partners"<ref name="TRR_318_proposal"/>

<h2>Monitoring</h2>
"In this multimodal process, the observed outcome is compared to what was predicted (Pickering and Garrod 2013). Via monitoring, the partners multimodally (i.e., using speech, gestures and nonverbal behavior) keep track of the progress in a joint task. For example, the explainer will monitor the explainee’s understanding by evaluating whether her or his way of explaining has been successful or whether further elaboration or modification is needed. Vice versa, the explainee will monitor the explainer by accepting a level of detail that is needed for a particular explanation."<ref name="TRR_318_proposal"/>

<h2>Scaffolding</h2>
"In developmental literature, scaffolding refers to the way an expert provides guidance to a learner within a learning process by increasing or reducing the level of assistance in accordance with the partner’s performance. In our approach, we transfer the term from the area of learning to understanding. In accordance with the idea that understanding is constructed by both partners, both partners can scaffold each other—that is, provide the other partner with the information needed to arrive at a joint construction of the explanandum and the desired form of understanding. Together with the process of monitoring, it is not only a form of guidance but also supervision, and both together aid the active participation of both partners."<ref name="TRR_318_proposal"/>

<h2>Understanding</h2>
"Whereas in the current debate on explainable systems (XAI), understanding refers to the problem of receiving “enough information” (Miller 2019, p. 11), in our approach, understanding is linked to what is relevant for the explainee. To account for variations in the progress of and the varying goals of explanations, we will differentiate between practices of enabling and comprehension. With enabling, we refer to explanations in the context of choosing or performing an action. Comprehension, in contrast, accounts for a reflexive awareness that may lead to a conceptual framework for a phenomenon that goes beyond what is immediately perceivable. We expect further differentiations that will be explored in the individual projects."<ref name="TRR_318_proposal"/>

<h2>Social-practice</h2>
"Social practice determines the social relations and power structures in a given situation and thereby provides a specific (normative) background for the way interaction will play out in order to ‘place’ the explanation appropriately, and finally how that explanation will be interpreted. Social practice is a product of our actions with respect to each other that often has both social consequences and social presuppositions. The consequences on the one hand and the presuppositions on the other hand speak to the two timescales that constitute a social practice: In terms of consequences, every explaining process re-establishes the relevant social practice; in terms of presuppositions, in turn, the experience of an explaining process will confirm or make a new contribution to our expectations, roles, and partner models in relation to this particular social practice."<ref name="TRR_318_proposal"/>



<h2>dyad</h2>
two individuals (such as husband and wife) maintaining a sociologically significant relationship <ref>https://www.merriam-webster.com/dictionary/dyad</ref>

<h2>partner-model</h2>
a partner model is a main resource is for ‘placing’ explanations and contains knowledge and assumptions about the explainee with regard to her/his dialogical role, general characteristics, or even this specific person <ref name="TRR_318_proposal"/>

<h2>Obligation</h2>
Obligations represent what an agent should do, according to some set of norms. The notion of obligation has been studied for many centuries, and its formal aspects are examined using Deontic Logic.<ref name="traum1994discourse">Traum, D. R., & Allen, J. F. (1994). Discourse obligations in dialogue processing. arXiv preprint cmp-lg/9407011.‏</ref>

<h2>obligor</h2>
one who is bound by a legal obligation <ref>https://www.merriam-webster.com/dictionary/obligor</ref>

<h2>obligee</h2>
one to whom another is obligated (as by a contract). specifically : one who is protected by a surety bond <ref>https://www.merriam-webster.com/dictionary/obligee</ref>

<h2> interlocutor </h2>
one who takes part in dialogue or conversation <ref>https://www.merriam-webster.com/dictionary/interlocutor</ref>

<h2> reappraisal </h2>
"re-interpreting or re-analyzing the emotional situation and/or goals" <ref name="TRR_318_proposal"/>

<h2> Persuasion </h2>
"Persuasion can be seen as a further strategy to achieve a decision or behavior that is congruent with logical argumentation and not influenced by emotional processes."<ref name="TRR_318_proposal"/>

<h2> feedback signals </h2>
"Feedback signals are generally (i) short (i.e., consist of minimal verbal/vocal expressions), (ii) locally adapted to their prosodic context (i.e., the speaker’s utterance) by being more similar in pitch to their immediate surrounding than regular utterances, or (iii) taking place in the visual modality, for example as head gestures or facial expressions." <ref name="buschmeier2018attentive">Buschmeier, H. (2018). Attentive speaking. From listener feedback to interactive adaptation.‏
ISO 690
</ref>

<h2>verbal-feedback</h2>
"Feedback is considered ‘verbal/vocal’, if it is spoken, i.e., produced as a speech sound in the vocal tract of a listener. Examples of such feedback found in the alico-corpus are genau (‘exactly’), ja (‘yes’), mhm (‘uh-huh’), and m."<ref name="buschmeier2018attentive"/>

<h2> fact </h2>
that what happened <ref name="wang2019designing">Wang, D., Yang, Q., Abdul, A., & Lim, B. Y. (2019, May). Designing theory-driven user-centric explainable AI. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-15).‏</ref>

<h2> foil </h2>
that what is expected or plausible to happen<ref name="wang2019designing"/>

<h2> causal-explanation </h2>
"refers to an explanation that is focused on selected causes relevant to interpreting the observation with respect to existing knowledge."<ref name="wang2019designing"/>

<h2> EXPLAINING-WHY </h2>
It is a semantic type of explanation which explicates how a complex matter comes into being (e.g., explaining natural phenomena by reference to physical principles, or explaining a person’s action by explicating possible motives.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-HOW </h2>
It is a semantic type of explanation which outlines procedural knowledge about processes and coordinations of actions in order to achieve a specific goal.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-WHAT </h2>
It is a semantic type of explanation which describes, for example, the meaning of a term or a proverb. We consider these distinctions to be useful for describing ways of explaining technical artifacts because they reflect their intrinsic duality.<ref name="TRR_318_proposal"/>

<h2> Deontic logic </h2>
Deontic logic is the field of philosophical logic that is concerned with obligation, permission, and related concepts. Alternatively, a deontic logic is a formal system that attempts to capture the essential logical features of these concepts. <ref>Stanford Encyclopedia of Philosophy https://plato.stanford.edu/entries/logic-deontic/</ref>



==Notes==
<references />

Other terms

2023-02-27T12:49:24Z

Wikiadmin:

<h2>AI systems</h2>
"The notion of an “intelligent system” is neither defined precisely nor demarcated sharply from other systems, artifacts, or technical devices. Instead, the perception of what is judged to be intelligent changes with progress and exposure to such a system. Broadly speaking, an intelligent system is commonly understood as a computational system – such as a search engine, an online shopping assistant, a chat bot, or a cleaning robot – that leverages concepts, tools, and techniques from artificial intelligence in order to establish capabilities that are commonly attributed to humans while (still) being less typical of other soft- and hardware systems. Most notably, these capabilities let an AI system learn from experience and adapt to specific environmental conditions. As a consequence, an intelligent system exhibits a certain degree of autonomy, and its behavior is not completely prespecified. Importantly, intelligent systems are able to interact with humans or other systems through various modalities, for example, textual, visual, acoustic, or haptic signals. Whereas we share contemporary definitions of intelligent systems, we specifically focus on the abilities of AI systems to learn not only from prespecified data but also through interacting with humans." <ref name="TRR_318_proposal">TRR 318 Proposal</ref>

<h2>Co-construction</h2>
"Co-construction refers to an interactive and iterative process of negotiating both the explanandum and the form of understanding for explanations. It is a process that is performed mutually by sequentially building on, refining, and modifying the interaction: Each partner elaborates upon the other partner’s last contribution. The processes of scaffolding and monitoring (see below) guide this elaboration and direct it toward a specific form of understanding. In effect, what is achieved is the participation of both partners in moving toward a goal. Whereas the co-construction of an explanation takes place on the microlevel of an unfolding interaction and can thus be accessed directly, the process is modulated crucially on the macrolevel of the interaction."<ref name="TRR_318_proposal"/>

<h2>Explainee</h2>
"The agent on the receiving end of an explanation."<ref name="TRR_318_proposal"/>

<h2>Explainer</h2>
"The agent who steers an explanation forward"<ref name="TRR_318_proposal"/>

<h2>Explanandum</h2>
"The entity (event, phenomenon) that is the subject of an explanation"<ref name="TRR_318_proposal"/>

<h2>Explanans</h2>
"The (verbal) way that an explanation can be expressed and co-constructed by both partners"<ref name="TRR_318_proposal"/>

<h2>Monitoring</h2>
"In this multimodal process, the observed outcome is compared to what was predicted (Pickering and Garrod 2013). Via monitoring, the partners multimodally (i.e., using speech, gestures and nonverbal behavior) keep track of the progress in a joint task. For example, the explainer will monitor the explainee’s understanding by evaluating whether her or his way of explaining has been successful or whether further elaboration or modification is needed. Vice versa, the explainee will monitor the explainer by accepting a level of detail that is needed for a particular explanation."<ref name="TRR_318_proposal"/>

<h2>Scaffolding</h2>
"In developmental literature, scaffolding refers to the way an expert provides guidance to a learner within a learning process by increasing or reducing the level of assistance in accordance with the partner’s performance. In our approach, we transfer the term from the area of learning to understanding. In accordance with the idea that understanding is constructed by both partners, both partners can scaffold each other—that is, provide the other partner with the information needed to arrive at a joint construction of the explanandum and the desired form of understanding. Together with the process of monitoring, it is not only a form of guidance but also supervision, and both together aid the active participation of both partners."<ref name="TRR_318_proposal"/>

<h2>Understanding</h2>
"Whereas in the current debate on explainable systems (XAI), understanding refers to the problem of receiving “enough information” (Miller 2019, p. 11), in our approach, understanding is linked to what is relevant for the explainee. To account for variations in the progress of and the varying goals of explanations, we will differentiate between practices of enabling and comprehension. With enabling, we refer to explanations in the context of choosing or performing an action. Comprehension, in contrast, accounts for a reflexive awareness that may lead to a conceptual framework for a phenomenon that goes beyond what is immediately perceivable. We expect further differentiations that will be explored in the individual projects."<ref name="TRR_318_proposal"/>

<h2>Social-practice</h2>
"Social practice determines the social relations and power structures in a given situation and thereby provides a specific (normative) background for the way interaction will play out in order to ‘place’ the explanation appropriately, and finally how that explanation will be interpreted. Social practice is a product of our actions with respect to each other that often has both social consequences and social presuppositions. The consequences on the one hand and the presuppositions on the other hand speak to the two timescales that constitute a social practice: In terms of consequences, every explaining process re-establishes the relevant social practice; in terms of presuppositions, in turn, the experience of an explaining process will confirm or make a new contribution to our expectations, roles, and partner models in relation to this particular social practice."<ref name="TRR_318_proposal"/>



<h2>dyad</h2>
two individuals (such as husband and wife) maintaining a sociologically significant relationship <ref>https://www.merriam-webster.com/dictionary/dyad</ref>

<h2>partner-model</h2>
a partner model is a main resource is for ‘placing’ explanations and contains knowledge and assumptions about the explainee with regard to her/his dialogical role, general characteristics, or even this specific person <ref name="TRR_318_proposal"/>

<h2>Obligation</h2>
Obligations represent what an agent should do, according to some set of norms. The notion of obligation has been studied for many centuries, and its formal aspects are examined using Deontic Logic.<ref name="traum1994discourse">Traum, D. R., & Allen, J. F. (1994). Discourse obligations in dialogue processing. arXiv preprint cmp-lg/9407011.‏</ref>

<h2>obligor</h2>
one who is bound by a legal obligation <ref>https://www.merriam-webster.com/dictionary/obligor</ref>

<h2>obligee</h2>
one to whom another is obligated (as by a contract). specifically : one who is protected by a surety bond <ref>https://www.merriam-webster.com/dictionary/obligee</ref>

<h2> interlocutor </h2>
one who takes part in dialogue or conversation <ref>https://www.merriam-webster.com/dictionary/interlocutor</ref>

<h2> reappraisal </h2>
"re-interpreting or re-analyzing the emotional situation and/or goals" <ref name="TRR_318_proposal"/>

<h2> Persuasion </h2>
"Persuasion can be seen as a further strategy to achieve a decision or behavior that is congruent with logical argumentation and not influenced by emotional processes."<ref name="TRR_318_proposal"/>

<h2> feedback signals </h2>
"Feedback signals are generally (i) short (i.e., consist of minimal verbal/vocal expressions), (ii) locally adapted to their prosodic context (i.e., the speaker’s utterance) by being more similar in pitch to their immediate surrounding than regular utterances, or (iii) taking place in the visual modality, for example as head gestures or facial expressions." <ref name="buschmeier2018attentive">Buschmeier, H. (2018). Attentive speaking. From listener feedback to interactive adaptation.‏
ISO 690
</ref>

<h2>verbal-feedback</h2>
"Feedback is considered ‘verbal/vocal’, if it is spoken, i.e., produced as a speech sound in the vocal tract of a listener. Examples of such feedback found in the alico-corpus are genau (‘exactly’), ja (‘yes’), mhm (‘uh-huh’), and m."<ref name="buschmeier2018attentive"/>

<h2> fact </h2>
that what happened <ref name="wang2019designing">Wang, D., Yang, Q., Abdul, A., & Lim, B. Y. (2019, May). Designing theory-driven user-centric explainable AI. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-15).‏</ref>

<h2> foil </h2>
that what is expected or plausible to happen<ref name="wang2019designing"/>

<h2> causal-explanation </h2>
"refers to an explanation that is focused on selected causes relevant to interpreting the observation with respect to existing knowledge."<ref name="wang2019designing"/>

<h2> EXPLAINING-WHY </h2>
It is a semantic type of explanation which explicates how a complex matter comes into being (e.g., explaining natural phenomena by reference to physical principles, or explaining a person’s action by explicating possible motives.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-HOW </h2>
It is a semantic type of explanation which outlines procedural knowledge about processes and coordinations of actions in order to achieve a specific goal.<ref name="TRR_318_proposal"/>

<h2> EXPLAINING-WHAT </h2>
It is a semantic type of explanation which describes, for example, the meaning of a term or a proverb. We consider these distinctions to be useful for describing ways of explaining technical artifacts because they reflect their intrinsic duality.<ref name="TRR_318_proposal"/>

<h2> Deontic logic </h2>
Deontic logic is the field of philosophical logic that is concerned with obligation, permission, and related concepts. Alternatively, a deontic logic is a formal system that attempts to capture the essential logical features of these concepts. <ref>Stanford Encyclopedia of Philosophy https://plato.stanford.edu/entries/logic-deontic/</ref>



==Notes==
<references />

A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022

2022-12-06T18:33:31Z

Wikiadmin:

''' Annotation task:'''
We are going to annotate some part of an explanatory dialogue from the 5-Levels dataset. The task is to assign explanation moves to the last 5 turns, i.e. 11 to 15  based on the moves in the Wiki. The goal here is to be as exhaustive as possible in assigning moves as each turn might include several explanation moves and each sentence or text fragment may be assigned with more than one label. The topic of explanatory dialogue is dimensions where an expert has been challenged to discuss the topic with a colleague, i.e. another expert with high proficiency.



''Part of an Explanatory Dialogue: '''('''Topic:''' Dimensions , '''Proficiency level:''' Expert-Colleague)

-'''(1) Explainer:''' [You're a string theorist, so tell us what kind of string theory you do, what it means to be a string theorist.]

-'''(2) Explainee:''' [One of the things that's key in the whole story of string theory is the piece of it that talks about quantum theories of gravity. So I'm very excited about what happens to spacetime, what does it even mean at the quantum level.]

-'''(3) Explainer:''' [Cool, so do you think a lot about extra dimensions in your everyday life?']

-'''(4) Explainee:''' [Uh, yes I do.]

-'''(5) Explainer:''' [And so when you think about extra dimensions, you put them together with brains and different fields, wrapping around the extra dimensions and so forth, right?]

-'''(6) Explainee:''' [Yes.]

-'''(7) Explainer:''' [You know, a lot of people, a lot of string theorists, they care a lot about all the different ways, in which we could hide the extra dimensions. As someone who cares about cosmology, I wanna start asking why are the extra dimensions small at all? How did that happen? Is this something you think about yourself?]

-'''(8) Explainee:''' [Yes, well ultimately we'd like to understand the observable universe. If string theory turns out to be the thing that the universe cares about, we'd like to know with all of these possibilities that are in string theory, how do we get the one that looks like the world we live in?]

-'''(9) Explainer:''' [The thing I want to talk about is this paper I wrote with Matt Johnson and Lisa Randall where we realize there's another way to compactify extra dimensions spontaneously, dynamically. If you imagine starting with this big piece of paper, you couldn't wrap up everything, but within some region of space you could make a tube.]

-'''(10) Explainee:''' [Okay.]

-'''(11) Explainer:''' ['Right?', 'And down there in the tube it looks like', 'your long thing that is compactified in one direction', 'and infinitely extending in the other direction,', "so there's one less macroscopic dimension of space."]

-'''(12) Explainee:''' ["Hmm. Okay, that's nice."]

-'''(13) Explainer:''' ['[Sean] You think that sounds plausible to you?']

-'''(14) Explainee:''' ['It sounds like fun.', 'What I would immediately ask is', 'where do the large dimensions come from in the first place?', 'Is that something you address, or you just assume', 'that all the dimension are large as a starting point?']

-'''(15) Explainer:''' ['Yeah.', "So we certainly assume that they're all large", "as a starting point, and it's worse than that.", 'So in our paper we imagine you start', 'in de Sitter space.', 'You start in a universe with no matter,', 'no anything like that, just empty space', 'but with an energy that is positive', 'and all the dimensions are large.']

A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022

2022-12-06T18:30:28Z

Wikiadmin:

''' Annotation task:'''
We are going to annotate some part of an explanatory dialogue from the 5-Levels dataset. The task is to assign explanation moves to each turn  based on the moves in the Wiki. The goal here is to be as exhaustive as possible in assigning moves as each turn might include several explanation moves. The topic of explanatory dialogue is dimensions where an expert has been challenged to discuss the topic with a colleague, i.e. another expert with high proficiency.



''Part of an Explanatory Dialogue: '''('''Topic:''' Dimensions , '''Proficiency level:''' Expert-Colleague)

-'''(1) Explainer:''' [You're a string theorist, so tell us what kind of string theory you do, what it means to be a string theorist.]

-'''(2) Explainee:''' [One of the things that's key in the whole story of string theory is the piece of it that talks about quantum theories of gravity. So I'm very excited about what happens to spacetime, what does it even mean at the quantum level.]

-'''(3) Explainer:''' [Cool, so do you think a lot about extra dimensions in your everyday life?']

-'''(4) Explainee:''' [Uh, yes I do.]

-'''(5) Explainer:''' [And so when you think about extra dimensions, you put them together with brains and different fields, wrapping around the extra dimensions and so forth, right?]

-'''(6) Explainee:''' [Yes.]

-'''(7) Explainer:''' [You know, a lot of people, a lot of string theorists, they care a lot about all the different ways, in which we could hide the extra dimensions. As someone who cares about cosmology, I wanna start asking why are the extra dimensions small at all? How did that happen? Is this something you think about yourself?]

-'''(8) Explainee:''' [Yes, well ultimately we'd like to understand the observable universe. If string theory turns out to be the thing that the universe cares about, we'd like to know with all of these possibilities that are in string theory, how do we get the one that looks like the world we live in?]

-'''(9) Explainer:''' [The thing I want to talk about is this paper I wrote with Matt Johnson and Lisa Randall where we realize there's another way to compactify extra dimensions spontaneously, dynamically. If you imagine starting with this big piece of paper, you couldn't wrap up everything, but within some region of space you could make a tube.]

-'''(10) Explainee:''' [Okay.]

-'''(11) Explainer:''' ['Right?', 'And down there in the tube it looks like', 'your long thing that is compactified in one direction', 'and infinitely extending in the other direction,', "so there's one less macroscopic dimension of space."]

-'''(12) Explainee:''' ["Hmm. Okay, that's nice."]

-'''(13) Explainer:''' ['[Sean] You think that sounds plausible to you?']

-'''(14) Explainee:''' ['It sounds like fun.', 'What I would immediately ask is', 'where do the large dimensions come from in the first place?', 'Is that something you address, or you just assume', 'that all the dimension are large as a starting point?']

-'''(15) Explainer:''' ['Yeah.', "So we certainly assume that they're all large", "as a starting point, and it's worse than that.", 'So in our paper we imagine you start', 'in de Sitter space.', 'You start in a universe with no matter,', 'no anything like that, just empty space', 'but with an energy that is positive', 'and all the dimensions are large.']

General moves

2022-12-01T15:32:17Z

Wikiadmin:

<h2>Accept-part</h2>
An utterance that accepts part of a proposal, request, statement or information request .<ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref> Implicitly, it rejects another part of the utterance, but we only code what is explicitly accepted. When an utterance does both explicitly, it should be segmented it into two units and labelled accordingly.

Example (1)<ref name="stolcke2000dialogue"/>:
'''''Something like that'''''

<h2>Acknowledge</h2>
Acknowledgments are utterances consisting of short phrases such as “ok”, “yes”, “uh-huh”, that signal that the previous utterance was understood without necessarily signaling acceptance. They do not resolve the content of the utterance they address. ”right”, ”alright” and ”ok” are ambiguous. They are commonly only an acknowledge when they are followed by a hint. ”OK” is commonly used after a not totally wrong answer.<ref name="stolcke2000dialogue"/><ref name="leech2003generic">Leech, G., & Weisser, M. (2003). Generic speech act annotation for task-oriented dialogues. In Proceedings of the corpus linguistics 2003 conference (Vol. 16, pp. 441-446). Lancaster: Lancaster University.‏</ref>

-'''Explainer:''' ['Have you ever heard of harmony?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']
-'''Explainer:''' ['I like it.', "That's absolutely correct."]
-'''Explainee:''' ['''''Okay.'''''] ---> '''''Acknowledge'''''

<h2>Action directive</h2>
An utterance that requests an action to be performed, i.e., commands, pleas etc.<ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/><ref name="allen1997draft">Allen, J., & Core, M. (1997). Draft of DAMSL: Dialog act markup in several layers.‏</ref>


'''Example (1):'''
-"Please show that..."

'''Example (2):'''
-'''Explainer:''' ['''''Try look over there and concentrate on his face over there.''''', 'Can you see me waving my hand without turning your eyes?'] --> '''''Action directive'''''
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me how many fingers I'm holding up?"]
-'''Explainee:''' ['Uh, three?']

<h2> Analogy </h2>
Analogy is an utterance where a comparison of two otherwise unlike things is made based on resemblance of a particular aspect.<ref name"analogy">https://www.merriam-webster.com/dictionary/analogy</ref>

'''Example:'''
-'''Explainer:'''["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']
-'''Explainee:'''['Nice.']
-'''Explainer:'''['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
-'''Explainee:'''['Why do you hold it so tight?']
-'''Explainer:'''['''''I'm holding it tight to show you, then when you're trying to pull it, a black hole will really hold onto it with its gravity.'''''] ---> '''''Analogy'''''
-'''Explainee:'''['I got it.']

<h2>Assert</h2>
Assert refers to an utterance where a fact or an opinion is stated confidently. In other words, assert refers to the statements where "The speaker is trying to make the addressee adopt a belief by communicating a claim about the world". <ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

'''Example (1):'''
-'''Explainer:'''['So have you ever heard of something called a black hole?']
-'''Explainee:'''['What is a black hole?']
-'''Explainer:'''['''''Well, it has to do with, a lot with gravity,''''' 'do you know what gravity is?']---> '''''Assert'''''
-'''Explainee:'''['No, not at all.']
-'''Explainer:'''['''''It's what keeps us on the earth.''''']---> '''''Assert'''''

<h2>Backchannel response</h2>
A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples of backchanneling in English include such expressions as "yeah", "uh-huh", "hmm", and "right". <ref name="stolcke2000dialogue"/><ref>Heinz, B. M. (1998). Backchannel responses as conversational strategies in bilingual speakers' conversations. The University of Nebraska-Lincoln.‏</ref>

<h2>Causal antecedent question</h2>
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ["So what's your major?"]
-'''Explainee:''' ['Chemical engineering.']
-'''Explainer:''' ['''''What made you choose that?'''''] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ['Like any freshman,', 'going into chemical engineering,', 'I was like, I like chemistry!', "So I'm gonna go into chemical engineering.", 'But luckily I also like', 'all the math and all the science too.']

'''Example (2):'''
-'''Explainer:''' ["You're a string theorist, so tell us what kind", 'of string theory you do, what it means', 'to be a string theorist.']
-'''Explainee:''' ["One of the things that's key", 'in the whole story of string theory', 'is the piece of it that talks about', 'quantum theories of gravity.', "So I'm very excited about what happens to spacetime,", 'what does it even mean at the quantum level.']
-'''Explainer:''' ['Cool, so do you think a lot about extra dimensions', 'in your everyday life?']
-'''Explainee:''' ['Uh, yes I do.']
-'''Explainer:''' ['And so when you think about extra dimensions,', 'you put them together with brains and different fields', 'wrapping around the extra dimensions and so forth, right?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['You know, a lot of people, a lot of string theorists,', 'they care a lot about all the different ways', 'in which we could hide the extra dimensions.', 'As someone who cares about cosmology,', 'I wanna start asking why are the extra dimensions', 'small at all?', '''''How did that happen?''''', 'Is this something you think about yourself?'] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ["Yes, well ultimately we'd like to understand", 'the observable universe.', 'If string theory turns out to be the thing', 'that the universe cares about,', "we'd like to know, with all of these possibilities", 'that are in string theory, how do we get the one', 'that looks like the world we live in?']
-'''Explainer:''' ['The thing I want to talk about is this paper I wrote', 'with Matt Johnson and Lisa Randall', "where we realize there's another way", 'to compactify extra dimensions spontaneously, dynamically.', 'If you imagine starting with this big piece of paper', "you couldn't wrap up everything,", 'but within some region of space you could make a tube.']
-'''Explainee:''' ['Okay.']

<h2>Causal consequence question</h2>
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
<ref name="graesser1994question"/>  <ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So this is C major, yeah?', '(keyboard music)', 'And then this is C minor.', 'So the feelings are different, right?']
-'''Explainee:''' ['Yeah, feels like dark and spooky.']
-'''Explainer:''' ["[Jacob] Yeah, this one's dark and spooky."]
-'''Explainee:''' ['Haunted house.']
-'''Explainer:''' ['''''And how does this one make you feel though?''''']---> '''''Causal consequence question'''''
-'''Explainee:''' ['Happy. And joyful.']
-'''Explainer:''' ['Yeah, I like that, yeah.']
-'''Explainee:''' ['Yeah, yeah.']

'''Example (2):'''
-'''Explainer:''' ['Yeah.', 'The main thing is that if something falls', "into a black hole, it can never get out, it's--"]
-'''Explainee:''' ['What about the earth? '''''What if it rolls into it--'''''] ---> '''''Causal consequence question'''''
-'''Explainer:''' ['Oh, if the earth rolls into it?']
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It would be bad, we wouldn't be able to get out."]

<h2>Commit</h2>
An utterance with which the speaker commits himself to a future course of action. An utterance that accepts an action directive or open option will typically be a commit. “Okay” can be also a commit. The speaker’s commitment does not depend on the acceptance of the commitment by the hearer, e.g.,as in the case of a promise.<ref name="karagjosova2005dialogue"/>

'''Example (1)'''<ref name="karagjosova2005dialogue"/>:
I do this now.

'''Example (2)''' <ref name="stolcke2000dialogue"/>:
I’ll have to check that out

<h2>Comparison question</h2>
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?"<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['''''So what's the connection between neutron stars and black holes?'''''] ---> '''''Comparison question'''''
-'''Explainee:''' ['So, as I understand it,', "a black hole is sort of like a neutron star's big brother.", "It's more intense, though.", 'If you have so much matter when a star is collapsing', "that it can't hold itself up, it collapses to a black hole,", 'and those are so dense that space-time breaks down', 'in some way or another.']
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['So is there a sensible way to talk', "about what's inside a black hole,", 'or is that, should you think of it', 'as there is no space-time inside?']

<h2>Completion</h2>
An utterance that shows ”understanding by finishing or adding to the clause that a speaker is in the middle of constructing”<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>


-'''Explainer:''' ['As an engineer of course, I love quantifiable things.', "I like saying here's my 18 millisecond motion to photon,", "here's my angular resolution that I'm improving.", "I'm doing the color-space right.", 'But you can look not too far back where you say we', 'have blu-ray DVDs at this amazing resolution,', 'but more people want to watch Youtube videos', 'at really bad early internet video speeds.', 'Where there are things that if you deliver', 'a value to people then these objective quantities', 'may not be the most important thing.', "And while we're certainly pushing as hard as we can", 'on lots of these things that make the experience better', 'in potentially every way or maybe just for videos', 'or for different things.', "I don't think that its necessary.", "I've commented that I think usually my favorite titles", "on mobile that are fully synthetic are ones that don't", 'even try, they just go and do light-mapped, black-shaded.', 'And I think its a lovely aesthetic.', "I think that you don't wind up fighting all of the aliasing.", "While you get some other titles that, oh we're gonna", 'be high-tech with our specular bump maps with roughness.', "And you've got aliasing everywhere,", "and you can't hold frame rate and its all problematic.", 'While some of these that are clearly very synthetic worlds', 'where its nothing but these cartoony flat-shaded things', 'with lighting, but they look and they feel good.', "And you can buy that you're in that place.", "And you want to know what's around that monolith over there."]
-'''Explainee:''' ['We did a project called Life of Us,', 'which was exactly that mindset.', "We were let's embrace low-poly aesthetic", 'and just simple vertex shading.', 'And we ended up realizing, you can embody', 'these various creatures and transform yourself.', 'And when you do that with co-presence of another creature,', 'another human, it makes for a totally magical journey.', "You don't even think for a second, you actually dismiss", 'the whole idea of photo-realism', 'and embrace that reality for what it is.', 'I think it actually helps put you at ease a little bit.']
-'''Explainer:''' ['The end goal of reality, of course in computer graphics', 'people chase photo-realistic form for a long time.', "And basically, we've achieved it.", "Photo-realism, if you're willing to throw enough discreet", 'path traced rays at things,', 'you can generate photo-realistic views.', 'And we understand the light really well.', 'Of course it still takes a half hour per frame', 'like it always has, or more, to render the different things.', 'So its an understood problem and given infinite computing', 'power we could be doing that in virtual reality.', "However, a point that I've made to people in recent years", "is that, we are running out of More's Law.", "Maybe we'll see some wonderful breakthrough in quantum", 'structures or whatever--']
-'''Explainee:''' ['''''Or bandwidth, or streaming.''''']---> '''''completion'''''

<h2>Concept completion question</h2>
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>
-'''Explainer:''' ["[Donna] So you're a college student?"]
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ["[Donna] '''''And what's your major?'''''"]---> '''''Concept completion question'''''
-'''Explainee:''' ["I'm an engineering physics major with a minor in math.", "I'm in the three, two program for biomedical engineering."]

<h2>Continuer</h2>
A continuer is a short utterance which plays discourse-structuring roles like indicating that the other speaker should go on talking, such as “uh-huh” and “okay” <ref name="jurafsky1998lexical">Jurafsky, D., Shriberg, E., Fox, B., & Curl, T. (1998). Lexical, prosodic, and syntactic cues for dialog acts. In Discourse Relations and Discourse Markers.‏</ref>


'''Example (1):'''
-'''Explainer:''' ["So today, we're gonna talk about blockchain technology."]
-'''Explainee:''' ['''''Okay.'''''] --->'''''Continuer'''''
-'''Explainer:''' ['[Bettina] Have you ever heard of blockchain?']
-'''Explainee:''' ['I have.', "Whenever we have a transaction, and let's say", 'I buy something from you, this information gets logged.', 'And it gets verified by a third person or third party.', 'And then if like all this information verified', 'and it all matches, right, the transaction goes through', 'without any intermediary basically, right?', 'It gets stored, and when you make further transactions,', 'this information is ready, embedded.', "It's in the ledger."]

<h2>Definition question</h2>
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''''What is a t test?'''''----> '''''Definition question'''''

'''Example (2):'''
-'''Explainer:''' ['So have you ever heard of something called a black hole?']
-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''
-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
-'''Explainee:''' ['No, not at all.']

<h2>Disjunctive question</h2>
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is X or Y the case? Is X,Y,or Z the case?".  <ref name="graesser1994question"/>

'''Example:'''
-'''''Is gender or female the variable?'''''----> '''''Disjunctive question'''''

'''Example:'''
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['''''So is there a sensible way to talk about what's inside a black hole or is that, should you think of it, as there is no space-time inside?''''']. ----> '''''Disjunctive question'''''
-'''Explainer:''' ["There isn't a sensible way to talk about it yet,", "and that probably means that's where Einstein's", 'theory of gravity as a curved space-time', 'is beginning to break down,', 'and we need to take the extra step', 'of going to some kind of quantum theory of gravity.', "And we don't have that yet.", "So even though the black hole isn't completely understood,", 'we do know that they form astronomically,', 'that in the universe things like neutron stars form', 'and things like black holes form.', 'The consequences are very much speaking', 'to this curved space-time.', 'So, for instance, if two black holes orbit each other,', "they're like mallets on a drum,", 'and they actually cause space-time to ring,', "and it's very much part of gravitation.", 'The ringing of space-time itself,', 'we call gravitational waves.', 'And this was something Einstein thought about', 'right away in 1950-1960, he was thinking about that.']
-'''Explainee:''' ['Those waves are very exciting for me too', 'because neutron stars orbiting each other', 'also give off gravitational waves', 'and we might be able to get some data', 'about neutron star material from that kind of signal.']

'''Example:'''
-'''Explainer:''' ['''''Do you know a lot about lasers? Or just about the laser that you use.'''''] ----> '''''Disjunctive question'''''
-'''Explainee:''' ['Not a lot, just a little bit.']
-'''Explainer:''' ['Okay.', 'So this is about high intensity lasers.', 'Not only how do you make them,', 'but what was really stopping them being made', 'in both cases is non linear optics.', 'We wanna do something that requires', 'a huge photon density application,', "and so that's how come we came up with", 'chirped pulse amplification,', 'so that we could stretch the pulse,', 'safely amplify it, then compress it at the end,', "and then we're ready to do whatever we want at the end.", 'So what do you think the main difference is', 'between the continuous wave laser that you have', 'that runs at 10 watts and a chirped pulse amplifier?']
-'''Explainee:''' ['I feel like the continuous laser', 'delivers power at a continuous rate,', 'whereas you want all that power to be delivered', 'in a really, really short time with your amplification.']

<h2>Echo Question</h2>
Echo Question is defined as “a repetition of a prior utterance. The main function of an echo question is to clarify the form or content of the prior utterance”.<ref name="noh1998echo">Noh, E. J. (1998). Echo questions: Metarepresentation and pragmatic enrichment. Linguistics and philosophy, 603-628.‏‏</ref>

Example(1)
-'''''Explainer:''''' ['How much sleep do you get, typically?']
-'''''Explainee:''''' ['During the summer?', 'Like 10 hours.']
-'''''Explainer:''''' ['''''10 hours?'''''] -->'''''Echo Question'''''

Example(2):
-'''''Explainer:''''' ['Okay.', 'How long are the naps that you take?']
-'''''Explainee:''''' ['Anywhere from between one to six hours.']
-'''''Explainer:''''' ['''''One to six hours?''''' "That's a long nap."] -->'''''Echo Question'''''

<h2>Echo Response</h2>
Echo Response is a move inspired by the notion of an echo answer. “An echo answer is an answer that repeats elements of the question. This response form occurs after yes/no questions…". According to Svennevig<ref name"echo_response">Svennevig, Jan. Echo Answers in Native/Non-Native Interaction. 2010. In Pragmatics, Vol. 13, No.2. 2003. DOI:10.1075/prag.13.2.04sve</ref>, “echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress…The other is to claim a strengthened commitment to the answer…”

'''Example (1):'''
-'''Explainee:'''["So I'm at UC Berkeley, I'm a psychology student", 'studying cognitive neuro-science', 'and I just started my third year.']
-'''Explainer:'''['Congratulations.']
-'''Explainee:'''['Thank you.']
-'''Explainer:'''['So a lot of brain stuff.']
-'''Explainee:'''['''''A lot of brain stuff.'''''] ---> '''''Echo Response'''''

'''Example (2):'''
-'''Explainee:'''["I'm a fourth year Chemistry student at USF."]
-'''Explainer:'''['So pretty science-y.']
-'''Explainee:'''[Yes, '''''pretty science-y.'''''] ---> '''''Echo Response'''''

<h2>Elaboration</h2>
Elaboration refers to an utterance where more details are added concerning what has already been said. In other words, "elaboration is the act of adding more information to existing information to create a more complex, emergent whole." <ref name="Elaboration">https://en.wikipedia.org/wiki/Elaboration</ref>




-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']
-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]
-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
-'''Explainee:''' ['Okay.']
-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaboration'''''

<h2>Enablement question</h2>
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?" or "What enables the achievement of X?". An example of Enablement question would be: "What device allows you to measure stress?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

<h2>Example question</h2>
An Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['What do you say when something is one dimensional?', '''''What's an example of something that's one dimensional?''''']---> '''''Example question'''''
-'''Explainee:''' ['Hmm, I think one dimensional might be a circle, I guess,', 'or maybe a line.']
-'''Explainer:''' ['A line is the perfect example']
-'''Explainee:''' ['Yeah, a line.']

<h2>Expectational question</h2>
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" <ref name="graesser1994question"/>

Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:

-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''
-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''
-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.

<h2>Feature specification question</h2>
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?"<ref name="graesser1994question"/> or "What features does X have?"<ref name="nielsen2008taxonomy"/>. An example of feature specification question would be: "What are the properties of a bar graph?" 

-'''Explainer:''' ['And what are you studying?']
-'''Explainee:''' ["I'm studying soft matter physics,", 'which involves the physics of squishy stuff.', 'We make microswimmers in the laboratory', 'and we drive them with a laser.']
-'''Explainer:''' ['''''And what kind of laser do you use?'''''] ---> '''''Feature specification question'''''
-'''Explainee:''' ["We use a 10 watt laser, it's a fiber laser."]

<h2>Follow-up Question</h2>
Follow-up Question is a question posed by the listener to request for more information and clarification, or express their interest or impression concerning the previous utterance.<ref name="Follow-up Question">https://dictionary.cambridge.org/grammar/british-grammar/questions-follow-up-questions‏</ref>

'''Example:'''
-'''''Explainer:''''' ["That's right.", 'To do machine learning, we use something called algorithms.', 'Have you heard of algorithms before?']
-'''''Teen:''''' ['A set of steps or a process', 'carried out to complete something?']
-'''''Explainer:''''' ["That's right."]
-'''''Teen:''''' ["So do you think that we've been able", 'to teach machines enough', "so that they can do things that even we can't do?", 'And on the opposite side of that,', 'do you think there are things that we can do', 'that a machine might never be able to do?']

<h2>Follow-up Statement</h2>
Follow-up Statement is an utterance which is stated in connection with the previous utterance in order to continue or add something to the previous utterance. Generally speaking, it can build up on the previous discussion, add a complementary point, express a personal comment or impression, or mention an example relevant to the topic.

'''Example:'''
-'''Explainer:''' ['Another origami challenge', 'that comes up with these patterns', "is if we're going to make an aircraft out of this thing", "we're going to need hundreds of yards of folded origami.", "We're not going to do it by hand", 'and this might be the new frontier in origami engineering,', 'which is the design of machines', 'that can fold patterns that have applications.']
-'''Explainee:'''['''''So you're talking about a machine", 'that is actually folding it into this, 'not just making the creases but actually folding it.'''''] ---> '''''Follow-up Statement'''''
-'''Explainer:'''['Yeah, so what goes in as sheet', 'and what comes out is this, or something this wide.']
-'''Explainee:'''["That's cool, yeah.", 'What do you see as kind of like the next big breakthrough?', 'Is there anything out there on the horizon', "that you're just like, oh wow, this is really exciting?"]

<h2>Goal orientation question</h2>
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
-'''Explainee:''' ['I would want to make a unicorn out of atoms.']
-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']
-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''
-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
-'''Explainee:''' ['Cool.']

<h2>Gratitude</h2>
An utterance that expresses gratitude.<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ['[Janna laughs]']
-'''Explainee:''' ["It's sort of like there's a description", 'that works pretty well.']
-'''Explainer:''' ["Yeah, you don't go to the doctor and say,", "Heisenberg's uncertainty principle caused", 'a series of fluctuations.']
-'''Explainee:''' ['Right, would you help me?', "So there's so many open questions.", 'The fact that they are all these fundamental issues', "that we really don't understand.", "But, on the other hand, there's all these moving parts", 'that fit together so neatly.', "There's definitely something that's working here.", 'But ultimately what is gonna emerge from that,', "what structure is lying under it, we just don't know.", 'But I think the fact that there are', 'so many fundamental questions', "that we just don't know the answer to,", "that is an opportunity, that's exciting, it's great."]
-'''Explainer:''' ['''''Thanks so much for coming.''''' It's really good to have you here.] -->'''''Gratitude'''''
-'''Explainee:''' ['''''Thank you very much''''', Janna, it was my pleasure.] -->'''''Gratitude'''''

<h2>Instrumental/procedural question</h2>
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''
-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']

<h2>Interpretation question</h2>
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <ref name="graesser1994question"/>

<h2>Judgmental question</h2>
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" <ref name="graesser1994question"/>

'''Example (1):''' In this example the explainer makes judgemental questions as an explanation move.
-'''Explainer:''' ['''''So, what do you think of that?''''', '''''What do you think of origami?''''']----> '''''Judgmental questions'''''
-'''Explainee:''' ['I think that the people that make them are talented.', "It's hard.", "Seeing the stuff that we've made here,", "I'd bet that they could do rocket ships.", 'Just so much that you can do with them.']
-'''Explainer:''' ['Thanks for coming.']
-'''Explainee:''' ['Thanks for having me.']

'''Example (2):''' This example shows where the explainee makes judgmental questions.
-'''Explainer:''' ['Maybe a wiring diagram is not sufficient to understand', 'the brain, and it would be crazy to think that that would be', 'sufficient, actually.']
-'''Explainee:''' ['If you limit the connectome to be just the wiring diagram', 'without, you know, more information about myelination', 'or glial cells, all types of environmental features that', 'surround the neurons and axons then you have an incomplete', 'picture, no doubt.']
-'''Explainer:''' ['Sometimes when people get, they worry about connectomics,', "I think what they're actually worrying about is that", "it's the end of the that we used to do neuroscience."]
-'''Explainee:''' ['''''What do you think about memory?''''', '''''Do you think that there's ways of resolving what the substrate of human memory is, you know, is it just LTP and LTD?'''''] ----> '''''Judgmental questions'''''
-'''Explainer:''' ["I'm not sure if you had a connectome of a human brain,", 'of an adult human, I would be able to read out', 'memories from that.']

<h2>Maybe</h2>
An utterance with which the speaker ”explicitly states that he cannot give a definite answer at the moment”. Examples: "I’ll have to think about it."<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee:''' ['Yes, a lot.']
-'''Explainer:''' ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee:''' ['Yeah, kind of.']
-'''Explainer:''' ["What's your idea what physics is?"]
-'''Explainee:''' ["Um, '''''I'm not so sure.'''''] --> '''''Maybe'''''

<h2>non-lexical backchannel</h2>
Non-lexical backchannel is a type of backchannel response. "A non-lexical backchannel is a vocalized sound that has little or no referential meaning but still verbalizes the listener's attention, and that frequently co-occurs with gestures. In English, sounds like uh-huh and hmm serve this role." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

'''Example (1):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ['''''Mmm-hmm''''', it's when you take turns doing something. It's when you give up most of what you want, right?] --> '''''non-lexical backchannel'''''

'''Example (2):'''
-'''Explainee:''' ["It's a large scale attempt to understand the wiring map", 'of the brain, essentially.']
-'''Explainer:''' ['Yeah, great.']
-'''Explainee:''' ["I think that it's definitely needed."]
-'''Explainer:''' ['''''Huh.'''''] --> '''''non-lexical backchannel'''''
-'''Explainee:''' ['Understanding the anatomy of the brain is definitely', "important but, it doesn't necessarily tell us everything", "about the function, there's some sort of temporal order", 'from neuron to neuron and region to region', 'that we may not be able to pick up.']

<h2>Offer</h2>
An utterance by which the speaker indicates willingness to commit to an action, if the hearer accepts it <ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/>

-'''Explainer:''' ['Do you know what origami is?']
-'''Explainee:''' ['Is that where you fold paper', 'to make different animals, like those?']
-'''Explainer:''' ['Yes, in fact it is.', 'Have you ever done any origami before?']
-'''Explainee:''' ['Nope.']
-'''Explainer:''' ['[Robert] '''''Would you like to give it a try?'''''] ---> Offer
-'''Explainee:''' ['Sure.']

<h2>Phrasal backchannel</h2>
Phrasal backchannel is a type of backchannel response. "Phrasal backchannels most commonly assess or acknowledge a speaker's communication with simple words or phrases (for example, "Really?" or "Wow!" in English). One of the conversational functions of phrasal backchannels is to assess or appraise a previous utterance." <ref name="backchannel_linguistics"/>

-'''Example (1):'''
-'''Explainer:''' ['Okay.', "We're going to start with a model", 'that every Japanese person learns in kindergarten,', "it's called a crane, traditional origami design,", "it's over 400 years old.", "So, people have been doing what we're about to do", 'for 400 years.']
-'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ["Let's fold it in half from corner to corner, unfold it", "and then we'll fold it in half the other direction,", "also corner to corner but we're going to lift it up", "and we're going to hold the fold with both hands.", "We're going to bring these corners together,", 'making a little pocket and then,', 'this is the trickiest part of this whole design,', "so you're going to put your finger underneath the top layer", "and we're going to try to make that layer", 'fold right along the edge.', 'Now you see how the sides kind of want to come in', "as you're doing that?"]
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It's called a petal fold,", "it's a part of a lot of origami designs", "and it's key to the crane.", "Now we're ready for the magic.", "We're going to hold it in between thumb and forefinger,", 'reach inside,', "grab the skinny point that's between the two layers,", 'which are the wings,', "and I'm going to slide it out so it pokes out at an angle.", "We'll take the two wings, we spread them out to the side", 'and you have made your first origami crane.']
'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''

-'''Example (2):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]
-'''Explainer:''' ['When you give up most of what you want?', 'Well, sometimes that definitely happens for sure.', 'What if I told you that this is the kind of technology', 'that I work on that means you could trade', 'with any kid all over the world?']
-'''Explainee:''' ['''''Really?'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ['Yeah.']

-'''Example (3):'''
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['To be honest, I have no idea.']
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['''''Whoa.'''''] ---> '''''Phrasal backchannel'''''

<h2> Positive Feedback </h2>
Positive Feedback can be generated in answer to the previous utterance. It could be a statement or a short answer. For instance, the speaker confirms the previous utterance by using remarks such as “that’s true”, ‘absolutely”, “exactly”, etc., or the speaker might respond by generating a simple positive word/phrase such as “yes”, “yes, I do”.

'''Example(1):'''
-'''''Explainee:''''' ['Well, dogs are very playful, I think, more than cats.', 'Cats lick themselves more than dogs, I think.']
-'''''Explainer:''''' ['''''That's true.''''', 'Do you think, if we look at these pictures,', 'do you think maybe we could say,', 'Well, they both have pointy ears,', 'but the dogs have a different kind of body', 'and the cats like to stand up a little different.?', 'Do you think that makes sense?']--> '''''Positive Feedback'''''

'''Example(2):'''
-'''''Explainer:''''' ['And so we get the power with a lot less energy', "'cause its power is energy per unit time.", "So we aren't depositing much energy in comparison.", "Can I just ask, 'cause you are using", 'the thermal process of it heating up,', 'but have you ever had the opportunity', 'to use laser tweezers?']
-'''''Explainee:''''' ['''''I have, yeah.''''', 'We use optical tweezers to trap particles in solution.']--> '''''Positive Feedback'''''

'''Example(3):'''
-'''''Explainer:''''' ['So it is amazing, the parallels.', 'And optics is used everywhere.', "We're gonna possibly take over from CERN,", "we'll just do high energy physics with lasers,", "we're looking at gravity waves with lasers,", 'we wanna do black holes with lasers,', 'we wanna machine with lasers,', 'we wanna do medicine with lasers.', "It's everywhere.", 'And now, with the Nobel prize, people are hearing', 'more about it so they know lasers are everywhere.']
-'''''Explainee:''''' ['''''I couldn't agree with you more''''']--> '''''Positive Feedback'''''

<h2> Praise </h2>
Praise is an utterance where a (warm) approval or admiration of someone or something is expressed. <ref name"praise">https://www.merriam-webster.com/dictionary/praise</ref>

'''Example:'''
-'''Explainee:'''["What's blockchain?"]
-'''Explainer:'''['''''That's a really good question.''''', "It's actually a way that we can trade.", 'Do you know what trade is?']---> '''''Praise'''''
-'''Explainee:'''["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]

<h2>Quantification question</h2>
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have? What is the value of a quantitative variable? How many?" <ref name="graesser1994question"/>

'''Example (1):'''
-"How many degrees of freedom are on this variable?"

'''Example (2):'''
-'''Explainer:''' [Try look over there and concentrate on his face over there., 'Can you see me waving my hand without turning your eyes?']
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me '''''how many fingers I'm holding up?'''''] ---> '''''Quantification question'''''
-'''Explainee:''' ['Uh, three?']

<h2> Reassert </h2>
The same as assert, but the speaker thinks that the claim has already been made, and indicates it.  <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

'''Example:'''
-'''Explainee:''' Why hasn't near 0% interest done this to the USD?
-'''Explainer:''' (Reassert)['''''As already mentioned, the relationship between inflation, interest rates and currency value is very complex. Inflation in the US has been low.''''' Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.]

<h2>Reject</h2>
An utterance that rejects a proposal, request, statement or information request. It says nothing positive about the antecedent (possibly indicating error). It can be implicit or contain ”no” or “not”. <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

The following statements indicate reject moves<ref name="karagjosova2005dialogue"/>:
-That's not a statement.
-One cannot conclude that.
-That is not the way to go.
-What you answered is not clear.
-This is not a complete statement.
-This is incomplete or not entirely correct.
-This is not a complete expression.
-You did not apply the rule correctly.

<h2>Reject-part</h2>
An utterance that rejects partly a proposal, request, statement or information request. It implicitly accepts another part of the utterance, but we only code what is explicitly rejected.<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

Example (1):
-That is not entirely correct.



<h2>Rephrasing</h2>
Rephrasing is an explanation move where the explanandum is phrased or expressed in a different way especially to make the meaning clearer<ref name="karagjosova2005dialogue"/>

<h2>Request/Directive question</h2>
Request/Directive questions are formed according to the following abstract specification: "The speaker wants the listener to perform an action". An example of Request/Directive question would be: "Would you add those numbers together?" <ref name="graesser1994question"/>

Example (1):

-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']
-'''Explainer:''' ['''''So would you mind telling me a bit about what you've been working on or interested in lately?'''''] ---> '''''Request/Directive question'''''
-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']

Example (2):

-'''Explainer:''' ['I think that people forget that you can work', 'with the notes you already have by just rearranging them,', 'just the simple idea of inversion,', 'inversion of the simple triad, of F major.', "♪I once was lost and now I'm found ♪", '♪ Was blind ♪', '♪ But now I see ♪', Now how home do I want to go here, you know?', 'Is there another verse to come?']
-'''Explainee:''' ['Right.']
-'''Explainer:''' ['Because I can delay the gratification of going home.', 'First of all, just by using inversions,', 'even before we add the notes to the chord.', 'One thing that I was very joyful to discover', 'is that every single melody note', 'works with every single base note.']
-'''Explainee:''' ['''''Would you care to demonstrate that?'''''] ---> '''''Request/Directive question'''''
-'''Explainer:''' ['Yeah. so this is the note F.']
-'''Explainee:''' ['Yeah.']

<h2>Satisfaction</h2>
An utterance which expresses a positive emotion.<ref name="karagjosova2005dialogue"/>

'''Example (1):'''
-'''Explainer:''' ['Have you ever traded or sold anything?']
-'''Explainee:''' ["Actually, I'm selling my computer on eBay right now."]
-'''Explainer:''' ["That's amazing.", 'What made you decide to trade on eBay?']
-'''Explainee:''' ["Well, I mean, I've heard of it,", 'and I trust it a lot because they have', "all of their guarantees, so I know that I'm gonna", "get money and the person's gonna get what they want."]
-'''Explainer:''' ['So what if I told you that blockchain technology', 'is basically a tool where you can do the exact same thing,', 'but it goes to you and I directly?', "You wouldn't need an eBay or a brand in between."]
-'''Explainee:''' ['''''That's cool.'''''] ---> '''''Satisfaction'''''

<h2>Signal understanding</h2>
An utterance which signals understanding. .<ref name="karagjosova2005dialogue"/>

-'''Example (1):'''

-'''Explainer:'''["And it's almost exactly like the space story.", "The space story says there's a distance,", 'distance is different along different curves.', "Einstein says there's something that measures", 'the length of these curves,', 'and we call it the proper time.', 'It is literally the time that you would read', 'on your wristwatch.']
-'''Explainee:''' ["So it's kind of like our fundamental time?", 'Or our base time?']
-'''Explainer:'''['Well kind of.', "What Einstein wants to get across is there's no such thing", "as fundamental, like there's the universe's time,", 'this big letter T that might tell you how old', 'the universe is, but then every individual', 'has a clock with them, and they measure their own time', "depending on how they're moving through the universe."]
-'''Explainee:''' ['I see.']---> '''''Signal understanding'''''

<h2>Signal partial understanding</h2>
An utterance which signals partial understanding. <ref name="karagjosova2005dialogue"/>

-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee''': ['Yes, a lot.']
-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''

<h2>Signal non-understanding</h2>
An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <ref name="karagjosova2005dialogue"/>

Example (1): The following statements signals non-understanding:
-I don't understand your question
-What do you mean by that?
-What do you mean?

Example (2): Below is a part of an explanation dialogue between an explainer and an explainee, where the '''''Signal non-understanding''''' move has been highlighted.
'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
'''Explainee:''' ['No, not at all.']
'''Explainer:''' ["It's what keeps us on the earth."]
'''Explainee:''' ['''''What?'''''] ---> '''''Signal non-understanding'''''
'''Explainer:''' ["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']

<h2>Substantive backchannel</h2>
Substantive backchannel is a type of backchannel response. Substantive backchannels consist of more substantial turn-taking by the listener and usually manifest as asking for clarification or repetitions. More substantive backchannels such as "oh come on, are you serious?" require a context where the speaker is responding to something exasperating or frustrating. <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>

<h2>summarising</h2>
summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref><ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So you are already a PhD student, you know a lot about gravity, but what do you think you've taken away from this conversation?']
-'''Explainee:''' ['''''Well, I've definitely taken away that the way that we think about gravity today is very different from how Newton thought about it, and that even though we have a very good understanding, "there's lots of things that we don't fully understand. There's still a lot of questions to be answered, which I think is really exciting.'''''] ---> '''''summarising'''''
-'''Explainer:''' [ See, you're a scientist. [laughs], Isn't the best part being able to ask the questions?]
-'''Explainee:''' [ Oh yeah.]

<h2>Tentative Response</h2>
Tentative Response is an utterance that is normally uttered in response to a question. This type of response is not stated confidently. And it evidently displays a degree of uncertainty.

*The difference between '''''assert''''' and '''''tentative response:''''' Assert is when we state a fact or an opinion confidently while tentative response refers to occasions that we state a fact or an opinion without confidence.

'''Example (1):'''
-'''''Explainer:''''' ['And how would you find yourself,', 'like if someone said where are you,', 'could you use some words or ideas', 'to say where you are on that line?']
-'''''Explainee:''''' ['I think I would be maybe there,', "since I'm facing it."]

<h2>Verification question</h2>
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <ref name="graesser1994question"/> Please also compare verification question with the concept of '''''backchannel questions''''' introduced in <ref>Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref>

'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''': Mmm-hmm, it's when you take turns doing something.", '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''

'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']

<h2>Understanding query</h2>
An utterance that asks “the listener whether they understood, rather than making them prove it. It takes a “yes” or “no” as an answer <ref name="karagjosova2005dialogue"/>

Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.



'''Example (1):'''
-Do you now understand how this relates to the implication?

==Notes==
<references />

A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022

2022-12-01T14:19:54Z

Wikiadmin:

''' Annotation task:'''
We are going to annotate some part of an explanatory dialogue from the 5-Levels dataset. The task is to assign explanation moves to each turn  based on the moves in the Wiki. The goal here is to be as exhaustive as possible in assigning moves as each turn might include several explanation moves. The topic of explanatory dialogue is dimensions where an expert has been challenged to discuss the topic with a colleague, i.e. another expert with high proficiency.



''Part of an Explanatory Dialogue: '''('''Topic:''' Dimensions , '''Proficiency level:''' Expert-Colleague)

-'''(1) Explainer:''' [You're a string theorist, so tell us what kind of string theory you do, what it means to be a string theorist.]

-'''(2) Explainee:''' [One of the things that's key in the whole story of string theory is the piece of it that talks about quantum theories of gravity. So I'm very excited about what happens to spacetime, what does it even mean at the quantum level.]

-'''(3) Explainer:''' [Cool, so do you think a lot about extra dimensions in your everyday life?']

-'''(4) Explainee:''' [Uh, yes I do.]

-'''(5) Explainer:''' [And so when you think about extra dimensions, you put them together with brains and different fields, wrapping around the extra dimensions and so forth, right?]

-'''(6) Explainee:''' [Yes.]

-'''(7) Explainer:''' [You know, a lot of people, a lot of string theorists, they care a lot about all the different ways, in which we could hide the extra dimensions. As someone who cares about cosmology, I wanna start asking why are the extra dimensions small at all? How did that happen? Is this something you think about yourself?]

-'''(8) Explainee:''' [Yes, well ultimately we'd like to understand the observable universe. If string theory turns out to be the thing that the universe cares about, we'd like to know with all of these possibilities that are in string theory, how do we get the one that looks like the world we live in?]

-'''(9) Explainer:''' [The thing I want to talk about is this paper I wrote with Matt Johnson and Lisa Randall where we realize there's another way to compactify extra dimensions spontaneously, dynamically. If you imagine starting with this big piece of paper, you couldn't wrap up everything, but within some region of space you could make a tube.]

-'''(10) Explainee:''' [Okay.]

A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022

2022-12-01T14:19:40Z

Wikiadmin:

''' Annotation task:'''
We are going to annotate some part of an explanatory dialogue from the 5-Levels dataset. The task is to assign explanation moves to each turn  based on the moves in the Wiki. The goal here is to be as exhaustive as possible in assigning moves as each turn might include several explanation moves. The topic of explanatory dialogue is dimensions where an expert has been challenged to discuss the topic with a colleague, i.e. another expert with high proficiency.



''Part of an Explanatory Dialogue: '''('''Topic:''' Dimensions , '''Proficiency level:''' Expert-Colleague)

-'''(1) Explainer:''' [You're a string theorist, so tell us what kind of string theory you do, what it means to be a string theorist.]

-'''(2) Explainee:''' [One of the things that's key in the whole story of string theory is the piece of it that talks about quantum theories of gravity. So I'm very excited about what happens to spacetime, what does it even mean at the quantum level.]

-'''(3) Explainer:''' [Cool, so do you think a lot about extra dimensions in your everyday life?']

-'''(4) Explainee:''' [Uh, yes I do.]

-'''(5) Explainer:''' [And so when you think about extra dimensions, you put them together with brains and different fields, wrapping around the extra dimensions and so forth, right?]

-'''(6) Explainee:''' [Yes.]

-'''(7) Explainer:''' [You know, a lot of people, a lot of string theorists, they care a lot about all the different ways, in which we could hide the extra dimensions. As someone who cares about cosmology, I wanna start asking why are the extra dimensions small at all? How did that happen? Is this something you think about yourself?]

-'''(8) Explainee:''' [Yes, well ultimately we'd like to understand the observable universe. If string theory turns out to be the thing that the universe cares about, we'd like to know with all of these possibilities that are in string theory, how do we get the one that looks like the world we live in?]

-'''(9) Explainer:''' [The thing I want to talk about is this paper I wrote with Matt Johnson and Lisa Randall where we realize there's another way to compactify extra dimensions spontaneously, dynamically. If you imagine starting with this big piece of paper, you couldn't wrap up everything, but within some region of space you could make a tube.]

-'''(10) Explainee:''' [Okay.]

A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022

2022-12-01T14:15:15Z

Wikiadmin: Protected "A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022" ([Edit=Allow only administrators] (indefinite) [Move=Allow only administrators] (indefinite)) [cascading]

''' Annotation task:'''
We are going to annotate some part of an explanatory dialogue from the 5-Levels dataset. The task is to assign explanation moves to each turn  based on the moves in the Wiki. The goal here is to be as exhaustive as possible in assigning moves as each turn might include several explanation moves. The topic of explanatory dialogue is dimensions where an expert has been challenged to discuss the topic with a colleague, i.e. another expert with high proficiency.



''Part of an Explanatory Dialogue: '''('''Topic:''' Dimensions , '''Proficiency level:''' Expert-Colleague)

-'''(1) Explainer:''' [You're a string theorist, so tell us what kind of string theory you do, what it means to be a string theorist.] Assert+ Casual antecedent question+ Follow-up question+ Concept completion question + Feature specification question
-'''(2) Explainee:''' [One of the things that's key in the whole story of string theory is the piece of it that talks about quantum theories of gravity. So I'm very excited about what happens to spacetime, what does it even mean at the quantum level.] Instrumental/ procdedural question+ Goal orientation question + Elaboration + Concept completion question

-'''(3) Explainer:''' [Cool, so do you think a lot about extra dimensions in your everyday life?']+ Satisfaction+ Follow-up question + Disjunctive question + Phrasal backchannel

-'''(4) Explainee:''' [Uh, yes I do.] Assert+ Positive feedback+ Acknowledge + Non lexical backchannel

-'''(5) Explainer:''' [And so when you think about extra dimensions, you put them together with brains and different fields, wrapping around the extra dimensions and so forth, right?] Concept completion question+ Follow-up statement + Follow up statement + Verification question.

-'''(6) Explainee:''' [Yes.] Acknowledge + Positive feedback +Asssert

-'''(7) Explainer:''' [You know, a lot of people, a lot of string theorists, they care a lot about all the different ways, in which we could hide the extra dimensions. As someone who cares about cosmology, I wanna start asking why are the extra dimensions small at all? How did that happen? Is this something you think about yourself?] Casual antecedent question+ Instrumental/procedural question + Goal orientation question+ Follow-up statement + Follow-up question + Disjunctive question

-'''(8) Explainee:''' [Yes, well ultimately we'd like to understand the observable universe. If string theory turns out to be the thing that the universe cares about, we'd like to know with all of these possibilities that are in string theory, how do we get the one that looks like the world we live in?] Assert+ Positive feedback+ Acknowledge

-'''(9) Explainer:''' [The thing I want to talk about is this paper I wrote with Matt Johnson and Lisa Randall where we realize there's another way to compactify extra dimensions spontaneously, dynamically. If you imagine starting with this big piece of paper, you couldn't wrap up everything, but within some region of space you could make a tube.] Analogy+ Follow-up statmtent

-'''(10) Explainee:''' [Okay.] Acknowledge + Continuer

A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022

2022-11-30T12:14:08Z

Wikiadmin:

''' Annotation task:'''
We are going to annotate some part of an explanatory dialogue from the 5-Levels dataset. The task is to assign explanation moves to each turn  based on the moves in the Wiki. The goal here is to be as exhaustive as possible in assigning moves as each turn might include several explanation moves. The topic of explanatory dialogue is dimensions where an expert has been challenged to discuss the topic with a colleague, i.e. another expert with high proficiency.



'''Part of an Explanatory Dialogue: '''('''Topic:''' Dimensions , '''Proficiency level:''' Expert-Colleague)

-'''(1) Explainer:''' [You're a string theorist, so tell us what kind of string theory you do, what it means to be a string theorist.]

-'''(2) Explainee:''' [One of the things that's key in the whole story of string theory is the piece of it that talks about quantum theories of gravity. So I'm very excited about what happens to spacetime, what does it even mean at the quantum level.]

-'''(3) Explainer:''' [Cool, so do you think a lot about extra dimensions in your everyday life?']

-'''(4) Explainee:''' [Uh, yes I do.]

-'''(5) Explainer:''' [And so when you think about extra dimensions, you put them together with brains and different fields, wrapping around the extra dimensions and so forth, right?]

-'''(6) Explainee:''' [Yes.]

-'''(7) Explainer:''' [You know, a lot of people, a lot of string theorists, they care a lot about all the different ways, in which we could hide the extra dimensions. As someone who cares about cosmology, I wanna start asking why are the extra dimensions small at all? How did that happen? Is this something you think about yourself?]

-'''(8) Explainee:''' [Yes, well ultimately we'd like to understand the observable universe. If string theory turns out to be the thing that the universe cares about, we'd like to know with all of these possibilities that are in string theory, how do we get the one that looks like the world we live in?]

-'''(9) Explainer:''' [The thing I want to talk about is this paper I wrote with Matt Johnson and Lisa Randall where we realize there's another way to compactify extra dimensions spontaneously, dynamically. If you imagine starting with this big piece of paper, you couldn't wrap up everything, but within some region of space you could make a tube.]

-'''(10) Explainee:''' [Okay.]

A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022

2022-11-30T12:13:49Z

Wikiadmin:

'''A  annotation task:'''
We are going to annotate some part of an explanatory dialogue from the 5-Levels dataset. The task is to assign explanation moves to each turn  based on the moves in the Wiki. The goal here is to be as exhaustive as possible in assigning moves as each turn might include several explanation moves. The topic of explanatory dialogue is dimensions where an expert has been challenged to discuss the topic with a colleague, i.e. another expert with high proficiency.



'''Part of an Explanatory Dialogue: '''('''Topic:''' Dimensions , '''Proficiency level:''' Expert-Colleague)

-'''(1) Explainer:''' [You're a string theorist, so tell us what kind of string theory you do, what it means to be a string theorist.]

-'''(2) Explainee:''' [One of the things that's key in the whole story of string theory is the piece of it that talks about quantum theories of gravity. So I'm very excited about what happens to spacetime, what does it even mean at the quantum level.]

-'''(3) Explainer:''' [Cool, so do you think a lot about extra dimensions in your everyday life?']

-'''(4) Explainee:''' [Uh, yes I do.]

-'''(5) Explainer:''' [And so when you think about extra dimensions, you put them together with brains and different fields, wrapping around the extra dimensions and so forth, right?]

-'''(6) Explainee:''' [Yes.]

-'''(7) Explainer:''' [You know, a lot of people, a lot of string theorists, they care a lot about all the different ways, in which we could hide the extra dimensions. As someone who cares about cosmology, I wanna start asking why are the extra dimensions small at all? How did that happen? Is this something you think about yourself?]

-'''(8) Explainee:''' [Yes, well ultimately we'd like to understand the observable universe. If string theory turns out to be the thing that the universe cares about, we'd like to know with all of these possibilities that are in string theory, how do we get the one that looks like the world we live in?]

-'''(9) Explainer:''' [The thing I want to talk about is this paper I wrote with Matt Johnson and Lisa Randall where we realize there's another way to compactify extra dimensions spontaneously, dynamically. If you imagine starting with this big piece of paper, you couldn't wrap up everything, but within some region of space you could make a tube.]

-'''(10) Explainee:''' [Okay.]

A Collaborative Annotation Task for Activity Afternoon Sept 28th, 2022

2022-11-30T12:13:07Z

Wikiadmin:

'''A collaborative annotation task:'''
We are going to annotate some part of an explanatory dialogue from the 5-Levels dataset. The task is to assign explanation moves to each turn  based on the moves in the Wiki. The goal here is to be as exhaustive as possible in assigning moves as each turn might include several explanation moves. The topic of explanatory dialogue is dimensions where an expert has been challenged to discuss the topic with a colleague, i.e. another expert with high proficiency.



'''Part of an Explanatory Dialogue: '''('''Topic:''' Dimensions , '''Proficiency level:''' Expert-Colleague)

-'''(1) Explainer:''' [You're a string theorist, so tell us what kind of string theory you do, what it means to be a string theorist.]

-'''(2) Explainee:''' [One of the things that's key in the whole story of string theory is the piece of it that talks about quantum theories of gravity. So I'm very excited about what happens to spacetime, what does it even mean at the quantum level.]

-'''(3) Explainer:''' [Cool, so do you think a lot about extra dimensions in your everyday life?']

-'''(4) Explainee:''' [Uh, yes I do.]

-'''(5) Explainer:''' [And so when you think about extra dimensions, you put them together with brains and different fields, wrapping around the extra dimensions and so forth, right?]

-'''(6) Explainee:''' [Yes.]

-'''(7) Explainer:''' [You know, a lot of people, a lot of string theorists, they care a lot about all the different ways, in which we could hide the extra dimensions. As someone who cares about cosmology, I wanna start asking why are the extra dimensions small at all? How did that happen? Is this something you think about yourself?]

-'''(8) Explainee:''' [Yes, well ultimately we'd like to understand the observable universe. If string theory turns out to be the thing that the universe cares about, we'd like to know with all of these possibilities that are in string theory, how do we get the one that looks like the world we live in?]

-'''(9) Explainer:''' [The thing I want to talk about is this paper I wrote with Matt Johnson and Lisa Randall where we realize there's another way to compactify extra dimensions spontaneously, dynamically. If you imagine starting with this big piece of paper, you couldn't wrap up everything, but within some region of space you could make a tube.]

-'''(10) Explainee:''' [Okay.]

Repetition to place information in common ground, reformulation, Embedded correction

2022-11-23T10:40:17Z

Wikiadmin:

Repetition has multiple functions in conversation <ref name="clark_bernicot_2008">Clark, E. V., & Bernicot, J. (2008). Repetition as ratification: How parents and children place information in common ground. Journal of child language, 35(2), 349-371.‏</ref>. One pervasive use, for example, is when a speaker adds to common ground new information offered by another.

"As an example in child-adult interaction, some adult repetitions are characterized as ‘reformulations’. These are repetitions of erroneous child utterances in which adult speakers have corrected the child errors, underlined, as in example (1)"<ref name="clark_bernicot_2008"/>:

'''Example(1)'''<ref name="clark_bernicot_2008"/>:
-'''Child:''' Don ’t fall me downstairs!
-'''Parent:''' oh, I wouldn't drop you downstairs.
-'''Child:''' Don ’t drop me downstairs.

"Adults also make some embedded corrections, as in Example (2), where the correction of the erroneous form is (fell) offered in the next turn by the father"<ref name="clark_bernicot_2008"/>:

'''Example (2)-->(Embedded correction)''' <ref name="clark_bernicot_2008"/>:
-'''Child:''' He falled, he falled again.
-'''Father:''' Ok he fell, but no, he’s at the boat, now put him in front of the car

[[Category:Explainer_moves]]
[[Category:Child_adult_intercation]]

==Notes==
<references/>

Category:Child adult intercation

2022-11-23T10:39:40Z

Wikiadmin: Child adult interaction moves

Generating a recast

2022-11-23T10:38:47Z

Wikiadmin:

Clarke et. al. <ref name="clarke2017language">Clarke, M. T., Soto, G., & Nelson, K. (2017). Language learning, recasts, and interaction involving AAC: Background and potential for intervention. Augmentative and Alternative Communication, 33(1), 42-50.‏‏</ref> discuss that "in the adult–child interaction, the adult generates a recast when he or she "....expands, deletes, permutes, or otherwise changes the [child’s utterance] while maintaining significant overlap in meaning". Sometimes, recasts provide a corrective contrast with the child’s immediately prior turn through the provision of an enhanced version of the child’s ill-formed utterance, as in the example below reproduced from Saxton."

"Child: It might get loosed down the plughole
Adult: Lost down the plughole?"

"Equally, some recasts give no clear-cut correction but still offer potential for facilitation of acquisition by providing a structural contrast with an errorless sentence produced by the child as in the following constructed extract, which illustrates an adult expanding the child’s utterance into one that is more complex"<ref name="clarke2017language"/>:

"Child: That's a big horse.
Adult: Yep, that's a big horse with lots of black spots."

"Sometimes, recasts may introduce multiple changes, as in the following example,whereby the adult both expands on and corrects components of the child’s utterance:"<ref name="clarke2017language"/>

"Child: Why does he that?
Adult: Mmm, I am not sure why he does that."

[[Category:Explainer_moves]]
[[Category:Child_adult_intercation]]

==Notes==
<references/>

General moves

2022-11-17T10:10:19Z

Wikiadmin:

<h2>Accept-part</h2>
An utterance that accepts part of a proposal, request, statement or information request .<ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref> Implicitly, it rejects another part of the utterance, but we only code what is explicitly accepted. When an utterance does both explicitly, it should be segmented it into two units and labelled accordingly.

Example (1)<ref name="stolcke2000dialogue"/>:
'''''Something like that'''''

<h2>Acknowledge</h2>
Acknowledgments are utterances consisting of short phrases such as “ok”, “yes”, “uh-huh”, that signal that the previous utterance was understood without necessarily signaling acceptance. They do not resolve the content of the utterance they address. ”right”, ”alright” and ”ok” are ambiguous. They are commonly only an acknowledge when they are followed by a hint. ”OK” is commonly used after a not totally wrong answer.<ref name="stolcke2000dialogue"/><ref name="leech2003generic">Leech, G., & Weisser, M. (2003). Generic speech act annotation for task-oriented dialogues. In Proceedings of the corpus linguistics 2003 conference (Vol. 16, pp. 441-446). Lancaster: Lancaster University.‏</ref>

-'''Explainer:''' ['Have you ever heard of harmony?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']
-'''Explainer:''' ['I like it.', "That's absolutely correct."]
-'''Explainee:''' ['''''Okay.'''''] ---> '''''Acknowledge'''''

<h2>Action directive</h2>
An utterance that requests an action to be performed, i.e., commands, pleas etc.<ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/><ref name="allen1997draft">Allen, J., & Core, M. (1997). Draft of DAMSL: Dialog act markup in several layers.‏</ref>


'''Example (1):'''
-"Please show that..."

'''Example (2):'''
-'''Explainer:''' ['''''Try look over there and concentrate on his face over there.''''', 'Can you see me waving my hand without turning your eyes?'] --> '''''Action directive'''''
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me how many fingers I'm holding up?"]
-'''Explainee:''' ['Uh, three?']

<h2> Analogy </h2>
Analogy is an utterance where a comparison of two otherwise unlike things is made based on resemblance of a particular aspect.<ref name"analogy">https://www.merriam-webster.com/dictionary/analogy</ref>

'''Example:'''
-'''Explainer:'''["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']
-'''Explainee:'''['Nice.']
-'''Explainer:'''['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
-'''Explainee:'''['Why do you hold it so tight?']
-'''Explainer:'''['''''I'm holding it tight to show you, then when you're trying to pull it, a black hole will really hold onto it with its gravity.'''''] ---> '''''Analogy'''''
-'''Explainee:'''['I got it.']

<h2>Assert</h2>
Assert refers to an utterance where a fact or an opinion is stated confidently. In other words, assert refers to the statements where "The speaker is trying to make the addressee adopt a belief by communicating a claim about the world". <ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

'''Example (1):'''
-'''Explainer:'''['So have you ever heard of something called a black hole?']
-'''Explainee:'''['What is a black hole?']
-'''Explainer:'''['''''Well, it has to do with, a lot with gravity,''''' 'do you know what gravity is?']---> '''''Assert'''''
-'''Explainee:'''['No, not at all.']
-'''Explainer:'''['''''It's what keeps us on the earth.''''']---> '''''Assert'''''

<h2>Backchannel response</h2>
A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples of backchanneling in English include such expressions as "yeah", "uh-huh", "hmm", and "right". <ref name="stolcke2000dialogue"/><ref>Heinz, B. M. (1998). Backchannel responses as conversational strategies in bilingual speakers' conversations. The University of Nebraska-Lincoln.‏</ref>

<h2>Causal antecedent question</h2>
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ["So what's your major?"]
-'''Explainee:''' ['Chemical engineering.']
-'''Explainer:''' ['''''What made you choose that?'''''] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ['Like any freshman,', 'going into chemical engineering,', 'I was like, I like chemistry!', "So I'm gonna go into chemical engineering.", 'But luckily I also like', 'all the math and all the science too.']

'''Example (2):'''
-'''Explainer:''' ["You're a string theorist, so tell us what kind", 'of string theory you do, what it means', 'to be a string theorist.']
-'''Explainee:''' ["One of the things that's key", 'in the whole story of string theory', 'is the piece of it that talks about', 'quantum theories of gravity.', "So I'm very excited about what happens to spacetime,", 'what does it even mean at the quantum level.']
-'''Explainer:''' ['Cool, so do you think a lot about extra dimensions', 'in your everyday life?']
-'''Explainee:''' ['Uh, yes I do.']
-'''Explainer:''' ['And so when you think about extra dimensions,', 'you put them together with brains and different fields', 'wrapping around the extra dimensions and so forth, right?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['You know, a lot of people, a lot of string theorists,', 'they care a lot about all the different ways', 'in which we could hide the extra dimensions.', 'As someone who cares about cosmology,', 'I wanna start asking why are the extra dimensions', 'small at all?', '''''How did that happen?''''', 'Is this something you think about yourself?'] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ["Yes, well ultimately we'd like to understand", 'the observable universe.', 'If string theory turns out to be the thing', 'that the universe cares about,', "we'd like to know, with all of these possibilities", 'that are in string theory, how do we get the one', 'that looks like the world we live in?']
-'''Explainer:''' ['The thing I want to talk about is this paper I wrote', 'with Matt Johnson and Lisa Randall', "where we realize there's another way", 'to compactify extra dimensions spontaneously, dynamically.', 'If you imagine starting with this big piece of paper', "you couldn't wrap up everything,", 'but within some region of space you could make a tube.']
-'''Explainee:''' ['Okay.']

<h2>Causal consequence question</h2>
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
<ref name="graesser1994question"/>  <ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So this is C major, yeah?', '(keyboard music)', 'And then this is C minor.', 'So the feelings are different, right?']
-'''Explainee:''' ['Yeah, feels like dark and spooky.']
-'''Explainer:''' ["[Jacob] Yeah, this one's dark and spooky."]
-'''Explainee:''' ['Haunted house.']
-'''Explainer:''' ['''''And how does this one make you feel though?''''']---> '''''Causal consequence question'''''
-'''Explainee:''' ['Happy. And joyful.']
-'''Explainer:''' ['Yeah, I like that, yeah.']
-'''Explainee:''' ['Yeah, yeah.']

'''Example (2):'''
-'''Explainer:''' ['Yeah.', 'The main thing is that if something falls', "into a black hole, it can never get out, it's--"]
-'''Explainee:''' ['What about the earth? '''''What if it rolls into it--'''''] ---> '''''Causal consequence question'''''
-'''Explainer:''' ['Oh, if the earth rolls into it?']
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It would be bad, we wouldn't be able to get out."]

<h2>Commit</h2>
An utterance with which the speaker commits himself to a future course of action. An utterance that accepts an action directive or open option will typically be a commit. “Okay” can be also a commit. The speaker’s commitment does not depend on the acceptance of the commitment by the hearer, e.g.,as in the case of a promise.<ref name="karagjosova2005dialogue"/>

'''Example (1)'''<ref name="karagjosova2005dialogue"/>:
I do this now.

'''Example (2)''' <ref name="stolcke2000dialogue"/>:
I’ll have to check that out

<h2>Comparison question</h2>
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?"<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['''''So what's the connection between neutron stars and black holes?'''''] ---> '''''Comparison question'''''
-'''Explainee:''' ['So, as I understand it,', "a black hole is sort of like a neutron star's big brother.", "It's more intense, though.", 'If you have so much matter when a star is collapsing', "that it can't hold itself up, it collapses to a black hole,", 'and those are so dense that space-time breaks down', 'in some way or another.']
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['So is there a sensible way to talk', "about what's inside a black hole,", 'or is that, should you think of it', 'as there is no space-time inside?']

<h2>Completion</h2>
An utterance that shows ”understanding by finishing or adding to the clause that a speaker is in the middle of constructing”<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>


-'''Explainer:''' ['As an engineer of course, I love quantifiable things.', "I like saying here's my 18 millisecond motion to photon,", "here's my angular resolution that I'm improving.", "I'm doing the color-space right.", 'But you can look not too far back where you say we', 'have blu-ray DVDs at this amazing resolution,', 'but more people want to watch Youtube videos', 'at really bad early internet video speeds.', 'Where there are things that if you deliver', 'a value to people then these objective quantities', 'may not be the most important thing.', "And while we're certainly pushing as hard as we can", 'on lots of these things that make the experience better', 'in potentially every way or maybe just for videos', 'or for different things.', "I don't think that its necessary.", "I've commented that I think usually my favorite titles", "on mobile that are fully synthetic are ones that don't", 'even try, they just go and do light-mapped, black-shaded.', 'And I think its a lovely aesthetic.', "I think that you don't wind up fighting all of the aliasing.", "While you get some other titles that, oh we're gonna", 'be high-tech with our specular bump maps with roughness.', "And you've got aliasing everywhere,", "and you can't hold frame rate and its all problematic.", 'While some of these that are clearly very synthetic worlds', 'where its nothing but these cartoony flat-shaded things', 'with lighting, but they look and they feel good.', "And you can buy that you're in that place.", "And you want to know what's around that monolith over there."]
-'''Explainee:''' ['We did a project called Life of Us,', 'which was exactly that mindset.', "We were let's embrace low-poly aesthetic", 'and just simple vertex shading.', 'And we ended up realizing, you can embody', 'these various creatures and transform yourself.', 'And when you do that with co-presence of another creature,', 'another human, it makes for a totally magical journey.', "You don't even think for a second, you actually dismiss", 'the whole idea of photo-realism', 'and embrace that reality for what it is.', 'I think it actually helps put you at ease a little bit.']
-'''Explainer:''' ['The end goal of reality, of course in computer graphics', 'people chase photo-realistic form for a long time.', "And basically, we've achieved it.", "Photo-realism, if you're willing to throw enough discreet", 'path traced rays at things,', 'you can generate photo-realistic views.', 'And we understand the light really well.', 'Of course it still takes a half hour per frame', 'like it always has, or more, to render the different things.', 'So its an understood problem and given infinite computing', 'power we could be doing that in virtual reality.', "However, a point that I've made to people in recent years", "is that, we are running out of More's Law.", "Maybe we'll see some wonderful breakthrough in quantum", 'structures or whatever--']
-'''Explainee:''' ['''''Or bandwidth, or streaming.''''']---> '''''completion'''''

<h2>Concept completion question</h2>
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>
-'''Explainer:''' ["[Donna] So you're a college student?"]
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ["[Donna] '''''And what's your major?'''''"]---> '''''Concept completion question'''''
-'''Explainee:''' ["I'm an engineering physics major with a minor in math.", "I'm in the three, two program for biomedical engineering."]

<h2>Continuer</h2>
A continuer is a short utterance which plays discourse-structuring roles like indicating that the other speaker should go on talking, such as “uh-huh” and “okay” <ref name="jurafsky1998lexical">Jurafsky, D., Shriberg, E., Fox, B., & Curl, T. (1998). Lexical, prosodic, and syntactic cues for dialog acts. In Discourse Relations and Discourse Markers.‏</ref>


'''Example (1):'''
-'''Explainer:''' ["So today, we're gonna talk about blockchain technology."]
-'''Explainee:''' ['''''Okay.'''''] --->'''''Continuer'''''
-'''Explainer:''' ['[Bettina] Have you ever heard of blockchain?']
-'''Explainee:''' ['I have.', "Whenever we have a transaction, and let's say", 'I buy something from you, this information gets logged.', 'And it gets verified by a third person or third party.', 'And then if like all this information verified', 'and it all matches, right, the transaction goes through', 'without any intermediary basically, right?', 'It gets stored, and when you make further transactions,', 'this information is ready, embedded.', "It's in the ledger."]

<h2>Definition question</h2>
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''''What is a t test?'''''----> '''''Definition question'''''

'''Example (2):'''
-'''Explainer:''' ['So have you ever heard of something called a black hole?']
-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''
-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
-'''Explainee:''' ['No, not at all.']

<h2>Disjunctive question</h2>
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?Is X or Y the case? Is X,Y,or Z the case?".  <ref name="graesser1994question"/>

'''Example:'''
-'''''Is gender or female the variable?'''''----> '''''Disjunctive question'''''

'''Example:'''
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['''''So is there a sensible way to talk about what's inside a black hole or is that, should you think of it, as there is no space-time inside?''''']. ----> '''''Disjunctive question'''''
-'''Explainer:''' ["There isn't a sensible way to talk about it yet,", "and that probably means that's where Einstein's", 'theory of gravity as a curved space-time', 'is beginning to break down,', 'and we need to take the extra step', 'of going to some kind of quantum theory of gravity.', "And we don't have that yet.", "So even though the black hole isn't completely understood,", 'we do know that they form astronomically,', 'that in the universe things like neutron stars form', 'and things like black holes form.', 'The consequences are very much speaking', 'to this curved space-time.', 'So, for instance, if two black holes orbit each other,', "they're like mallets on a drum,", 'and they actually cause space-time to ring,', "and it's very much part of gravitation.", 'The ringing of space-time itself,', 'we call gravitational waves.', 'And this was something Einstein thought about', 'right away in 1950-1960, he was thinking about that.']
-'''Explainee:''' ['Those waves are very exciting for me too', 'because neutron stars orbiting each other', 'also give off gravitational waves', 'and we might be able to get some data', 'about neutron star material from that kind of signal.']

'''Example:'''
-'''Explainer:''' ['''''Do you know a lot about lasers? Or just about the laser that you use.'''''] ----> '''''Disjunctive question'''''
-'''Explainee:''' ['Not a lot, just a little bit.']
-'''Explainer:''' ['Okay.', 'So this is about high intensity lasers.', 'Not only how do you make them,', 'but what was really stopping them being made', 'in both cases is non linear optics.', 'We wanna do something that requires', 'a huge photon density application,', "and so that's how come we came up with", 'chirped pulse amplification,', 'so that we could stretch the pulse,', 'safely amplify it, then compress it at the end,', "and then we're ready to do whatever we want at the end.", 'So what do you think the main difference is', 'between the continuous wave laser that you have', 'that runs at 10 watts and a chirped pulse amplifier?']
-'''Explainee:''' ['I feel like the continuous laser', 'delivers power at a continuous rate,', 'whereas you want all that power to be delivered', 'in a really, really short time with your amplification.']

<h2>Echo Question</h2>
Echo Question is defined as “a repetition of a prior utterance. The main function of an echo question is to clarify the form or content of the prior utterance”.<ref name="noh1998echo">Noh, E. J. (1998). Echo questions: Metarepresentation and pragmatic enrichment. Linguistics and philosophy, 603-628.‏‏</ref>

Example(1)
-'''''Explainer:''''' ['How much sleep do you get, typically?']
-'''''Explainee:''''' ['During the summer?', 'Like 10 hours.']
-'''''Explainer:''''' ['''''10 hours?'''''] -->'''''Echo Question'''''

Example(2):
-'''''Explainer:''''' ['Okay.', 'How long are the naps that you take?']
-'''''Explainee:''''' ['Anywhere from between one to six hours.']
-'''''Explainer:''''' ['''''One to six hours?''''' "That's a long nap."] -->'''''Echo Question'''''

<h2>Echo Response</h2>
Echo Response is a move inspired by the notion of an echo answer. “An echo answer is an answer that repeats elements of the question. This response form occurs after yes/no questions…". According to Svennevig<ref name"echo_response">Svennevig, Jan. Echo Answers in Native/Non-Native Interaction. 2010. In Pragmatics, Vol. 13, No.2. 2003. DOI:10.1075/prag.13.2.04sve</ref>, “echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress…The other is to claim a strengthened commitment to the answer…”

'''Example (1):'''
-'''Explainee:'''["So I'm at UC Berkeley, I'm a psychology student", 'studying cognitive neuro-science', 'and I just started my third year.']
-'''Explainer:'''['Congratulations.']
-'''Explainee:'''['Thank you.']
-'''Explainer:'''['So a lot of brain stuff.']
-'''Explainee:'''['''''A lot of brain stuff.'''''] ---> '''''Echo Response'''''

'''Example (2):'''
-'''Explainee:'''["I'm a fourth year Chemistry student at USF."]
-'''Explainer:'''['So pretty science-y.']
-'''Explainee:'''[Yes, '''''pretty science-y.'''''] ---> '''''Echo Response'''''

<h2>Elaboration</h2>
Elaboration refers to an utterance where more details are added concerning what has already been said. In other words, "elaboration is the act of adding more information to existing information to create a more complex, emergent whole." <ref name="Elaboration">https://en.wikipedia.org/wiki/Elaboration</ref>




-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']
-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]
-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
-'''Explainee:''' ['Okay.']
-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaboration'''''

<h2>Enablement question</h2>
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?" or "What enables the achievement of X?". An example of Enablement question would be: "What device allows you to measure stress?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

<h2>Example question</h2>
An Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['What do you say when something is one dimensional?', '''''What's an example of something that's one dimensional?''''']---> '''''Example question'''''
-'''Explainee:''' ['Hmm, I think one dimensional might be a circle, I guess,', 'or maybe a line.']
-'''Explainer:''' ['A line is the perfect example']
-'''Explainee:''' ['Yeah, a line.']

<h2>Expectational question</h2>
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" <ref name="graesser1994question"/>

Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:

-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''
-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''
-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.

<h2>Feature specification question</h2>
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?"<ref name="graesser1994question"/> or "What features does X have?"<ref name="nielsen2008taxonomy"/>. An example of feature specification question would be: "What are the properties of a bar graph?" 

-'''Explainer:''' ['And what are you studying?']
-'''Explainee:''' ["I'm studying soft matter physics,", 'which involves the physics of squishy stuff.', 'We make microswimmers in the laboratory', 'and we drive them with a laser.']
-'''Explainer:''' ['''''And what kind of laser do you use?'''''] ---> '''''Feature specification question'''''
-'''Explainee:''' ["We use a 10 watt laser, it's a fiber laser."]

<h2>Follow-up Question</h2>
Follow-up Question is a question posed by the listener to request for more information and clarification, or express their interest or impression concerning the previous utterance.<ref name="Follow-up Question">https://dictionary.cambridge.org/grammar/british-grammar/questions-follow-up-questions‏</ref>

'''Example:'''
-'''''Explainer:''''' ["That's right.", 'To do machine learning, we use something called algorithms.', 'Have you heard of algorithms before?']
-'''''Teen:''''' ['A set of steps or a process', 'carried out to complete something?']
-'''''Explainer:''''' ["That's right."]
-'''''Teen:''''' ["So do you think that we've been able", 'to teach machines enough', "so that they can do things that even we can't do?", 'And on the opposite side of that,', 'do you think there are things that we can do', 'that a machine might never be able to do?']

<h2>Follow-up Statement</h2>
Follow-up Statement is an utterance which is stated in connection with the previous utterance in order to continue or add something to the previous utterance. Generally speaking, it can build up on the previous discussion, add a complementary point, express a personal comment or impression, or mention an example relevant to the topic.

'''Example:'''
-'''Explainer:''' ['Another origami challenge', 'that comes up with these patterns', "is if we're going to make an aircraft out of this thing", "we're going to need hundreds of yards of folded origami.", "We're not going to do it by hand", 'and this might be the new frontier in origami engineering,', 'which is the design of machines', 'that can fold patterns that have applications.']
-'''Explainee:'''['''''So you're talking about a machine", 'that is actually folding it into this, 'not just making the creases but actually folding it.'''''] ---> '''''Follow-up Statement'''''
-'''Explainer:'''['Yeah, so what goes in as sheet', 'and what comes out is this, or something this wide.']
-'''Explainee:'''["That's cool, yeah.", 'What do you see as kind of like the next big breakthrough?', 'Is there anything out there on the horizon', "that you're just like, oh wow, this is really exciting?"]

<h2>Goal orientation question</h2>
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
-'''Explainee:''' ['I would want to make a unicorn out of atoms.']
-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']
-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''
-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
-'''Explainee:''' ['Cool.']

<h2>Gratitude</h2>
An utterance that expresses gratitude.<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ['[Janna laughs]']
-'''Explainee:''' ["It's sort of like there's a description", 'that works pretty well.']
-'''Explainer:''' ["Yeah, you don't go to the doctor and say,", "Heisenberg's uncertainty principle caused", 'a series of fluctuations.']
-'''Explainee:''' ['Right, would you help me?', "So there's so many open questions.", 'The fact that they are all these fundamental issues', "that we really don't understand.", "But, on the other hand, there's all these moving parts", 'that fit together so neatly.', "There's definitely something that's working here.", 'But ultimately what is gonna emerge from that,', "what structure is lying under it, we just don't know.", 'But I think the fact that there are', 'so many fundamental questions', "that we just don't know the answer to,", "that is an opportunity, that's exciting, it's great."]
-'''Explainer:''' ['''''Thanks so much for coming.''''' It's really good to have you here.] -->'''''Gratitude'''''
-'''Explainee:''' ['''''Thank you very much''''', Janna, it was my pleasure.] -->'''''Gratitude'''''

<h2>Instrumental/procedural question</h2>
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''
-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']

<h2>Interpretation question</h2>
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <ref name="graesser1994question"/>

<h2>Judgmental question</h2>
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" <ref name="graesser1994question"/>

'''Example (1):''' In this example the explainer makes judgemental questions as an explanation move.
-'''Explainer:''' ['''''So, what do you think of that?''''', '''''What do you think of origami?''''']----> '''''Judgmental questions'''''
-'''Explainee:''' ['I think that the people that make them are talented.', "It's hard.", "Seeing the stuff that we've made here,", "I'd bet that they could do rocket ships.", 'Just so much that you can do with them.']
-'''Explainer:''' ['Thanks for coming.']
-'''Explainee:''' ['Thanks for having me.']

'''Example (2):''' This example shows where the explainee makes judgmental questions.
-'''Explainer:''' ['Maybe a wiring diagram is not sufficient to understand', 'the brain, and it would be crazy to think that that would be', 'sufficient, actually.']
-'''Explainee:''' ['If you limit the connectome to be just the wiring diagram', 'without, you know, more information about myelination', 'or glial cells, all types of environmental features that', 'surround the neurons and axons then you have an incomplete', 'picture, no doubt.']
-'''Explainer:''' ['Sometimes when people get, they worry about connectomics,', "I think what they're actually worrying about is that", "it's the end of the that we used to do neuroscience."]
-'''Explainee:''' ['''''What do you think about memory?''''', '''''Do you think that there's ways of resolving what the substrate of human memory is, you know, is it just LTP and LTD?'''''] ----> '''''Judgmental questions'''''
-'''Explainer:''' ["I'm not sure if you had a connectome of a human brain,", 'of an adult human, I would be able to read out', 'memories from that.']

<h2>Maybe</h2>
An utterance with which the speaker ”explicitly states that he cannot give a definite answer at the moment”. Examples: "I’ll have to think about it."<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee:''' ['Yes, a lot.']
-'''Explainer:''' ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee:''' ['Yeah, kind of.']
-'''Explainer:''' ["What's your idea what physics is?"]
-'''Explainee:''' ["Um, '''''I'm not so sure.'''''] --> '''''Maybe'''''

<h2>non-lexical backchannel</h2>
Non-lexical backchannel is a type of backchannel response. "A non-lexical backchannel is a vocalized sound that has little or no referential meaning but still verbalizes the listener's attention, and that frequently co-occurs with gestures. In English, sounds like uh-huh and hmm serve this role." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

'''Example (1):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ['''''Mmm-hmm''''', it's when you take turns doing something. It's when you give up most of what you want, right?] --> '''''non-lexical backchannel'''''

'''Example (2):'''
-'''Explainee:''' ["It's a large scale attempt to understand the wiring map", 'of the brain, essentially.']
-'''Explainer:''' ['Yeah, great.']
-'''Explainee:''' ["I think that it's definitely needed."]
-'''Explainer:''' ['''''Huh.'''''] --> '''''non-lexical backchannel'''''
-'''Explainee:''' ['Understanding the anatomy of the brain is definitely', "important but, it doesn't necessarily tell us everything", "about the function, there's some sort of temporal order", 'from neuron to neuron and region to region', 'that we may not be able to pick up.']

<h2>Offer</h2>
An utterance by which the speaker indicates willingness to commit to an action, if the hearer accepts it <ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/>

-'''Explainer:''' ['Do you know what origami is?']
-'''Explainee:''' ['Is that where you fold paper', 'to make different animals, like those?']
-'''Explainer:''' ['Yes, in fact it is.', 'Have you ever done any origami before?']
-'''Explainee:''' ['Nope.']
-'''Explainer:''' ['[Robert] '''''Would you like to give it a try?'''''] ---> Offer
-'''Explainee:''' ['Sure.']

<h2>Phrasal backchannel</h2>
Phrasal backchannel is a type of backchannel response. "Phrasal backchannels most commonly assess or acknowledge a speaker's communication with simple words or phrases (for example, "Really?" or "Wow!" in English). One of the conversational functions of phrasal backchannels is to assess or appraise a previous utterance." <ref name="backchannel_linguistics"/>

-'''Example (1):'''
-'''Explainer:''' ['Okay.', "We're going to start with a model", 'that every Japanese person learns in kindergarten,', "it's called a crane, traditional origami design,", "it's over 400 years old.", "So, people have been doing what we're about to do", 'for 400 years.']
-'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ["Let's fold it in half from corner to corner, unfold it", "and then we'll fold it in half the other direction,", "also corner to corner but we're going to lift it up", "and we're going to hold the fold with both hands.", "We're going to bring these corners together,", 'making a little pocket and then,', 'this is the trickiest part of this whole design,', "so you're going to put your finger underneath the top layer", "and we're going to try to make that layer", 'fold right along the edge.', 'Now you see how the sides kind of want to come in', "as you're doing that?"]
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It's called a petal fold,", "it's a part of a lot of origami designs", "and it's key to the crane.", "Now we're ready for the magic.", "We're going to hold it in between thumb and forefinger,", 'reach inside,', "grab the skinny point that's between the two layers,", 'which are the wings,', "and I'm going to slide it out so it pokes out at an angle.", "We'll take the two wings, we spread them out to the side", 'and you have made your first origami crane.']
'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''

-'''Example (2):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]
-'''Explainer:''' ['When you give up most of what you want?', 'Well, sometimes that definitely happens for sure.', 'What if I told you that this is the kind of technology', 'that I work on that means you could trade', 'with any kid all over the world?']
-'''Explainee:''' ['''''Really?'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ['Yeah.']

-'''Example (3):'''
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['To be honest, I have no idea.']
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['''''Whoa.'''''] ---> '''''Phrasal backchannel'''''

<h2> Positive Feedback </h2>
Positive Feedback can be generated in answer to the previous utterance. It could be a statement or a short answer. For instance, the speaker confirms the previous utterance by using remarks such as “that’s true”, ‘absolutely”, “exactly”, etc., or the speaker might respond by generating a simple positive word/phrase such as “yes”, “yes, I do”.

'''Example(1):'''
-'''''Explainee:''''' ['Well, dogs are very playful, I think, more than cats.', 'Cats lick themselves more than dogs, I think.']
-'''''Explainer:''''' ['''''That's true.''''', 'Do you think, if we look at these pictures,', 'do you think maybe we could say,', 'Well, they both have pointy ears,', 'but the dogs have a different kind of body', 'and the cats like to stand up a little different.?', 'Do you think that makes sense?']--> '''''Positive Feedback'''''

'''Example(2):'''
-'''''Explainer:''''' ['And so we get the power with a lot less energy', "'cause its power is energy per unit time.", "So we aren't depositing much energy in comparison.", "Can I just ask, 'cause you are using", 'the thermal process of it heating up,', 'but have you ever had the opportunity', 'to use laser tweezers?']
-'''''Explainee:''''' ['''''I have, yeah.''''', 'We use optical tweezers to trap particles in solution.']--> '''''Positive Feedback'''''

'''Example(3):'''
-'''''Explainer:''''' ['So it is amazing, the parallels.', 'And optics is used everywhere.', "We're gonna possibly take over from CERN,", "we'll just do high energy physics with lasers,", "we're looking at gravity waves with lasers,", 'we wanna do black holes with lasers,', 'we wanna machine with lasers,', 'we wanna do medicine with lasers.', "It's everywhere.", 'And now, with the Nobel prize, people are hearing', 'more about it so they know lasers are everywhere.']
-'''''Explainee:''''' ['''''I couldn't agree with you more''''']--> '''''Positive Feedback'''''

<h2> Praise </h2>
Praise is an utterance where a (warm) approval or admiration of someone or something is expressed. <ref name"praise">https://www.merriam-webster.com/dictionary/praise</ref>

'''Example:'''
-'''Explainee:'''["What's blockchain?"]
-'''Explainer:'''['''''That's a really good question.''''', "It's actually a way that we can trade.", 'Do you know what trade is?']---> '''''Praise'''''
-'''Explainee:'''["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]

<h2>Quantification question</h2>
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have? What is the value of a quantitative variable? How many?" <ref name="graesser1994question"/>

'''Example (1):'''
-"How many degrees of freedom are on this variable?"

'''Example (2):'''
-'''Explainer:''' [Try look over there and concentrate on his face over there., 'Can you see me waving my hand without turning your eyes?']
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me '''''how many fingers I'm holding up?'''''] ---> '''''Quantification question'''''
-'''Explainee:''' ['Uh, three?']

<h2> Reassert </h2>
The same as assert, but the speaker thinks that the claim has already been made, and indicates it.  <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

'''Example:'''
-'''Explainee:''' Why hasn't near 0% interest done this to the USD?
-'''Explainer:''' (Reassert)['''''As already mentioned, the relationship between inflation, interest rates and currency value is very complex. Inflation in the US has been low.''''' Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.]

<h2>Reject</h2>
An utterance that rejects a proposal, request, statement or information request. It says nothing positive about the antecedent (possibly indicating error). It can be implicit or contain ”no” or “not”. <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

The following statements indicate reject moves<ref name="karagjosova2005dialogue"/>:
-That's not a statement.
-One cannot conclude that.
-That is not the way to go.
-What you answered is not clear.
-This is not a complete statement.
-This is incomplete or not entirely correct.
-This is not a complete expression.
-You did not apply the rule correctly.

<h2>Reject-part</h2>
An utterance that rejects partly a proposal, request, statement or information request. It implicitly accepts another part of the utterance, but we only code what is explicitly rejected.<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

Example (1):
-That is not entirely correct.



<h2>Rephrasing</h2>
Rephrasing is an explanation move where the explanandum is phrased or expressed in a different way especially to make the meaning clearer<ref name="karagjosova2005dialogue"/>

<h2>Request/Directive question</h2>
Request/Directive questions are formed according to the following abstract specification: "The speaker wants the listener to perform an action". An example of Request/Directive question would be: "Would you add those numbers together?" <ref name="graesser1994question"/>

Example (1):

-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']
-'''Explainer:''' ['''''So would you mind telling me a bit about what you've been working on or interested in lately?'''''] ---> '''''Request/Directive question'''''
-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']

Example (2):

-'''Explainer:''' ['I think that people forget that you can work', 'with the notes you already have by just rearranging them,', 'just the simple idea of inversion,', 'inversion of the simple triad, of F major.', "♪I once was lost and now I'm found ♪", '♪ Was blind ♪', '♪ But now I see ♪', Now how home do I want to go here, you know?', 'Is there another verse to come?']
-'''Explainee:''' ['Right.']
-'''Explainer:''' ['Because I can delay the gratification of going home.', 'First of all, just by using inversions,', 'even before we add the notes to the chord.', 'One thing that I was very joyful to discover', 'is that every single melody note', 'works with every single base note.']
-'''Explainee:''' ['''''Would you care to demonstrate that?'''''] ---> '''''Request/Directive question'''''
-'''Explainer:''' ['Yeah. so this is the note F.']
-'''Explainee:''' ['Yeah.']

<h2>Satisfaction</h2>
An utterance which expresses a positive emotion.<ref name="karagjosova2005dialogue"/>

'''Example (1):'''
-'''Explainer:''' ['Have you ever traded or sold anything?']
-'''Explainee:''' ["Actually, I'm selling my computer on eBay right now."]
-'''Explainer:''' ["That's amazing.", 'What made you decide to trade on eBay?']
-'''Explainee:''' ["Well, I mean, I've heard of it,", 'and I trust it a lot because they have', "all of their guarantees, so I know that I'm gonna", "get money and the person's gonna get what they want."]
-'''Explainer:''' ['So what if I told you that blockchain technology', 'is basically a tool where you can do the exact same thing,', 'but it goes to you and I directly?', "You wouldn't need an eBay or a brand in between."]
-'''Explainee:''' ['''''That's cool.'''''] ---> '''''Satisfaction'''''

<h2>Signal understanding</h2>
An utterance which signals understanding. .<ref name="karagjosova2005dialogue"/>

-'''Example (1):'''

-'''Explainer:'''["And it's almost exactly like the space story.", "The space story says there's a distance,", 'distance is different along different curves.', "Einstein says there's something that measures", 'the length of these curves,', 'and we call it the proper time.', 'It is literally the time that you would read', 'on your wristwatch.']
-'''Explainee:''' ["So it's kind of like our fundamental time?", 'Or our base time?']
-'''Explainer:'''['Well kind of.', "What Einstein wants to get across is there's no such thing", "as fundamental, like there's the universe's time,", 'this big letter T that might tell you how old', 'the universe is, but then every individual', 'has a clock with them, and they measure their own time', "depending on how they're moving through the universe."]
-'''Explainee:''' ['I see.']---> '''''Signal understanding'''''

<h2>Signal partial understanding</h2>
An utterance which signals partial understanding. <ref name="karagjosova2005dialogue"/>

-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee''': ['Yes, a lot.']
-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''

<h2>Signal non-understanding</h2>
An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <ref name="karagjosova2005dialogue"/>

Example (1): The following statements signals non-understanding:
-I don't understand your question
-What do you mean by that?
-What do you mean?

Example (2): Below is a part of an explanation dialogue between an explainer and an explainee, where the '''''Signal non-understanding''''' move has been highlighted.
'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
'''Explainee:''' ['No, not at all.']
'''Explainer:''' ["It's what keeps us on the earth."]
'''Explainee:''' ['''''What?'''''] ---> '''''Signal non-understanding'''''
'''Explainer:''' ["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']

<h2>Substantive backchannel</h2>
Substantive backchannel is a type of backchannel response. Substantive backchannels consist of more substantial turn-taking by the listener and usually manifest as asking for clarification or repetitions. More substantive backchannels such as "oh come on, are you serious?" require a context where the speaker is responding to something exasperating or frustrating. <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>

<h2>summarising</h2>
summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref><ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So you are already a PhD student, you know a lot about gravity, but what do you think you've taken away from this conversation?']
-'''Explainee:''' ['''''Well, I've definitely taken away that the way that we think about gravity today is very different from how Newton thought about it, and that even though we have a very good understanding, "there's lots of things that we don't fully understand. There's still a lot of questions to be answered, which I think is really exciting.'''''] ---> '''''summarising'''''
-'''Explainer:''' [ See, you're a scientist. [laughs], Isn't the best part being able to ask the questions?]
-'''Explainee:''' [ Oh yeah.]

<h2>Tentative Response</h2>
Tentative Response is an utterance that is normally uttered in response to a question. This type of response is not stated confidently. And it evidently displays a degree of uncertainty.

*The difference between '''''assert''''' and '''''tentative response:''''' Assert is when we state a fact or an opinion confidently while tentative response refers to occasions that we state a fact or an opinion without confidence.

'''Example (1):'''
-'''''Explainer:''''' ['And how would you find yourself,', 'like if someone said where are you,', 'could you use some words or ideas', 'to say where you are on that line?']
-'''''Explainee:''''' ['I think I would be maybe there,', "since I'm facing it."]

<h2>Verification question</h2>
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <ref name="graesser1994question"/> Please also compare verification question with the concept of '''''backchannel questions''''' introduced in <ref>Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref>

'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''': Mmm-hmm, it's when you take turns doing something.", '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''

'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']

<h2>Understanding query</h2>
An utterance that asks “the listener whether they understood, rather than making them prove it. It takes a “yes” or “no” as an answer <ref name="karagjosova2005dialogue"/>

Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.



'''Example (1):'''
-Do you now understand how this relates to the implication?

==Notes==
<references />

Echo Response

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Wikiadmin: Protected "Echo Response" ([Edit=Allow only administrators] (indefinite) [Move=Allow only administrators] (indefinite)) [cascading]

Echo Response is a move inspired by the notion of an echo answer. “An echo answer is an answer that repeats elements of the question. This response form occurs after yes/no questions…". According to Svennevig<ref name"echo_response">Svennevig, Jan. Echo Answers in Native/Non-Native Interaction. 2010. In Pragmatics, Vol. 13, No.2. 2003. DOI:10.1075/prag.13.2.04sve</ref>, “echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress…The other is to claim a strengthened commitment to the answer…”

'''Example (1):'''
-'''Explainee:'''["So I'm at UC Berkeley, I'm a psychology student", 'studying cognitive neuro-science', 'and I just started my third year.']
-'''Explainer:'''['Congratulations.']
-'''Explainee:'''['Thank you.']
-'''Explainer:'''['So a lot of brain stuff.']
-'''Explainee:'''['''''A lot of brain stuff.'''''] ---> '''''Echo Response'''''

'''Example (2):'''
-'''Explainee:'''["I'm a fourth year Chemistry student at USF."]
-'''Explainer:'''['So pretty science-y.']
-'''Explainee:'''[Yes, '''''pretty science-y.'''''] ---> '''''Echo Response'''''

[[Category:General_moves]]
[[Category: Cross_Domain]]

Echo Response

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Wikiadmin:

General moves

2022-11-17T10:04:54Z

Wikiadmin:

<h2>Accept-part</h2>
An utterance that accepts part of a proposal, request, statement or information request .<ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref> Implicitly, it rejects another part of the utterance, but we only code what is explicitly accepted. When an utterance does both explicitly, it should be segmented it into two units and labelled accordingly.

Example (1)<ref name="stolcke2000dialogue"/>:
'''''Something like that'''''

<h2>Acknowledge</h2>
Acknowledgments are utterances consisting of short phrases such as “ok”, “yes”, “uh-huh”, that signal that the previous utterance was understood without necessarily signaling acceptance. They do not resolve the content of the utterance they address. ”right”, ”alright” and ”ok” are ambiguous. They are commonly only an acknowledge when they are followed by a hint. ”OK” is commonly used after a not totally wrong answer.<ref name="stolcke2000dialogue"/><ref name="leech2003generic">Leech, G., & Weisser, M. (2003). Generic speech act annotation for task-oriented dialogues. In Proceedings of the corpus linguistics 2003 conference (Vol. 16, pp. 441-446). Lancaster: Lancaster University.‏</ref>

-'''Explainer:''' ['Have you ever heard of harmony?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']
-'''Explainer:''' ['I like it.', "That's absolutely correct."]
-'''Explainee:''' ['''''Okay.'''''] ---> '''''Acknowledge'''''

<h2>Action directive</h2>
An utterance that requests an action to be performed, i.e., commands, pleas etc.<ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/><ref name="allen1997draft">Allen, J., & Core, M. (1997). Draft of DAMSL: Dialog act markup in several layers.‏</ref>


'''Example (1):'''
-"Please show that..."

'''Example (2):'''
-'''Explainer:''' ['''''Try look over there and concentrate on his face over there.''''', 'Can you see me waving my hand without turning your eyes?'] --> '''''Action directive'''''
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me how many fingers I'm holding up?"]
-'''Explainee:''' ['Uh, three?']

<h2> Analogy </h2>
Analogy is an utterance where a comparison of two otherwise unlike things is made based on resemblance of a particular aspect.<ref name"analogy">https://www.merriam-webster.com/dictionary/analogy</ref>

'''Example:'''
-'''Explainer:'''["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']
-'''Explainee:'''['Nice.']
-'''Explainer:'''['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
-'''Explainee:'''['Why do you hold it so tight?']
-'''Explainer:'''['''''I'm holding it tight to show you, then when you're trying to pull it, a black hole will really hold onto it with its gravity.'''''] ---> '''''Analogy'''''
-'''Explainee:'''['I got it.']

<h2>Assert</h2>
Assert refers to an utterance where a fact or an opinion is stated confidently. In other words, assert refers to the statements where "The speaker is trying to make the addressee adopt a belief by communicating a claim about the world". <ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

'''Example (1):'''
-'''Explainer:'''['So have you ever heard of something called a black hole?']
-'''Explainee:'''['What is a black hole?']
-'''Explainer:'''['''''Well, it has to do with, a lot with gravity,''''' 'do you know what gravity is?']---> '''''Assert'''''
-'''Explainee:'''['No, not at all.']
-'''Explainer:'''['''''It's what keeps us on the earth.''''']---> '''''Assert'''''

<h2>Backchannel response</h2>
A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples of backchanneling in English include such expressions as "yeah", "uh-huh", "hmm", and "right". <ref name="stolcke2000dialogue"/><ref>Heinz, B. M. (1998). Backchannel responses as conversational strategies in bilingual speakers' conversations. The University of Nebraska-Lincoln.‏</ref>

<h2>Causal antecedent question</h2>
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ["So what's your major?"]
-'''Explainee:''' ['Chemical engineering.']
-'''Explainer:''' ['''''What made you choose that?'''''] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ['Like any freshman,', 'going into chemical engineering,', 'I was like, I like chemistry!', "So I'm gonna go into chemical engineering.", 'But luckily I also like', 'all the math and all the science too.']

'''Example (2):'''
-'''Explainer:''' ["You're a string theorist, so tell us what kind", 'of string theory you do, what it means', 'to be a string theorist.']
-'''Explainee:''' ["One of the things that's key", 'in the whole story of string theory', 'is the piece of it that talks about', 'quantum theories of gravity.', "So I'm very excited about what happens to spacetime,", 'what does it even mean at the quantum level.']
-'''Explainer:''' ['Cool, so do you think a lot about extra dimensions', 'in your everyday life?']
-'''Explainee:''' ['Uh, yes I do.']
-'''Explainer:''' ['And so when you think about extra dimensions,', 'you put them together with brains and different fields', 'wrapping around the extra dimensions and so forth, right?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['You know, a lot of people, a lot of string theorists,', 'they care a lot about all the different ways', 'in which we could hide the extra dimensions.', 'As someone who cares about cosmology,', 'I wanna start asking why are the extra dimensions', 'small at all?', '''''How did that happen?''''', 'Is this something you think about yourself?'] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ["Yes, well ultimately we'd like to understand", 'the observable universe.', 'If string theory turns out to be the thing', 'that the universe cares about,', "we'd like to know, with all of these possibilities", 'that are in string theory, how do we get the one', 'that looks like the world we live in?']
-'''Explainer:''' ['The thing I want to talk about is this paper I wrote', 'with Matt Johnson and Lisa Randall', "where we realize there's another way", 'to compactify extra dimensions spontaneously, dynamically.', 'If you imagine starting with this big piece of paper', "you couldn't wrap up everything,", 'but within some region of space you could make a tube.']
-'''Explainee:''' ['Okay.']

<h2>Causal consequence question</h2>
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
<ref name="graesser1994question"/>  <ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So this is C major, yeah?', '(keyboard music)', 'And then this is C minor.', 'So the feelings are different, right?']
-'''Explainee:''' ['Yeah, feels like dark and spooky.']
-'''Explainer:''' ["[Jacob] Yeah, this one's dark and spooky."]
-'''Explainee:''' ['Haunted house.']
-'''Explainer:''' ['''''And how does this one make you feel though?''''']---> '''''Causal consequence question'''''
-'''Explainee:''' ['Happy. And joyful.']
-'''Explainer:''' ['Yeah, I like that, yeah.']
-'''Explainee:''' ['Yeah, yeah.']

'''Example (2):'''
-'''Explainer:''' ['Yeah.', 'The main thing is that if something falls', "into a black hole, it can never get out, it's--"]
-'''Explainee:''' ['What about the earth? '''''What if it rolls into it--'''''] ---> '''''Causal consequence question'''''
-'''Explainer:''' ['Oh, if the earth rolls into it?']
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It would be bad, we wouldn't be able to get out."]

<h2>Commit</h2>
An utterance with which the speaker commits himself to a future course of action. An utterance that accepts an action directive or open option will typically be a commit. “Okay” can be also a commit. The speaker’s commitment does not depend on the acceptance of the commitment by the hearer, e.g.,as in the case of a promise.<ref name="karagjosova2005dialogue"/>

'''Example (1)'''<ref name="karagjosova2005dialogue"/>:
I do this now.

'''Example (2)''' <ref name="stolcke2000dialogue"/>:
I’ll have to check that out

<h2>Comparison question</h2>
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?"<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['''''So what's the connection between neutron stars and black holes?'''''] ---> '''''Comparison question'''''
-'''Explainee:''' ['So, as I understand it,', "a black hole is sort of like a neutron star's big brother.", "It's more intense, though.", 'If you have so much matter when a star is collapsing', "that it can't hold itself up, it collapses to a black hole,", 'and those are so dense that space-time breaks down', 'in some way or another.']
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['So is there a sensible way to talk', "about what's inside a black hole,", 'or is that, should you think of it', 'as there is no space-time inside?']

<h2>Completion</h2>
An utterance that shows ”understanding by finishing or adding to the clause that a speaker is in the middle of constructing”<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>


-'''Explainer:''' ['As an engineer of course, I love quantifiable things.', "I like saying here's my 18 millisecond motion to photon,", "here's my angular resolution that I'm improving.", "I'm doing the color-space right.", 'But you can look not too far back where you say we', 'have blu-ray DVDs at this amazing resolution,', 'but more people want to watch Youtube videos', 'at really bad early internet video speeds.', 'Where there are things that if you deliver', 'a value to people then these objective quantities', 'may not be the most important thing.', "And while we're certainly pushing as hard as we can", 'on lots of these things that make the experience better', 'in potentially every way or maybe just for videos', 'or for different things.', "I don't think that its necessary.", "I've commented that I think usually my favorite titles", "on mobile that are fully synthetic are ones that don't", 'even try, they just go and do light-mapped, black-shaded.', 'And I think its a lovely aesthetic.', "I think that you don't wind up fighting all of the aliasing.", "While you get some other titles that, oh we're gonna", 'be high-tech with our specular bump maps with roughness.', "And you've got aliasing everywhere,", "and you can't hold frame rate and its all problematic.", 'While some of these that are clearly very synthetic worlds', 'where its nothing but these cartoony flat-shaded things', 'with lighting, but they look and they feel good.', "And you can buy that you're in that place.", "And you want to know what's around that monolith over there."]
-'''Explainee:''' ['We did a project called Life of Us,', 'which was exactly that mindset.', "We were let's embrace low-poly aesthetic", 'and just simple vertex shading.', 'And we ended up realizing, you can embody', 'these various creatures and transform yourself.', 'And when you do that with co-presence of another creature,', 'another human, it makes for a totally magical journey.', "You don't even think for a second, you actually dismiss", 'the whole idea of photo-realism', 'and embrace that reality for what it is.', 'I think it actually helps put you at ease a little bit.']
-'''Explainer:''' ['The end goal of reality, of course in computer graphics', 'people chase photo-realistic form for a long time.', "And basically, we've achieved it.", "Photo-realism, if you're willing to throw enough discreet", 'path traced rays at things,', 'you can generate photo-realistic views.', 'And we understand the light really well.', 'Of course it still takes a half hour per frame', 'like it always has, or more, to render the different things.', 'So its an understood problem and given infinite computing', 'power we could be doing that in virtual reality.', "However, a point that I've made to people in recent years", "is that, we are running out of More's Law.", "Maybe we'll see some wonderful breakthrough in quantum", 'structures or whatever--']
-'''Explainee:''' ['''''Or bandwidth, or streaming.''''']---> '''''completion'''''

<h2>Concept completion question</h2>
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>
-'''Explainer:''' ["[Donna] So you're a college student?"]
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ["[Donna] '''''And what's your major?'''''"]---> '''''Concept completion question'''''
-'''Explainee:''' ["I'm an engineering physics major with a minor in math.", "I'm in the three, two program for biomedical engineering."]

<h2>Continuer</h2>
A continuer is a short utterance which plays discourse-structuring roles like indicating that the other speaker should go on talking, such as “uh-huh” and “okay” <ref name="jurafsky1998lexical">Jurafsky, D., Shriberg, E., Fox, B., & Curl, T. (1998). Lexical, prosodic, and syntactic cues for dialog acts. In Discourse Relations and Discourse Markers.‏</ref>


'''Example (1):'''
-'''Explainer:''' ["So today, we're gonna talk about blockchain technology."]
-'''Explainee:''' ['''''Okay.'''''] --->'''''Continuer'''''
-'''Explainer:''' ['[Bettina] Have you ever heard of blockchain?']
-'''Explainee:''' ['I have.', "Whenever we have a transaction, and let's say", 'I buy something from you, this information gets logged.', 'And it gets verified by a third person or third party.', 'And then if like all this information verified', 'and it all matches, right, the transaction goes through', 'without any intermediary basically, right?', 'It gets stored, and when you make further transactions,', 'this information is ready, embedded.', "It's in the ledger."]

<h2>Definition question</h2>
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''''What is a t test?'''''----> '''''Definition question'''''

'''Example (2):'''
-'''Explainer:''' ['So have you ever heard of something called a black hole?']
-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''
-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
-'''Explainee:''' ['No, not at all.']

<h2>Disjunctive question</h2>
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?Is X or Y the case? Is X,Y,or Z the case?".  <ref name="graesser1994question"/>

'''Example:'''
-'''''Is gender or female the variable?'''''----> '''''Disjunctive question'''''

'''Example:'''
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['''''So is there a sensible way to talk about what's inside a black hole or is that, should you think of it, as there is no space-time inside?''''']. ----> '''''Disjunctive question'''''
-'''Explainer:''' ["There isn't a sensible way to talk about it yet,", "and that probably means that's where Einstein's", 'theory of gravity as a curved space-time', 'is beginning to break down,', 'and we need to take the extra step', 'of going to some kind of quantum theory of gravity.', "And we don't have that yet.", "So even though the black hole isn't completely understood,", 'we do know that they form astronomically,', 'that in the universe things like neutron stars form', 'and things like black holes form.', 'The consequences are very much speaking', 'to this curved space-time.', 'So, for instance, if two black holes orbit each other,', "they're like mallets on a drum,", 'and they actually cause space-time to ring,', "and it's very much part of gravitation.", 'The ringing of space-time itself,', 'we call gravitational waves.', 'And this was something Einstein thought about', 'right away in 1950-1960, he was thinking about that.']
-'''Explainee:''' ['Those waves are very exciting for me too', 'because neutron stars orbiting each other', 'also give off gravitational waves', 'and we might be able to get some data', 'about neutron star material from that kind of signal.']

'''Example:'''
-'''Explainer:''' ['''''Do you know a lot about lasers? Or just about the laser that you use.'''''] ----> '''''Disjunctive question'''''
-'''Explainee:''' ['Not a lot, just a little bit.']
-'''Explainer:''' ['Okay.', 'So this is about high intensity lasers.', 'Not only how do you make them,', 'but what was really stopping them being made', 'in both cases is non linear optics.', 'We wanna do something that requires', 'a huge photon density application,', "and so that's how come we came up with", 'chirped pulse amplification,', 'so that we could stretch the pulse,', 'safely amplify it, then compress it at the end,', "and then we're ready to do whatever we want at the end.", 'So what do you think the main difference is', 'between the continuous wave laser that you have', 'that runs at 10 watts and a chirped pulse amplifier?']
-'''Explainee:''' ['I feel like the continuous laser', 'delivers power at a continuous rate,', 'whereas you want all that power to be delivered', 'in a really, really short time with your amplification.']

<h2>Echo Question</h2>
Echo Question is defined as “a repetition of a prior utterance. The main function of an echo question is to clarify the form or content of the prior utterance”.<ref name="noh1998echo">Noh, E. J. (1998). Echo questions: Metarepresentation and pragmatic enrichment. Linguistics and philosophy, 603-628.‏‏</ref>

Example(1)
-'''''Explainer:''''' ['How much sleep do you get, typically?']
-'''''Explainee:''''' ['During the summer?', 'Like 10 hours.']
-'''''Explainer:''''' ['''''10 hours?'''''] -->'''''Echo Question'''''

Example(2):
-'''''Explainer:''''' ['Okay.', 'How long are the naps that you take?']
-'''''Explainee:''''' ['Anywhere from between one to six hours.']
-'''''Explainer:''''' ['''''One to six hours?''''' "That's a long nap."] -->'''''Echo Question'''''

<h2>Echo Response</h2>
And echo response (also called an echo answer) "is an answer that repeats elements of the question. This response form occurs after yes/no questions and “statements about B-events”. According to Svennevig<ref name"echo_response">Svennevig, Jan. Echo Answers in Native/Non-Native Interaction. 2010. In Pragmatics, Vol. 13, No.2. 2003. DOI:10.1075/prag.13.2.04sve</ref>, “echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress…The other is to claim a strengthened commitment to the answer…”

'''Example (1):'''
-'''Explainee:'''["So I'm at UC Berkeley, I'm a psychology student", 'studying cognitive neuro-science', 'and I just started my third year.']
-'''Explainer:'''['Congratulations.']
-'''Explainee:'''['Thank you.']
-'''Explainer:'''['So a lot of brain stuff.']
-'''Explainee:'''['''''A lot of brain stuff.'''''] ---> '''''Echo Response'''''

'''Example (2):'''
-'''Explainee:'''["I'm a fourth year Chemistry student at USF."]
-'''Explainer:'''['So pretty science-y.']
-'''Explainee:'''[Yes, '''''pretty science-y.'''''] ---> '''''Echo Response'''''

<h2>Elaboration</h2>
Elaboration refers to an utterance where more details are added concerning what has already been said. In other words, "elaboration is the act of adding more information to existing information to create a more complex, emergent whole." <ref name="Elaboration">https://en.wikipedia.org/wiki/Elaboration</ref>




-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']
-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]
-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
-'''Explainee:''' ['Okay.']
-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaboration'''''

<h2>Enablement question</h2>
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?" or "What enables the achievement of X?". An example of Enablement question would be: "What device allows you to measure stress?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

<h2>Example question</h2>
An Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['What do you say when something is one dimensional?', '''''What's an example of something that's one dimensional?''''']---> '''''Example question'''''
-'''Explainee:''' ['Hmm, I think one dimensional might be a circle, I guess,', 'or maybe a line.']
-'''Explainer:''' ['A line is the perfect example']
-'''Explainee:''' ['Yeah, a line.']

<h2>Expectational question</h2>
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" <ref name="graesser1994question"/>

Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:

-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''
-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''
-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.

<h2>Feature specification question</h2>
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?"<ref name="graesser1994question"/> or "What features does X have?"<ref name="nielsen2008taxonomy"/>. An example of feature specification question would be: "What are the properties of a bar graph?" 

-'''Explainer:''' ['And what are you studying?']
-'''Explainee:''' ["I'm studying soft matter physics,", 'which involves the physics of squishy stuff.', 'We make microswimmers in the laboratory', 'and we drive them with a laser.']
-'''Explainer:''' ['''''And what kind of laser do you use?'''''] ---> '''''Feature specification question'''''
-'''Explainee:''' ["We use a 10 watt laser, it's a fiber laser."]

<h2>Follow-up Question</h2>
Follow-up Question is a question posed by the listener to request for more information and clarification, or express their interest or impression concerning the previous utterance.<ref name="Follow-up Question">https://dictionary.cambridge.org/grammar/british-grammar/questions-follow-up-questions‏</ref>

'''Example:'''
-'''''Explainer:''''' ["That's right.", 'To do machine learning, we use something called algorithms.', 'Have you heard of algorithms before?']
-'''''Teen:''''' ['A set of steps or a process', 'carried out to complete something?']
-'''''Explainer:''''' ["That's right."]
-'''''Teen:''''' ["So do you think that we've been able", 'to teach machines enough', "so that they can do things that even we can't do?", 'And on the opposite side of that,', 'do you think there are things that we can do', 'that a machine might never be able to do?']

<h2>Follow-up Statement</h2>
Follow-up Statement is an utterance which is stated in connection with the previous utterance in order to continue or add something to the previous utterance. Generally speaking, it can build up on the previous discussion, add a complementary point, express a personal comment or impression, or mention an example relevant to the topic.

'''Example:'''
-'''Explainer:''' ['Another origami challenge', 'that comes up with these patterns', "is if we're going to make an aircraft out of this thing", "we're going to need hundreds of yards of folded origami.", "We're not going to do it by hand", 'and this might be the new frontier in origami engineering,', 'which is the design of machines', 'that can fold patterns that have applications.']
-'''Explainee:'''['''''So you're talking about a machine", 'that is actually folding it into this, 'not just making the creases but actually folding it.'''''] ---> '''''Follow-up Statement'''''
-'''Explainer:'''['Yeah, so what goes in as sheet', 'and what comes out is this, or something this wide.']
-'''Explainee:'''["That's cool, yeah.", 'What do you see as kind of like the next big breakthrough?', 'Is there anything out there on the horizon', "that you're just like, oh wow, this is really exciting?"]

<h2>Goal orientation question</h2>
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
-'''Explainee:''' ['I would want to make a unicorn out of atoms.']
-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']
-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''
-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
-'''Explainee:''' ['Cool.']

<h2>Gratitude</h2>
An utterance that expresses gratitude.<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ['[Janna laughs]']
-'''Explainee:''' ["It's sort of like there's a description", 'that works pretty well.']
-'''Explainer:''' ["Yeah, you don't go to the doctor and say,", "Heisenberg's uncertainty principle caused", 'a series of fluctuations.']
-'''Explainee:''' ['Right, would you help me?', "So there's so many open questions.", 'The fact that they are all these fundamental issues', "that we really don't understand.", "But, on the other hand, there's all these moving parts", 'that fit together so neatly.', "There's definitely something that's working here.", 'But ultimately what is gonna emerge from that,', "what structure is lying under it, we just don't know.", 'But I think the fact that there are', 'so many fundamental questions', "that we just don't know the answer to,", "that is an opportunity, that's exciting, it's great."]
-'''Explainer:''' ['''''Thanks so much for coming.''''' It's really good to have you here.] -->'''''Gratitude'''''
-'''Explainee:''' ['''''Thank you very much''''', Janna, it was my pleasure.] -->'''''Gratitude'''''

<h2>Instrumental/procedural question</h2>
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''
-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']

<h2>Interpretation question</h2>
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <ref name="graesser1994question"/>

<h2>Judgmental question</h2>
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" <ref name="graesser1994question"/>

'''Example (1):''' In this example the explainer makes judgemental questions as an explanation move.
-'''Explainer:''' ['''''So, what do you think of that?''''', '''''What do you think of origami?''''']----> '''''Judgmental questions'''''
-'''Explainee:''' ['I think that the people that make them are talented.', "It's hard.", "Seeing the stuff that we've made here,", "I'd bet that they could do rocket ships.", 'Just so much that you can do with them.']
-'''Explainer:''' ['Thanks for coming.']
-'''Explainee:''' ['Thanks for having me.']

'''Example (2):''' This example shows where the explainee makes judgmental questions.
-'''Explainer:''' ['Maybe a wiring diagram is not sufficient to understand', 'the brain, and it would be crazy to think that that would be', 'sufficient, actually.']
-'''Explainee:''' ['If you limit the connectome to be just the wiring diagram', 'without, you know, more information about myelination', 'or glial cells, all types of environmental features that', 'surround the neurons and axons then you have an incomplete', 'picture, no doubt.']
-'''Explainer:''' ['Sometimes when people get, they worry about connectomics,', "I think what they're actually worrying about is that", "it's the end of the that we used to do neuroscience."]
-'''Explainee:''' ['''''What do you think about memory?''''', '''''Do you think that there's ways of resolving what the substrate of human memory is, you know, is it just LTP and LTD?'''''] ----> '''''Judgmental questions'''''
-'''Explainer:''' ["I'm not sure if you had a connectome of a human brain,", 'of an adult human, I would be able to read out', 'memories from that.']

<h2>Maybe</h2>
An utterance with which the speaker ”explicitly states that he cannot give a definite answer at the moment”. Examples: "I’ll have to think about it."<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee:''' ['Yes, a lot.']
-'''Explainer:''' ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee:''' ['Yeah, kind of.']
-'''Explainer:''' ["What's your idea what physics is?"]
-'''Explainee:''' ["Um, '''''I'm not so sure.'''''] --> '''''Maybe'''''

<h2>non-lexical backchannel</h2>
Non-lexical backchannel is a type of backchannel response. "A non-lexical backchannel is a vocalized sound that has little or no referential meaning but still verbalizes the listener's attention, and that frequently co-occurs with gestures. In English, sounds like uh-huh and hmm serve this role." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

'''Example (1):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ['''''Mmm-hmm''''', it's when you take turns doing something. It's when you give up most of what you want, right?] --> '''''non-lexical backchannel'''''

'''Example (2):'''
-'''Explainee:''' ["It's a large scale attempt to understand the wiring map", 'of the brain, essentially.']
-'''Explainer:''' ['Yeah, great.']
-'''Explainee:''' ["I think that it's definitely needed."]
-'''Explainer:''' ['''''Huh.'''''] --> '''''non-lexical backchannel'''''
-'''Explainee:''' ['Understanding the anatomy of the brain is definitely', "important but, it doesn't necessarily tell us everything", "about the function, there's some sort of temporal order", 'from neuron to neuron and region to region', 'that we may not be able to pick up.']

<h2>Offer</h2>
An utterance by which the speaker indicates willingness to commit to an action, if the hearer accepts it <ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/>

-'''Explainer:''' ['Do you know what origami is?']
-'''Explainee:''' ['Is that where you fold paper', 'to make different animals, like those?']
-'''Explainer:''' ['Yes, in fact it is.', 'Have you ever done any origami before?']
-'''Explainee:''' ['Nope.']
-'''Explainer:''' ['[Robert] '''''Would you like to give it a try?'''''] ---> Offer
-'''Explainee:''' ['Sure.']

<h2>Phrasal backchannel</h2>
Phrasal backchannel is a type of backchannel response. "Phrasal backchannels most commonly assess or acknowledge a speaker's communication with simple words or phrases (for example, "Really?" or "Wow!" in English). One of the conversational functions of phrasal backchannels is to assess or appraise a previous utterance." <ref name="backchannel_linguistics"/>

-'''Example (1):'''
-'''Explainer:''' ['Okay.', "We're going to start with a model", 'that every Japanese person learns in kindergarten,', "it's called a crane, traditional origami design,", "it's over 400 years old.", "So, people have been doing what we're about to do", 'for 400 years.']
-'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ["Let's fold it in half from corner to corner, unfold it", "and then we'll fold it in half the other direction,", "also corner to corner but we're going to lift it up", "and we're going to hold the fold with both hands.", "We're going to bring these corners together,", 'making a little pocket and then,', 'this is the trickiest part of this whole design,', "so you're going to put your finger underneath the top layer", "and we're going to try to make that layer", 'fold right along the edge.', 'Now you see how the sides kind of want to come in', "as you're doing that?"]
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It's called a petal fold,", "it's a part of a lot of origami designs", "and it's key to the crane.", "Now we're ready for the magic.", "We're going to hold it in between thumb and forefinger,", 'reach inside,', "grab the skinny point that's between the two layers,", 'which are the wings,', "and I'm going to slide it out so it pokes out at an angle.", "We'll take the two wings, we spread them out to the side", 'and you have made your first origami crane.']
'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''

-'''Example (2):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]
-'''Explainer:''' ['When you give up most of what you want?', 'Well, sometimes that definitely happens for sure.', 'What if I told you that this is the kind of technology', 'that I work on that means you could trade', 'with any kid all over the world?']
-'''Explainee:''' ['''''Really?'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ['Yeah.']

-'''Example (3):'''
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['To be honest, I have no idea.']
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['''''Whoa.'''''] ---> '''''Phrasal backchannel'''''

<h2> Positive Feedback </h2>
Positive Feedback can be generated in answer to the previous utterance. It could be a statement or a short answer. For instance, the speaker confirms the previous utterance by using remarks such as “that’s true”, ‘absolutely”, “exactly”, etc., or the speaker might respond by generating a simple positive word/phrase such as “yes”, “yes, I do”.

'''Example(1):'''
-'''''Explainee:''''' ['Well, dogs are very playful, I think, more than cats.', 'Cats lick themselves more than dogs, I think.']
-'''''Explainer:''''' ['''''That's true.''''', 'Do you think, if we look at these pictures,', 'do you think maybe we could say,', 'Well, they both have pointy ears,', 'but the dogs have a different kind of body', 'and the cats like to stand up a little different.?', 'Do you think that makes sense?']--> '''''Positive Feedback'''''

'''Example(2):'''
-'''''Explainer:''''' ['And so we get the power with a lot less energy', "'cause its power is energy per unit time.", "So we aren't depositing much energy in comparison.", "Can I just ask, 'cause you are using", 'the thermal process of it heating up,', 'but have you ever had the opportunity', 'to use laser tweezers?']
-'''''Explainee:''''' ['''''I have, yeah.''''', 'We use optical tweezers to trap particles in solution.']--> '''''Positive Feedback'''''

'''Example(3):'''
-'''''Explainer:''''' ['So it is amazing, the parallels.', 'And optics is used everywhere.', "We're gonna possibly take over from CERN,", "we'll just do high energy physics with lasers,", "we're looking at gravity waves with lasers,", 'we wanna do black holes with lasers,', 'we wanna machine with lasers,', 'we wanna do medicine with lasers.', "It's everywhere.", 'And now, with the Nobel prize, people are hearing', 'more about it so they know lasers are everywhere.']
-'''''Explainee:''''' ['''''I couldn't agree with you more''''']--> '''''Positive Feedback'''''

<h2> Praise </h2>
Praise is an utterance where a (warm) approval or admiration of someone or something is expressed. <ref name"praise">https://www.merriam-webster.com/dictionary/praise</ref>

'''Example:'''
-'''Explainee:'''["What's blockchain?"]
-'''Explainer:'''['''''That's a really good question.''''', "It's actually a way that we can trade.", 'Do you know what trade is?']---> '''''Praise'''''
-'''Explainee:'''["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]

<h2>Quantification question</h2>
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have? What is the value of a quantitative variable? How many?" <ref name="graesser1994question"/>

'''Example (1):'''
-"How many degrees of freedom are on this variable?"

'''Example (2):'''
-'''Explainer:''' [Try look over there and concentrate on his face over there., 'Can you see me waving my hand without turning your eyes?']
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me '''''how many fingers I'm holding up?'''''] ---> '''''Quantification question'''''
-'''Explainee:''' ['Uh, three?']

<h2> Reassert </h2>
The same as assert, but the speaker thinks that the claim has already been made, and indicates it.  <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

'''Example:'''
-'''Explainee:''' Why hasn't near 0% interest done this to the USD?
-'''Explainer:''' (Reassert)['''''As already mentioned, the relationship between inflation, interest rates and currency value is very complex. Inflation in the US has been low.''''' Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.]

<h2>Reject</h2>
An utterance that rejects a proposal, request, statement or information request. It says nothing positive about the antecedent (possibly indicating error). It can be implicit or contain ”no” or “not”. <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

The following statements indicate reject moves<ref name="karagjosova2005dialogue"/>:
-That's not a statement.
-One cannot conclude that.
-That is not the way to go.
-What you answered is not clear.
-This is not a complete statement.
-This is incomplete or not entirely correct.
-This is not a complete expression.
-You did not apply the rule correctly.

<h2>Reject-part</h2>
An utterance that rejects partly a proposal, request, statement or information request. It implicitly accepts another part of the utterance, but we only code what is explicitly rejected.<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

Example (1):
-That is not entirely correct.



<h2>Rephrasing</h2>
Rephrasing is an explanation move where the explanandum is phrased or expressed in a different way especially to make the meaning clearer<ref name="karagjosova2005dialogue"/>

<h2>Request/Directive question</h2>
Request/Directive questions are formed according to the following abstract specification: "The speaker wants the listener to perform an action". An example of Request/Directive question would be: "Would you add those numbers together?" <ref name="graesser1994question"/>

Example (1):

-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']
-'''Explainer:''' ['''''So would you mind telling me a bit about what you've been working on or interested in lately?'''''] ---> '''''Request/Directive question'''''
-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']

Example (2):

-'''Explainer:''' ['I think that people forget that you can work', 'with the notes you already have by just rearranging them,', 'just the simple idea of inversion,', 'inversion of the simple triad, of F major.', "♪I once was lost and now I'm found ♪", '♪ Was blind ♪', '♪ But now I see ♪', Now how home do I want to go here, you know?', 'Is there another verse to come?']
-'''Explainee:''' ['Right.']
-'''Explainer:''' ['Because I can delay the gratification of going home.', 'First of all, just by using inversions,', 'even before we add the notes to the chord.', 'One thing that I was very joyful to discover', 'is that every single melody note', 'works with every single base note.']
-'''Explainee:''' ['''''Would you care to demonstrate that?'''''] ---> '''''Request/Directive question'''''
-'''Explainer:''' ['Yeah. so this is the note F.']
-'''Explainee:''' ['Yeah.']

<h2>Satisfaction</h2>
An utterance which expresses a positive emotion.<ref name="karagjosova2005dialogue"/>

'''Example (1):'''
-'''Explainer:''' ['Have you ever traded or sold anything?']
-'''Explainee:''' ["Actually, I'm selling my computer on eBay right now."]
-'''Explainer:''' ["That's amazing.", 'What made you decide to trade on eBay?']
-'''Explainee:''' ["Well, I mean, I've heard of it,", 'and I trust it a lot because they have', "all of their guarantees, so I know that I'm gonna", "get money and the person's gonna get what they want."]
-'''Explainer:''' ['So what if I told you that blockchain technology', 'is basically a tool where you can do the exact same thing,', 'but it goes to you and I directly?', "You wouldn't need an eBay or a brand in between."]
-'''Explainee:''' ['''''That's cool.'''''] ---> '''''Satisfaction'''''

<h2>Signal understanding</h2>
An utterance which signals understanding. .<ref name="karagjosova2005dialogue"/>

-'''Example (1):'''

-'''Explainer:'''["And it's almost exactly like the space story.", "The space story says there's a distance,", 'distance is different along different curves.', "Einstein says there's something that measures", 'the length of these curves,', 'and we call it the proper time.', 'It is literally the time that you would read', 'on your wristwatch.']
-'''Explainee:''' ["So it's kind of like our fundamental time?", 'Or our base time?']
-'''Explainer:'''['Well kind of.', "What Einstein wants to get across is there's no such thing", "as fundamental, like there's the universe's time,", 'this big letter T that might tell you how old', 'the universe is, but then every individual', 'has a clock with them, and they measure their own time', "depending on how they're moving through the universe."]
-'''Explainee:''' ['I see.']---> '''''Signal understanding'''''

<h2>Signal partial understanding</h2>
An utterance which signals partial understanding. <ref name="karagjosova2005dialogue"/>

-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee''': ['Yes, a lot.']
-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''

<h2>Signal non-understanding</h2>
An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <ref name="karagjosova2005dialogue"/>

Example (1): The following statements signals non-understanding:
-I don't understand your question
-What do you mean by that?
-What do you mean?

Example (2): Below is a part of an explanation dialogue between an explainer and an explainee, where the '''''Signal non-understanding''''' move has been highlighted.
'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
'''Explainee:''' ['No, not at all.']
'''Explainer:''' ["It's what keeps us on the earth."]
'''Explainee:''' ['''''What?'''''] ---> '''''Signal non-understanding'''''
'''Explainer:''' ["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']

<h2>Substantive backchannel</h2>
Substantive backchannel is a type of backchannel response. Substantive backchannels consist of more substantial turn-taking by the listener and usually manifest as asking for clarification or repetitions. More substantive backchannels such as "oh come on, are you serious?" require a context where the speaker is responding to something exasperating or frustrating. <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>

<h2>summarising</h2>
summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref><ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So you are already a PhD student, you know a lot about gravity, but what do you think you've taken away from this conversation?']
-'''Explainee:''' ['''''Well, I've definitely taken away that the way that we think about gravity today is very different from how Newton thought about it, and that even though we have a very good understanding, "there's lots of things that we don't fully understand. There's still a lot of questions to be answered, which I think is really exciting.'''''] ---> '''''summarising'''''
-'''Explainer:''' [ See, you're a scientist. [laughs], Isn't the best part being able to ask the questions?]
-'''Explainee:''' [ Oh yeah.]

<h2>Tentative Response</h2>
Tentative Response is an utterance that is normally uttered in response to a question. This type of response is not stated confidently. And it evidently displays a degree of uncertainty.

*The difference between '''''assert''''' and '''''tentative response:''''' Assert is when we state a fact or an opinion confidently while tentative response refers to occasions that we state a fact or an opinion without confidence.

'''Example (1):'''
-'''''Explainer:''''' ['And how would you find yourself,', 'like if someone said where are you,', 'could you use some words or ideas', 'to say where you are on that line?']
-'''''Explainee:''''' ['I think I would be maybe there,', "since I'm facing it."]

<h2>Verification question</h2>
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <ref name="graesser1994question"/> Please also compare verification question with the concept of '''''backchannel questions''''' introduced in <ref>Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref>

'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''': Mmm-hmm, it's when you take turns doing something.", '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''

'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']

<h2>Understanding query</h2>
An utterance that asks “the listener whether they understood, rather than making them prove it. It takes a “yes” or “no” as an answer <ref name="karagjosova2005dialogue"/>

Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.



'''Example (1):'''
-Do you now understand how this relates to the implication?

==Notes==
<references />

General moves

2022-11-17T09:49:53Z

Wikiadmin:

<h2>Accept-part</h2>
An utterance that accepts part of a proposal, request, statement or information request .<ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref> Implicitly, it rejects another part of the utterance, but we only code what is explicitly accepted. When an utterance does both explicitly, it should be segmented it into two units and labelled accordingly.

Example (1)<ref name="stolcke2000dialogue"/>:
'''''Something like that'''''

<h2>Acknowledge</h2>
Acknowledgments are utterances consisting of short phrases such as “ok”, “yes”, “uh-huh”, that signal that the previous utterance was understood without necessarily signaling acceptance. They do not resolve the content of the utterance they address. ”right”, ”alright” and ”ok” are ambiguous. They are commonly only an acknowledge when they are followed by a hint. ”OK” is commonly used after a not totally wrong answer.<ref name="stolcke2000dialogue"/><ref name="leech2003generic">Leech, G., & Weisser, M. (2003). Generic speech act annotation for task-oriented dialogues. In Proceedings of the corpus linguistics 2003 conference (Vol. 16, pp. 441-446). Lancaster: Lancaster University.‏</ref>

-'''Explainer:''' ['Have you ever heard of harmony?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']
-'''Explainer:''' ['I like it.', "That's absolutely correct."]
-'''Explainee:''' ['''''Okay.'''''] ---> '''''Acknowledge'''''

<h2>Action directive</h2>
An utterance that requests an action to be performed, i.e., commands, pleas etc.<ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/><ref name="allen1997draft">Allen, J., & Core, M. (1997). Draft of DAMSL: Dialog act markup in several layers.‏</ref>


'''Example (1):'''
-"Please show that..."

'''Example (2):'''
-'''Explainer:''' ['''''Try look over there and concentrate on his face over there.''''', 'Can you see me waving my hand without turning your eyes?'] --> '''''Action directive'''''
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me how many fingers I'm holding up?"]
-'''Explainee:''' ['Uh, three?']

<h2> Analogy </h2>
Analogy is an utterance where a comparison of two otherwise unlike things is made based on resemblance of a particular aspect.<ref name"analogy">https://www.merriam-webster.com/dictionary/analogy</ref>

'''Example:'''
-'''Explainer:'''["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']
-'''Explainee:'''['Nice.']
-'''Explainer:'''['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
-'''Explainee:'''['Why do you hold it so tight?']
-'''Explainer:'''['''''I'm holding it tight to show you, then when you're trying to pull it, a black hole will really hold onto it with its gravity.'''''] ---> '''''Analogy'''''
-'''Explainee:'''['I got it.']

<h2>Assert</h2>
Assert refers to an utterance where a fact or an opinion is stated confidently. In other words, assert refers to the statements where "The speaker is trying to make the addressee adopt a belief by communicating a claim about the world". <ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

'''Example (1):'''
-'''Explainer:'''['So have you ever heard of something called a black hole?']
-'''Explainee:'''['What is a black hole?']
-'''Explainer:'''['''''Well, it has to do with, a lot with gravity,''''' 'do you know what gravity is?']---> '''''Assert'''''
-'''Explainee:'''['No, not at all.']
-'''Explainer:'''['''''It's what keeps us on the earth.''''']---> '''''Assert'''''

<h2>Backchannel response</h2>
A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples of backchanneling in English include such expressions as "yeah", "uh-huh", "hmm", and "right". <ref name="stolcke2000dialogue"/><ref>Heinz, B. M. (1998). Backchannel responses as conversational strategies in bilingual speakers' conversations. The University of Nebraska-Lincoln.‏</ref>

<h2>Causal antecedent question</h2>
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ["So what's your major?"]
-'''Explainee:''' ['Chemical engineering.']
-'''Explainer:''' ['''''What made you choose that?'''''] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ['Like any freshman,', 'going into chemical engineering,', 'I was like, I like chemistry!', "So I'm gonna go into chemical engineering.", 'But luckily I also like', 'all the math and all the science too.']

'''Example (2):'''
-'''Explainer:''' ["You're a string theorist, so tell us what kind", 'of string theory you do, what it means', 'to be a string theorist.']
-'''Explainee:''' ["One of the things that's key", 'in the whole story of string theory', 'is the piece of it that talks about', 'quantum theories of gravity.', "So I'm very excited about what happens to spacetime,", 'what does it even mean at the quantum level.']
-'''Explainer:''' ['Cool, so do you think a lot about extra dimensions', 'in your everyday life?']
-'''Explainee:''' ['Uh, yes I do.']
-'''Explainer:''' ['And so when you think about extra dimensions,', 'you put them together with brains and different fields', 'wrapping around the extra dimensions and so forth, right?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['You know, a lot of people, a lot of string theorists,', 'they care a lot about all the different ways', 'in which we could hide the extra dimensions.', 'As someone who cares about cosmology,', 'I wanna start asking why are the extra dimensions', 'small at all?', '''''How did that happen?''''', 'Is this something you think about yourself?'] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ["Yes, well ultimately we'd like to understand", 'the observable universe.', 'If string theory turns out to be the thing', 'that the universe cares about,', "we'd like to know, with all of these possibilities", 'that are in string theory, how do we get the one', 'that looks like the world we live in?']
-'''Explainer:''' ['The thing I want to talk about is this paper I wrote', 'with Matt Johnson and Lisa Randall', "where we realize there's another way", 'to compactify extra dimensions spontaneously, dynamically.', 'If you imagine starting with this big piece of paper', "you couldn't wrap up everything,", 'but within some region of space you could make a tube.']
-'''Explainee:''' ['Okay.']

<h2>Causal consequence question</h2>
A Causal consequence question requires a long answer. Causal consequence questions are formed according to the following abstract specification: "What are the consequences of an event or state?". An example of Causal consequence question would be: "What happens when this level decreases?"
<ref name="graesser1994question"/>  <ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So this is C major, yeah?', '(keyboard music)', 'And then this is C minor.', 'So the feelings are different, right?']
-'''Explainee:''' ['Yeah, feels like dark and spooky.']
-'''Explainer:''' ["[Jacob] Yeah, this one's dark and spooky."]
-'''Explainee:''' ['Haunted house.']
-'''Explainer:''' ['''''And how does this one make you feel though?''''']---> '''''Causal consequence question'''''
-'''Explainee:''' ['Happy. And joyful.']
-'''Explainer:''' ['Yeah, I like that, yeah.']
-'''Explainee:''' ['Yeah, yeah.']

'''Example (2):'''
-'''Explainer:''' ['Yeah.', 'The main thing is that if something falls', "into a black hole, it can never get out, it's--"]
-'''Explainee:''' ['What about the earth? '''''What if it rolls into it--'''''] ---> '''''Causal consequence question'''''
-'''Explainer:''' ['Oh, if the earth rolls into it?']
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It would be bad, we wouldn't be able to get out."]

<h2>Commit</h2>
An utterance with which the speaker commits himself to a future course of action. An utterance that accepts an action directive or open option will typically be a commit. “Okay” can be also a commit. The speaker’s commitment does not depend on the acceptance of the commitment by the hearer, e.g.,as in the case of a promise.<ref name="karagjosova2005dialogue"/>

'''Example (1)'''<ref name="karagjosova2005dialogue"/>:
I do this now.

'''Example (2)''' <ref name="stolcke2000dialogue"/>:
I’ll have to check that out

<h2>Comparison question</h2>
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?"<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['''''So what's the connection between neutron stars and black holes?'''''] ---> '''''Comparison question'''''
-'''Explainee:''' ['So, as I understand it,', "a black hole is sort of like a neutron star's big brother.", "It's more intense, though.", 'If you have so much matter when a star is collapsing', "that it can't hold itself up, it collapses to a black hole,", 'and those are so dense that space-time breaks down', 'in some way or another.']
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['So is there a sensible way to talk', "about what's inside a black hole,", 'or is that, should you think of it', 'as there is no space-time inside?']

<h2>Completion</h2>
An utterance that shows ”understanding by finishing or adding to the clause that a speaker is in the middle of constructing”<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>


-'''Explainer:''' ['As an engineer of course, I love quantifiable things.', "I like saying here's my 18 millisecond motion to photon,", "here's my angular resolution that I'm improving.", "I'm doing the color-space right.", 'But you can look not too far back where you say we', 'have blu-ray DVDs at this amazing resolution,', 'but more people want to watch Youtube videos', 'at really bad early internet video speeds.', 'Where there are things that if you deliver', 'a value to people then these objective quantities', 'may not be the most important thing.', "And while we're certainly pushing as hard as we can", 'on lots of these things that make the experience better', 'in potentially every way or maybe just for videos', 'or for different things.', "I don't think that its necessary.", "I've commented that I think usually my favorite titles", "on mobile that are fully synthetic are ones that don't", 'even try, they just go and do light-mapped, black-shaded.', 'And I think its a lovely aesthetic.', "I think that you don't wind up fighting all of the aliasing.", "While you get some other titles that, oh we're gonna", 'be high-tech with our specular bump maps with roughness.', "And you've got aliasing everywhere,", "and you can't hold frame rate and its all problematic.", 'While some of these that are clearly very synthetic worlds', 'where its nothing but these cartoony flat-shaded things', 'with lighting, but they look and they feel good.', "And you can buy that you're in that place.", "And you want to know what's around that monolith over there."]
-'''Explainee:''' ['We did a project called Life of Us,', 'which was exactly that mindset.', "We were let's embrace low-poly aesthetic", 'and just simple vertex shading.', 'And we ended up realizing, you can embody', 'these various creatures and transform yourself.', 'And when you do that with co-presence of another creature,', 'another human, it makes for a totally magical journey.', "You don't even think for a second, you actually dismiss", 'the whole idea of photo-realism', 'and embrace that reality for what it is.', 'I think it actually helps put you at ease a little bit.']
-'''Explainer:''' ['The end goal of reality, of course in computer graphics', 'people chase photo-realistic form for a long time.', "And basically, we've achieved it.", "Photo-realism, if you're willing to throw enough discreet", 'path traced rays at things,', 'you can generate photo-realistic views.', 'And we understand the light really well.', 'Of course it still takes a half hour per frame', 'like it always has, or more, to render the different things.', 'So its an understood problem and given infinite computing', 'power we could be doing that in virtual reality.', "However, a point that I've made to people in recent years", "is that, we are running out of More's Law.", "Maybe we'll see some wonderful breakthrough in quantum", 'structures or whatever--']
-'''Explainee:''' ['''''Or bandwidth, or streaming.''''']---> '''''completion'''''

<h2>Concept completion question</h2>
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>
-'''Explainer:''' ["[Donna] So you're a college student?"]
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ["[Donna] '''''And what's your major?'''''"]---> '''''Concept completion question'''''
-'''Explainee:''' ["I'm an engineering physics major with a minor in math.", "I'm in the three, two program for biomedical engineering."]

<h2>Continuer</h2>
A continuer is a short utterance which plays discourse-structuring roles like indicating that the other speaker should go on talking, such as “uh-huh” and “okay” <ref name="jurafsky1998lexical">Jurafsky, D., Shriberg, E., Fox, B., & Curl, T. (1998). Lexical, prosodic, and syntactic cues for dialog acts. In Discourse Relations and Discourse Markers.‏</ref>


'''Example (1):'''
-'''Explainer:''' ["So today, we're gonna talk about blockchain technology."]
-'''Explainee:''' ['''''Okay.'''''] --->'''''Continuer'''''
-'''Explainer:''' ['[Bettina] Have you ever heard of blockchain?']
-'''Explainee:''' ['I have.', "Whenever we have a transaction, and let's say", 'I buy something from you, this information gets logged.', 'And it gets verified by a third person or third party.', 'And then if like all this information verified', 'and it all matches, right, the transaction goes through', 'without any intermediary basically, right?', 'It gets stored, and when you make further transactions,', 'this information is ready, embedded.', "It's in the ledger."]

<h2>Definition question</h2>
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

'''Example (1):'''
-'''''What is a t test?'''''----> '''''Definition question'''''

'''Example (2):'''
-'''Explainer:''' ['So have you ever heard of something called a black hole?']
-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''
-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
-'''Explainee:''' ['No, not at all.']

<h2>Disjunctive question</h2>
A Disjunctive question requires a short answer. Disjunctive questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?Is X or Y the case? Is X,Y,or Z the case?".  <ref name="graesser1994question"/>

'''Example:'''
-'''''Is gender or female the variable?'''''----> '''''Disjunctive question'''''

'''Example:'''
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['''''So is there a sensible way to talk about what's inside a black hole or is that, should you think of it, as there is no space-time inside?''''']. ----> '''''Disjunctive question'''''
-'''Explainer:''' ["There isn't a sensible way to talk about it yet,", "and that probably means that's where Einstein's", 'theory of gravity as a curved space-time', 'is beginning to break down,', 'and we need to take the extra step', 'of going to some kind of quantum theory of gravity.', "And we don't have that yet.", "So even though the black hole isn't completely understood,", 'we do know that they form astronomically,', 'that in the universe things like neutron stars form', 'and things like black holes form.', 'The consequences are very much speaking', 'to this curved space-time.', 'So, for instance, if two black holes orbit each other,', "they're like mallets on a drum,", 'and they actually cause space-time to ring,', "and it's very much part of gravitation.", 'The ringing of space-time itself,', 'we call gravitational waves.', 'And this was something Einstein thought about', 'right away in 1950-1960, he was thinking about that.']
-'''Explainee:''' ['Those waves are very exciting for me too', 'because neutron stars orbiting each other', 'also give off gravitational waves', 'and we might be able to get some data', 'about neutron star material from that kind of signal.']

'''Example:'''
-'''Explainer:''' ['''''Do you know a lot about lasers? Or just about the laser that you use.'''''] ----> '''''Disjunctive question'''''
-'''Explainee:''' ['Not a lot, just a little bit.']
-'''Explainer:''' ['Okay.', 'So this is about high intensity lasers.', 'Not only how do you make them,', 'but what was really stopping them being made', 'in both cases is non linear optics.', 'We wanna do something that requires', 'a huge photon density application,', "and so that's how come we came up with", 'chirped pulse amplification,', 'so that we could stretch the pulse,', 'safely amplify it, then compress it at the end,', "and then we're ready to do whatever we want at the end.", 'So what do you think the main difference is', 'between the continuous wave laser that you have', 'that runs at 10 watts and a chirped pulse amplifier?']
-'''Explainee:''' ['I feel like the continuous laser', 'delivers power at a continuous rate,', 'whereas you want all that power to be delivered', 'in a really, really short time with your amplification.']

<h2>Echo Question</h2>
Echo Question is defined as “a repetition of a prior utterance. The main function of an echo question is to clarify the form or content of the prior utterance”.<ref name="noh1998echo">Noh, E. J. (1998). Echo questions: Metarepresentation and pragmatic enrichment. Linguistics and philosophy, 603-628.‏‏</ref>

Example(1)
-'''''Explainer:''''' ['How much sleep do you get, typically?']
-'''''Explainee:''''' ['During the summer?', 'Like 10 hours.']
-'''''Explainer:''''' ['''''10 hours?'''''] -->'''''Echo Question'''''

Example(2):
-'''''Explainer:''''' ['Okay.', 'How long are the naps that you take?']
-'''''Explainee:''''' ['Anywhere from between one to six hours.']
-'''''Explainer:''''' ['''''One to six hours?''''' "That's a long nap."] -->'''''Echo Question'''''

<h2>Echo Response</h2>
And echo response (also called an echo answer) "is an answer that repeats elements of the question. This response form occurs after yes/no questions and “statements about B-events”. According to Svennevig<ref name"echo_response">Svennevig, Jan. Echo Answers in Native/Non-Native Interaction. 2010. In Pragmatics, Vol. 13, No.2. 2003. DOI:10.1075/prag.13.2.04sve</ref>, “echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress…The other is to claim a strengthened commitment to the answer…”

'''Example (1):'''
-'''Explainee:'''["So I'm at UC Berkeley, I'm a psychology student", 'studying cognitive neuro-science', 'and I just started my third year.']
-'''Explainer:'''['Congratulations.']
-'''Explainee:'''['Thank you.']
-'''Explainer:'''['So a lot of brain stuff.']
-'''Explainee:'''['''''A lot of brain stuff.'''''] ---> '''''Echo Response'''''

'''Example (2):'''
-'''Explainee:'''["I'm a fourth year Chemistry student at USF."]
-'''Explainer:'''['So pretty science-y.']
-'''Explainee:'''[Yes, '''''pretty science-y.'''''] ---> '''''Echo Response'''''

<h2>Elaboration</h2>
This is an assertion by the tutor that fills in missing information that the tutor regards as important, but otherwise might be missed by the student. In essence, information is simply transmitted from the tutor to the learner, as opposed to having the learner generate the information
<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref>

-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']
-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]
-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
-'''Explainee:''' ['Okay.']
-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaboration'''''

<h2>Enablement question</h2>
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?" or "What enables the achievement of X?". An example of Enablement question would be: "What device allows you to measure stress?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

<h2>Example question</h2>
An Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ['What do you say when something is one dimensional?', '''''What's an example of something that's one dimensional?''''']---> '''''Example question'''''
-'''Explainee:''' ['Hmm, I think one dimensional might be a circle, I guess,', 'or maybe a line.']
-'''Explainer:''' ['A line is the perfect example']
-'''Explainee:''' ['Yeah, a line.']

<h2>Expectational question</h2>
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" <ref name="graesser1994question"/>

Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:

-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''
-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''
-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.

<h2>Feature specification question</h2>
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?"<ref name="graesser1994question"/> or "What features does X have?"<ref name="nielsen2008taxonomy"/>. An example of feature specification question would be: "What are the properties of a bar graph?" 

-'''Explainer:''' ['And what are you studying?']
-'''Explainee:''' ["I'm studying soft matter physics,", 'which involves the physics of squishy stuff.', 'We make microswimmers in the laboratory', 'and we drive them with a laser.']
-'''Explainer:''' ['''''And what kind of laser do you use?'''''] ---> '''''Feature specification question'''''
-'''Explainee:''' ["We use a 10 watt laser, it's a fiber laser."]

<h2>Follow-up Question</h2>
Follow-up Question is a question posed by the listener to request for more information and clarification, or express their interest or impression concerning the previous utterance.<ref name="Follow-up Question">https://dictionary.cambridge.org/grammar/british-grammar/questions-follow-up-questions‏</ref>

'''Example:'''
-'''''Explainer:''''' ["That's right.", 'To do machine learning, we use something called algorithms.', 'Have you heard of algorithms before?']
-'''''Teen:''''' ['A set of steps or a process', 'carried out to complete something?']
-'''''Explainer:''''' ["That's right."]
-'''''Teen:''''' ["So do you think that we've been able", 'to teach machines enough', "so that they can do things that even we can't do?", 'And on the opposite side of that,', 'do you think there are things that we can do', 'that a machine might never be able to do?']

<h2>Follow-up Statement</h2>
Follow-up Statement is an utterance which is stated in connection with the previous utterance in order to continue or add something to the previous utterance. Generally speaking, it can build up on the previous discussion, add a complementary point, express a personal comment or impression, or mention an example relevant to the topic.

'''Example:'''
-'''Explainer:''' ['Another origami challenge', 'that comes up with these patterns', "is if we're going to make an aircraft out of this thing", "we're going to need hundreds of yards of folded origami.", "We're not going to do it by hand", 'and this might be the new frontier in origami engineering,', 'which is the design of machines', 'that can fold patterns that have applications.']
-'''Explainee:'''['''''So you're talking about a machine", 'that is actually folding it into this, 'not just making the creases but actually folding it.'''''] ---> '''''Follow-up Statement'''''
-'''Explainer:'''['Yeah, so what goes in as sheet', 'and what comes out is this, or something this wide.']
-'''Explainee:'''["That's cool, yeah.", 'What do you see as kind of like the next big breakthrough?', 'Is there anything out there on the horizon', "that you're just like, oh wow, this is really exciting?"]

<h2>Goal orientation question</h2>
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
<ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
-'''Explainee:''' ['I would want to make a unicorn out of atoms.']
-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']
-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''
-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
-'''Explainee:''' ['Cool.']

<h2>Gratitude</h2>
An utterance that expresses gratitude.<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ['[Janna laughs]']
-'''Explainee:''' ["It's sort of like there's a description", 'that works pretty well.']
-'''Explainer:''' ["Yeah, you don't go to the doctor and say,", "Heisenberg's uncertainty principle caused", 'a series of fluctuations.']
-'''Explainee:''' ['Right, would you help me?', "So there's so many open questions.", 'The fact that they are all these fundamental issues', "that we really don't understand.", "But, on the other hand, there's all these moving parts", 'that fit together so neatly.', "There's definitely something that's working here.", 'But ultimately what is gonna emerge from that,', "what structure is lying under it, we just don't know.", 'But I think the fact that there are', 'so many fundamental questions', "that we just don't know the answer to,", "that is an opportunity, that's exciting, it's great."]
-'''Explainer:''' ['''''Thanks so much for coming.''''' It's really good to have you here.] -->'''''Gratitude'''''
-'''Explainee:''' ['''''Thank you very much''''', Janna, it was my pleasure.] -->'''''Gratitude'''''

<h2>Instrumental/procedural question</h2>
An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''
-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']

<h2>Interpretation question</h2>
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <ref name="graesser1994question"/>

<h2>Judgmental question</h2>
A Judgmental question requires a long answer. Judgmental questions are formed according to the following abstract specification: "What value does the answerer place on an idea or advice?". An example of Judgmental question would be: "What do you think of this operational definition?" <ref name="graesser1994question"/>

'''Example (1):''' In this example the explainer makes judgemental questions as an explanation move.
-'''Explainer:''' ['''''So, what do you think of that?''''', '''''What do you think of origami?''''']----> '''''Judgmental questions'''''
-'''Explainee:''' ['I think that the people that make them are talented.', "It's hard.", "Seeing the stuff that we've made here,", "I'd bet that they could do rocket ships.", 'Just so much that you can do with them.']
-'''Explainer:''' ['Thanks for coming.']
-'''Explainee:''' ['Thanks for having me.']

'''Example (2):''' This example shows where the explainee makes judgmental questions.
-'''Explainer:''' ['Maybe a wiring diagram is not sufficient to understand', 'the brain, and it would be crazy to think that that would be', 'sufficient, actually.']
-'''Explainee:''' ['If you limit the connectome to be just the wiring diagram', 'without, you know, more information about myelination', 'or glial cells, all types of environmental features that', 'surround the neurons and axons then you have an incomplete', 'picture, no doubt.']
-'''Explainer:''' ['Sometimes when people get, they worry about connectomics,', "I think what they're actually worrying about is that", "it's the end of the that we used to do neuroscience."]
-'''Explainee:''' ['''''What do you think about memory?''''', '''''Do you think that there's ways of resolving what the substrate of human memory is, you know, is it just LTP and LTD?'''''] ----> '''''Judgmental questions'''''
-'''Explainer:''' ["I'm not sure if you had a connectome of a human brain,", 'of an adult human, I would be able to read out', 'memories from that.']

<h2>Maybe</h2>
An utterance with which the speaker ”explicitly states that he cannot give a definite answer at the moment”. Examples: "I’ll have to think about it."<ref name="karagjosova2005dialogue"/>

-'''Explainer:''' ["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee:''' ['Yes, a lot.']
-'''Explainer:''' ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee:''' ['Yeah, kind of.']
-'''Explainer:''' ["What's your idea what physics is?"]
-'''Explainee:''' ["Um, '''''I'm not so sure.'''''] --> '''''Maybe'''''

<h2>non-lexical backchannel</h2>
Non-lexical backchannel is a type of backchannel response. "A non-lexical backchannel is a vocalized sound that has little or no referential meaning but still verbalizes the listener's attention, and that frequently co-occurs with gestures. In English, sounds like uh-huh and hmm serve this role." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

'''Example (1):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ['''''Mmm-hmm''''', it's when you take turns doing something. It's when you give up most of what you want, right?] --> '''''non-lexical backchannel'''''

'''Example (2):'''
-'''Explainee:''' ["It's a large scale attempt to understand the wiring map", 'of the brain, essentially.']
-'''Explainer:''' ['Yeah, great.']
-'''Explainee:''' ["I think that it's definitely needed."]
-'''Explainer:''' ['''''Huh.'''''] --> '''''non-lexical backchannel'''''
-'''Explainee:''' ['Understanding the anatomy of the brain is definitely', "important but, it doesn't necessarily tell us everything", "about the function, there's some sort of temporal order", 'from neuron to neuron and region to region', 'that we may not be able to pick up.']

<h2>Offer</h2>
An utterance by which the speaker indicates willingness to commit to an action, if the hearer accepts it <ref name="karagjosova2005dialogue"/><ref name="stolcke2000dialogue"/>

-'''Explainer:''' ['Do you know what origami is?']
-'''Explainee:''' ['Is that where you fold paper', 'to make different animals, like those?']
-'''Explainer:''' ['Yes, in fact it is.', 'Have you ever done any origami before?']
-'''Explainee:''' ['Nope.']
-'''Explainer:''' ['[Robert] '''''Would you like to give it a try?'''''] ---> Offer
-'''Explainee:''' ['Sure.']

<h2>Phrasal backchannel</h2>
Phrasal backchannel is a type of backchannel response. "Phrasal backchannels most commonly assess or acknowledge a speaker's communication with simple words or phrases (for example, "Really?" or "Wow!" in English). One of the conversational functions of phrasal backchannels is to assess or appraise a previous utterance." <ref name="backchannel_linguistics"/>

-'''Example (1):'''
-'''Explainer:''' ['Okay.', "We're going to start with a model", 'that every Japanese person learns in kindergarten,', "it's called a crane, traditional origami design,", "it's over 400 years old.", "So, people have been doing what we're about to do", 'for 400 years.']
-'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ["Let's fold it in half from corner to corner, unfold it", "and then we'll fold it in half the other direction,", "also corner to corner but we're going to lift it up", "and we're going to hold the fold with both hands.", "We're going to bring these corners together,", 'making a little pocket and then,', 'this is the trickiest part of this whole design,', "so you're going to put your finger underneath the top layer", "and we're going to try to make that layer", 'fold right along the edge.', 'Now you see how the sides kind of want to come in', "as you're doing that?"]
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It's called a petal fold,", "it's a part of a lot of origami designs", "and it's key to the crane.", "Now we're ready for the magic.", "We're going to hold it in between thumb and forefinger,", 'reach inside,', "grab the skinny point that's between the two layers,", 'which are the wings,', "and I'm going to slide it out so it pokes out at an angle.", "We'll take the two wings, we spread them out to the side", 'and you have made your first origami crane.']
'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''

-'''Example (2):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]
-'''Explainer:''' ['When you give up most of what you want?', 'Well, sometimes that definitely happens for sure.', 'What if I told you that this is the kind of technology', 'that I work on that means you could trade', 'with any kid all over the world?']
-'''Explainee:''' ['''''Really?'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ['Yeah.']

-'''Example (3):'''
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['To be honest, I have no idea.']
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['''''Whoa.'''''] ---> '''''Phrasal backchannel'''''

<h2> Positive Feedback </h2>
Positive Feedback can be generated in answer to the previous utterance. It could be a statement or a short answer. For instance, the speaker confirms the previous utterance by using remarks such as “that’s true”, ‘absolutely”, “exactly”, etc., or the speaker might respond by generating a simple positive word/phrase such as “yes”, “yes, I do”.

'''Example(1):'''
-'''''Explainee:''''' ['Well, dogs are very playful, I think, more than cats.', 'Cats lick themselves more than dogs, I think.']
-'''''Explainer:''''' ['''''That's true.''''', 'Do you think, if we look at these pictures,', 'do you think maybe we could say,', 'Well, they both have pointy ears,', 'but the dogs have a different kind of body', 'and the cats like to stand up a little different.?', 'Do you think that makes sense?']--> '''''Positive Feedback'''''

'''Example(2):'''
-'''''Explainer:''''' ['And so we get the power with a lot less energy', "'cause its power is energy per unit time.", "So we aren't depositing much energy in comparison.", "Can I just ask, 'cause you are using", 'the thermal process of it heating up,', 'but have you ever had the opportunity', 'to use laser tweezers?']
-'''''Explainee:''''' ['''''I have, yeah.''''', 'We use optical tweezers to trap particles in solution.']--> '''''Positive Feedback'''''

'''Example(3):'''
-'''''Explainer:''''' ['So it is amazing, the parallels.', 'And optics is used everywhere.', "We're gonna possibly take over from CERN,", "we'll just do high energy physics with lasers,", "we're looking at gravity waves with lasers,", 'we wanna do black holes with lasers,', 'we wanna machine with lasers,', 'we wanna do medicine with lasers.', "It's everywhere.", 'And now, with the Nobel prize, people are hearing', 'more about it so they know lasers are everywhere.']
-'''''Explainee:''''' ['''''I couldn't agree with you more''''']--> '''''Positive Feedback'''''

<h2> Praise </h2>
Praise is an utterance where a (warm) approval or admiration of someone or something is expressed. <ref name"praise">https://www.merriam-webster.com/dictionary/praise</ref>

'''Example:'''
-'''Explainee:'''["What's blockchain?"]
-'''Explainer:'''['''''That's a really good question.''''', "It's actually a way that we can trade.", 'Do you know what trade is?']---> '''''Praise'''''
-'''Explainee:'''["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]

<h2>Quantification question</h2>
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have? What is the value of a quantitative variable? How many?" <ref name="graesser1994question"/>

'''Example (1):'''
-"How many degrees of freedom are on this variable?"

'''Example (2):'''
-'''Explainer:''' [Try look over there and concentrate on his face over there., 'Can you see me waving my hand without turning your eyes?']
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me '''''how many fingers I'm holding up?'''''] ---> '''''Quantification question'''''
-'''Explainee:''' ['Uh, three?']

<h2> Reassert </h2>
The same as assert, but the speaker thinks that the claim has already been made, and indicates it.  <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

'''Example:'''
-'''Explainee:''' Why hasn't near 0% interest done this to the USD?
-'''Explainer:''' (Reassert)['''''As already mentioned, the relationship between inflation, interest rates and currency value is very complex. Inflation in the US has been low.''''' Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.]

<h2>Reject</h2>
An utterance that rejects a proposal, request, statement or information request. It says nothing positive about the antecedent (possibly indicating error). It can be implicit or contain ”no” or “not”. <ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

The following statements indicate reject moves<ref name="karagjosova2005dialogue"/>:
-That's not a statement.
-One cannot conclude that.
-That is not the way to go.
-What you answered is not clear.
-This is not a complete statement.
-This is incomplete or not entirely correct.
-This is not a complete expression.
-You did not apply the rule correctly.

<h2>Reject-part</h2>
An utterance that rejects partly a proposal, request, statement or information request. It implicitly accepts another part of the utterance, but we only code what is explicitly rejected.<ref name="karagjosova2005dialogue"/><ref name="allen1997draft"/>

Example (1):
-That is not entirely correct.



<h2>Rephrasing</h2>
Rephrasing is an explanation move where the explanandum is phrased or expressed in a different way especially to make the meaning clearer<ref name="karagjosova2005dialogue"/>

<h2>Request/Directive question</h2>
Request/Directive questions are formed according to the following abstract specification: "The speaker wants the listener to perform an action". An example of Request/Directive question would be: "Would you add those numbers together?" <ref name="graesser1994question"/>

Example (1):

-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']
-'''Explainer:''' ['''''So would you mind telling me a bit about what you've been working on or interested in lately?'''''] ---> '''''Request/Directive question'''''
-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']

Example (2):

-'''Explainer:''' ['I think that people forget that you can work', 'with the notes you already have by just rearranging them,', 'just the simple idea of inversion,', 'inversion of the simple triad, of F major.', "♪I once was lost and now I'm found ♪", '♪ Was blind ♪', '♪ But now I see ♪', Now how home do I want to go here, you know?', 'Is there another verse to come?']
-'''Explainee:''' ['Right.']
-'''Explainer:''' ['Because I can delay the gratification of going home.', 'First of all, just by using inversions,', 'even before we add the notes to the chord.', 'One thing that I was very joyful to discover', 'is that every single melody note', 'works with every single base note.']
-'''Explainee:''' ['''''Would you care to demonstrate that?'''''] ---> '''''Request/Directive question'''''
-'''Explainer:''' ['Yeah. so this is the note F.']
-'''Explainee:''' ['Yeah.']

<h2>Satisfaction</h2>
An utterance which expresses a positive emotion.<ref name="karagjosova2005dialogue"/>

'''Example (1):'''
-'''Explainer:''' ['Have you ever traded or sold anything?']
-'''Explainee:''' ["Actually, I'm selling my computer on eBay right now."]
-'''Explainer:''' ["That's amazing.", 'What made you decide to trade on eBay?']
-'''Explainee:''' ["Well, I mean, I've heard of it,", 'and I trust it a lot because they have', "all of their guarantees, so I know that I'm gonna", "get money and the person's gonna get what they want."]
-'''Explainer:''' ['So what if I told you that blockchain technology', 'is basically a tool where you can do the exact same thing,', 'but it goes to you and I directly?', "You wouldn't need an eBay or a brand in between."]
-'''Explainee:''' ['''''That's cool.'''''] ---> '''''Satisfaction'''''

<h2>Signal understanding</h2>
An utterance which signals understanding. .<ref name="karagjosova2005dialogue"/>

-'''Example (1):'''

-'''Explainer:'''["And it's almost exactly like the space story.", "The space story says there's a distance,", 'distance is different along different curves.', "Einstein says there's something that measures", 'the length of these curves,', 'and we call it the proper time.', 'It is literally the time that you would read', 'on your wristwatch.']
-'''Explainee:''' ["So it's kind of like our fundamental time?", 'Or our base time?']
-'''Explainer:'''['Well kind of.', "What Einstein wants to get across is there's no such thing", "as fundamental, like there's the universe's time,", 'this big letter T that might tell you how old', 'the universe is, but then every individual', 'has a clock with them, and they measure their own time', "depending on how they're moving through the universe."]
-'''Explainee:''' ['I see.']---> '''''Signal understanding'''''

<h2>Signal partial understanding</h2>
An utterance which signals partial understanding. <ref name="karagjosova2005dialogue"/>

-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee''': ['Yes, a lot.']
-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''

<h2>Signal non-understanding</h2>
An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <ref name="karagjosova2005dialogue"/>

Example (1): The following statements signals non-understanding:
-I don't understand your question
-What do you mean by that?
-What do you mean?

Example (2): Below is a part of an explanation dialogue between an explainer and an explainee, where the '''''Signal non-understanding''''' move has been highlighted.
'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
'''Explainee:''' ['No, not at all.']
'''Explainer:''' ["It's what keeps us on the earth."]
'''Explainee:''' ['''''What?'''''] ---> '''''Signal non-understanding'''''
'''Explainer:''' ["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']

<h2>Substantive backchannel</h2>
Substantive backchannel is a type of backchannel response. Substantive backchannels consist of more substantial turn-taking by the listener and usually manifest as asking for clarification or repetitions. More substantive backchannels such as "oh come on, are you serious?" require a context where the speaker is responding to something exasperating or frustrating. <ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>

<h2>summarising</h2>
summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref><ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>

'''Example (1):'''
-'''Explainer:''' ['So you are already a PhD student, you know a lot about gravity, but what do you think you've taken away from this conversation?']
-'''Explainee:''' ['''''Well, I've definitely taken away that the way that we think about gravity today is very different from how Newton thought about it, and that even though we have a very good understanding, "there's lots of things that we don't fully understand. There's still a lot of questions to be answered, which I think is really exciting.'''''] ---> '''''summarising'''''
-'''Explainer:''' [ See, you're a scientist. [laughs], Isn't the best part being able to ask the questions?]
-'''Explainee:''' [ Oh yeah.]

<h2>Tentative Response</h2>
Tentative Response is an utterance that is normally uttered in response to a question. This type of response is not stated confidently. And it evidently displays a degree of uncertainty.

*The difference between '''''assert''''' and '''''tentative response:''''' Assert is when we state a fact or an opinion confidently while tentative response refers to occasions that we state a fact or an opinion without confidence.

'''Example (1):'''
-'''''Explainer:''''' ['And how would you find yourself,', 'like if someone said where are you,', 'could you use some words or ideas', 'to say where you are on that line?']
-'''''Explainee:''''' ['I think I would be maybe there,', "since I'm facing it."]

<h2>Verification question</h2>
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <ref name="graesser1994question"/> Please also compare verification question with the concept of '''''backchannel questions''''' introduced in <ref>Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref>

'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''': Mmm-hmm, it's when you take turns doing something.", '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''

'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']

<h2>Understanding query</h2>
An utterance that asks “the listener whether they understood, rather than making them prove it. It takes a “yes” or “no” as an answer <ref name="karagjosova2005dialogue"/>

Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.



'''Example (1):'''
-Do you now understand how this relates to the implication?

==Notes==
<references />

Main Page

2022-10-27T11:45:23Z

Wikiadmin:

This wiki contains a glossary of terms related to the field of explainable AI within the scope of the TRR projects. The glossary consists of three categories of explanation moves: “Explainer moves”, “Explainee moves” and “General moves”. Additionally, the wiki includes different types of cognitive biases, different reasoning strategies, and other related terms within the scope of TRR 318.

Looking at the glossary from a different perspective, the explanation moves in the glossary include: adult–child interaction moves (such as embedded correction, and repetitions to place a common ground), short answer questions (such as verification and disjunctive questions), long answer questions (such as procedural, expectational, and assertion questions), backchannels (such as phrasal, substantive, and non-lexical ones), and other dialog moves (such as Assert, Reassert, Accept, Accept-part, Reject, Signaling emotions, and Open option).

Moreover, the wiki provides guidelines for annotation of data with explanation moves. In fact, the glossary has been enriched with the extracted examples for each explanation move either from a real-world dataset or from literature. This information is therefore considered as a guideline for the human agents, who will annotate Explainer-Explainee dialogues.

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/General_moves General moves]</h2>
General moves are the explanation moves, which could happen both from the side of the explainee and the explainer in an explanation dialogue.

* Collected general moves can be seen in one place from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/General_moves General moves].

* And the alphabetical list of these moves and corresponding pages can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:General_moves General moves category].



<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainee_moves Explainee moves]</h2>
Explainee moves is the category of the explanation moves that happen from the side of explainees in an explanation dialogue.

* Explainee moves can be seen as a whole from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainee_moves Explainee moves].

* And the corresponding alphabetical list of moves and pages can be found here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Explainee_moves Explainee moves category].

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainer_moves Explainer moves]</h2>
Explainer moves is the category of the explanation moves that happen from the side of explainers in an explanation dialogue.

* The Explainer moves are collected in one place here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainer_moves Explainer moves].

* Moreover, the corresponding alphabetical list of moves and pages can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Explainer_moves Explainer moves category].

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Biases Biases]</h2>
The field of explainable AI looks into cognitive factors that bias or compromise decision-making. The wiki contains a list of cognitive biases related to the TRR 318 projects.

* For viewing all the biases and the related definitions in one place refer to this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Biases Biases].

* An alphabetical list of biases and corresponding pages can be viewed from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Biases Biases Category]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Reasoning Reasoning]</h2>
Researchers from the field of explainable AI are also interested in theories that describe patterns of how people reason. The wiki therefore include a list of related concepts to reasoning.

* The related terms to reasoning can be viewed in one place from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Reasoning Reasoning].

* In addition, an alphabetical list of corresponding reasoning concepts and pages can be seen in this page: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Reasoning Reasoning categories]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Other_terms Other terms]</h2>
Apart from the above-mentioned categories, the wiki has classified other related terms to the TRR projects in this category.

* For viewing the concepts of this category in one place, refer to this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Other_terms Other terms]

* An alphabetical list of these concepts and related pages can also be viewed from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Other_terms Other terms category]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>
As a starting point for making the audience more and more acquainted with the annotation scheme introduced in this wiki, we propose a collaborative annotation task as a part of TRR Activity Afternoon which is held on September 28th, 2022. Please visit this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>

<h2>A classification of moves based on domain-related observations</h2>
We classify the moves based on the domains in which they have been observed. Additionally, some of the moves are assumed to be cross domain as they might appear in different domains.

* An alphabetical list of the moves, which are observed in the domain of '''''dialog moves''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Observed_in_Dialog_Moves_Domain Dialog Moves Domain].

* An alphabetical list of the moves, which are observed in the domain of '''''tutoring''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Observed_in_Tutoring_Domain Observed in Tutoring Domain].

* An alphabetical list of '''''cross domain moves''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Cross_Domain cross domain moves].

Main Page

2022-10-27T11:45:07Z

Wikiadmin:

This wiki contains a glossary of terms related to the field of explainable AI within the scope of the TRR projects. The glossary consists of three categories of explanation moves: “Explainer moves”, “Explainee moves” and “General moves”. Additionally, the wiki includes different types of cognitive biases, different reasoning strategies, and other related terms within the scope of TRR 318.

Looking at the glossary from a different perspective, the explanation moves in the glossary include: adult–child interaction moves (such as embedded correction, and repetitions to place a common ground), short answer questions (such as verification and disjunctive questions), long answer questions (such as procedural, expectational, and assertion questions), backchannels (such as phrasal, substantive, and non-lexical ones), and other dialog moves (such as Assert, Reassert, Accept, Accept-part, Reject, Signaling emotions, and Open option).

Moreover, the wiki provides guidelines for annotation of data with explanation moves. In fact, the glossary has been enriched with the extracted examples for each explanation move either from a real-world dataset or from literature. This information is therefore considered as a guideline for the human agents, who will annotate Explainer-Explainee dialogues.

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/General_moves General moves]</h2>
General moves are the explanation moves, which could happen both from the side of the explainee and the explainer in an explanation dialogue.

* Collected general moves can be seen in one place from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/General_moves General moves].

* And the alphabetical list of these moves and corresponding pages can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:General_moves General moves category].



<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainee_moves Explainee moves]</h2>
Explainee moves is the category of the explanation moves that happen from the side of explainees in an explanation dialogue.

* Explainee moves can be seen as a whole from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainee_moves Explainee moves].

* And the corresponding alphabetical list of moves and pages can be found here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Explainee_moves Explainee moves category].

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainer_moves Explainer moves]</h2>
Explainer moves is the category of the explanation moves that happen from the side of explainers in an explanation dialogue.

* The Explainer moves are collected in one place here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainer_moves Explainer moves].

* Moreover, the corresponding alphabetical list of moves and pages can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Explainer_moves Explainer moves category].

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Biases Biases]</h2>
The field of explainable AI looks into cognitive factors that bias or compromise decision-making. The wiki contains a list of cognitive biases related to the TRR 318 projects.

* For viewing all the biases and the related definitions in one place refer to this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Biases Biases].

* An alphabetical list of biases and corresponding pages can be viewed from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Biases Biases Category]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Reasoning Reasoning]</h2>
Researchers from the field of explainable AI are also interested in theories that describe patterns of how people reason. The wiki therefore include a list of related concepts to reasoning.

* The related terms to reasoning can be viewed in one place from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Reasoning Reasoning].

* In addition, an alphabetical list of corresponding reasoning concepts and pages can be seen in this page: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Reasoning Reasoning categories]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Other_terms Other terms]</h2>
Apart from the above-mentioned categories, the wiki has classified other related terms to the TRR projects in this category.

* For viewing the concepts of this category in one place, refer to this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Other_terms Other terms]

* An alphabetical list of these concepts and related pages can also be viewed from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Other_terms Other terms category]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>
As a starting point for making the audience more and more acquainted with the annotation scheme introduced in this wiki, we propose a collaborative annotation task as a part of TRR Activity Afternoon which is held on September 28th, 2022. Please visit this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>

<h2>Classification of moves based on domain-related observations</h2>
We classify the moves based on the domains in which they have been observed. Additionally, some of the moves are assumed to be cross domain as they might appear in different domains.

* An alphabetical list of the moves, which are observed in the domain of '''''dialog moves''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Observed_in_Dialog_Moves_Domain Dialog Moves Domain].

* An alphabetical list of the moves, which are observed in the domain of '''''tutoring''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Observed_in_Tutoring_Domain Observed in Tutoring Domain].

* An alphabetical list of '''''cross domain moves''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Cross_Domain cross domain moves].

Main Page

2022-10-27T11:37:43Z

Wikiadmin:

This wiki contains a glossary of terms related to the field of explainable AI within the scope of the TRR projects. The glossary consists of three categories of explanation moves: “Explainer moves”, “Explainee moves” and “General moves”. Additionally, the wiki includes different types of cognitive biases, different reasoning strategies, and other related terms within the scope of TRR 318.

Looking at the glossary from a different perspective, the explanation moves in the glossary include: adult–child interaction moves (such as embedded correction, and repetitions to place a common ground), short answer questions (such as verification and disjunctive questions), long answer questions (such as procedural, expectational, and assertion questions), backchannels (such as phrasal, substantive, and non-lexical ones), and other dialog moves (such as Assert, Reassert, Accept, Accept-part, Reject, Signaling emotions, and Open option).

Moreover, the wiki provides guidelines for annotation of data with explanation moves. In fact, the glossary has been enriched with the extracted examples for each explanation move either from a real-world dataset or from literature. This information is therefore considered as a guideline for the human agents, who will annotate Explainer-Explainee dialogues.

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/General_moves General moves]</h2>
General moves are the explanation moves, which could happen both from the side of the explainee and the explainer in an explanation dialogue.

* Collected general moves can be seen in one place from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/General_moves General moves].

* And the alphabetical list of these moves and corresponding pages can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:General_moves General moves category].



<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainee_moves Explainee moves]</h2>
Explainee moves is the category of the explanation moves that happen from the side of explainees in an explanation dialogue.

* Explainee moves can be seen as a whole from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainee_moves Explainee moves].

* And the corresponding alphabetical list of moves and pages can be found here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Explainee_moves Explainee moves category].

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainer_moves Explainer moves]</h2>
Explainer moves is the category of the explanation moves that happen from the side of explainers in an explanation dialogue.

* The Explainer moves are collected in one place here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Explainer_moves Explainer moves].

* Moreover, the corresponding alphabetical list of moves and pages can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Explainer_moves Explainer moves category].

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Biases Biases]</h2>
The field of explainable AI looks into cognitive factors that bias or compromise decision-making. The wiki contains a list of cognitive biases related to the TRR 318 projects.

* For viewing all the biases and the related definitions in one place refer to this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Biases Biases].

* An alphabetical list of biases and corresponding pages can be viewed from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Biases Biases Category]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Reasoning Reasoning]</h2>
Researchers from the field of explainable AI are also interested in theories that describe patterns of how people reason. The wiki therefore include a list of related concepts to reasoning.

* The related terms to reasoning can be viewed in one place from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Reasoning Reasoning].

* In addition, an alphabetical list of corresponding reasoning concepts and pages can be seen in this page: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Reasoning Reasoning categories]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Other_terms Other terms]</h2>
Apart from the above-mentioned categories, the wiki has classified other related terms to the TRR projects in this category.

* For viewing the concepts of this category in one place, refer to this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Other_terms Other terms]

* An alphabetical list of these concepts and related pages can also be viewed from here: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Other_terms Other terms category]

<h2>[https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>
As a starting point for making the audience more and more acquainted with the annotation scheme introduced in this wiki, we propose a collaborative annotation task as a part of TRR Activity Afternoon which is held on September 28th, 2022. Please visit this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>

<h2>Classification of moves based on domain-related observations</h2>
We classify the moves based on the domains in which they have been observed.

* An alphabetical list of the moves, which are observed in the domain of '''''dialog moves''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Observed_in_Dialog_Moves_Domain Dialog Moves Domain].

* An alphabetical list of the moves, which are observed in the domain of '''''tutoring''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Observed_in_Tutoring_Domain Observed in Tutoring Domain].

* An alphabetical list of '''''cross domain moves''''' can be accessed from this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/Category:Cross_Domain cross domain moves].

Please visit this link: [https://webtentacle1.techfak.uni-bielefeld.de/infwiki/index.php/A_Collaborative_Annotation_Task_for_Activity_Afternoon_Sept_28th,_2022 A Collaborative Annotation Task]</h2>

Topic-initiating statement

2022-10-27T11:03:52Z

Wikiadmin:

These statements are signified as topic-initiating while the explainer/explainee refers to a new topic within their statement or comment. These statements might be accompanied by an elaborative description.

-'''''Explainee:''''' ['I never knew beforehand how hard it was', 'to get actual data of the black holes itself,', "first of all, they're dark, and, like,", "they're so far away, it's almost impossible just", 'to get a good image of them.', 'They were discussing a project in', 'which multiple radio telescopes of some sort, like, are,', 'like, pinpointed all across, from Greenland', "to South America, and, like, and they're trying to", 'get an image of', 'the black hole in the center', 'of our galaxy because, as opposed', 'to just recording its impact', 'on the surrounding stars and planets.']
-'''''Explainer:''''' ['''''So we've been, we've had, now,", 'effectively two different ways', 'of getting more direct measurements, one is the LIGO,''''' which', 'is the Laser Interferometer Gravitational Wave Observatory,', 'which is where, getting the ripples in space time,', 'coming off of the merging of black holes.', "The other one that you're mentioning is actually called", "the Event Horizon Telescope, where they're using radio waves", 'to actually image the event horizon,', 'that region where light cannot escape', 'from the black hole at the center of our galaxy,', "which I know they're working on it right now.", "It's an amazing thing,", "but that'll be the most direct imaging of a black hole.", 'LIGO is a direct detection of the consequence', 'of the merging of black holes.', 'The critical part has been, like,', 'for the super massive black hole at the center', "of our galaxy, we've seen the stars orbiting it,", "and we've measured the mass, so that way,", 'so if you look at a spinning black hole,', 'it actually fundamentally alters the emission', "that's coming off the stuff that's falling into it.", 'These are discovered as what are called X-ray binaries,', "that is, you know, there's an X-ray member", 'of the binary that is emitting in the X-rays,', "and it's really not very bright", "in the optical (mumbles) at all, so there's always,", 'people are looking at these X-ray binaries.']--->'''''Topic-initiating statement'''''

-'''''Explainer:'''''["So that's good, because that's why you're here,", "and so we're talking about sleep today,", 'and really about kind of what is the brain machinery', 'through which we go through consciousness', 'to unconsciousness and that transition.']
-'''''Explainee:''''' [Great.]
-'''''Explainer:'''' ['Okay.', '''The best way to think about this transition', "is really called, it's a flip flop switch''''', okay?", 'So this term comes from engineering,', 'and the idea is that in sleep,', 'you basically have kind of this all of nothing experience.', 'Certainly people kind of drift off to sleep,', "but then all of a sudden you're unconscious, right?", "So it seems like it's this flip flop between", 'the arousal system and the sleep promoting system,', "and it's certainly regulated,", "and we'll get a little bit into that,", "but they're certainly kind of made up", 'of two reciprocally inhibitory processes.', 'Okay, so we have the ascending reticular activating system.', 'It originates in the brain stem,', "and there's a dorsal and a ventral arm to this,", 'and so the dorsal arm has neurons, cholinergic neurons,', 'that go up to the thalamus', 'and then it projections into the fore brain,', "and then there's the ventral arm,", 'and this is comprised of a whole bunch', 'of different types of neurons,', 'so there are monominergic,', "so there's kind of dopaminergic neurons", 'that come from the periaqueductal gray,', 'serotonergic ones from the dorsal raphae nuclei,', 'histaminergic neurons that come', 'from the tuberomammillary nucleus of the hippothalamus,', 'and then noradrenergic neurons', 'from the locus coeruleus,', 'and so all of those are kind of working in tandem', 'to kind of drive wake within the brain.', 'So if we just think about drugs that are available', 'inducing wakefulness, we can certainly,', 'kind of the dopaminergic ones jump out, right?', 'So we have amphetamines that kind of drive those signaling,', 'and then modafinil, which is a wake promoting drug', 'for people that have kind of excessive day-time sleepiness', 'that maintains alertness throughout the day.'] --->'''''Topic-initiating statement'''''

==Notes==
<references />

[[Category:General_moves]]
[[Category:Cross_Domain]]

Praise

2022-10-27T10:46:56Z

Wikiadmin:

Praise is an utterance where a (warm) approval or admiration of someone or something is expressed. <ref name"praise">https://www.merriam-webster.com/dictionary/praise</ref>

'''Example:'''
-'''Explainee:'''["What's blockchain?"]
-'''Explainer:'''['''''That's a really good question.''''', "It's actually a way that we can trade.", 'Do you know what trade is?']---> '''''Praise'''''
-'''Explainee:'''["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Positive Feedback

2022-10-27T10:46:39Z

Wikiadmin:

Positive Feedback can be generated in answer to the previous utterance. It could be a statement or a short answer. For instance, the speaker confirms the previous utterance by using remarks such as “that’s true”, ‘absolutely”, “exactly”, etc., or the speaker might respond by generating a simple positive word/phrase such as “yes”, “yes, I do”.

'''Example(1):'''
-'''''Explainee:''''' ['Well, dogs are very playful, I think, more than cats.', 'Cats lick themselves more than dogs, I think.']
-'''''Explainer:''''' ['''''That's true.''''', 'Do you think, if we look at these pictures,', 'do you think maybe we could say,', 'Well, they both have pointy ears,', 'but the dogs have a different kind of body', 'and the cats like to stand up a little different.?', 'Do you think that makes sense?']--> '''''Positive Feedback'''''

'''Example(2):'''
-'''''Explainer:''''' ['And so we get the power with a lot less energy', "'cause its power is energy per unit time.", "So we aren't depositing much energy in comparison.", "Can I just ask, 'cause you are using", 'the thermal process of it heating up,', 'but have you ever had the opportunity', 'to use laser tweezers?']
-'''''Explainee:''''' ['''''I have, yeah.''''', 'We use optical tweezers to trap particles in solution.']--> '''''Positive Feedback'''''

'''Example(3):'''
-'''''Explainer:''''' ['So it is amazing, the parallels.', 'And optics is used everywhere.', "We're gonna possibly take over from CERN,", "we'll just do high energy physics with lasers,", "we're looking at gravity waves with lasers,", 'we wanna do black holes with lasers,', 'we wanna machine with lasers,', 'we wanna do medicine with lasers.', "It's everywhere.", 'And now, with the Nobel prize, people are hearing', 'more about it so they know lasers are everywhere.']
-'''''Explainee:''''' ['''''I couldn't agree with you more''''']--> '''''Positive Feedback'''''

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Phrasal backchannel

2022-10-27T10:46:24Z

Wikiadmin:

Phrasal backchannel is a type of backchannel response. "Phrasal backchannels most commonly assess or acknowledge a speaker's communication with simple words or phrases (for example, "Really?" or "Wow!" in English). One of the conversational functions of phrasal backchannels is to assess or appraise a previous utterance." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

-'''Example (1):'''
-'''Explainer:''' ['Okay. We're going to start with a model that every Japanese person learns in kindergarten. It's called a crane, traditional origami design, it's over 400 years old. So, people have been doing what we're about to do for 400 years.']
-'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ["Let's fold it in half from corner to corner, unfold it", "and then we'll fold it in half the other direction,", "also corner to corner but we're going to lift it up", "and we're going to hold the fold with both hands.", "We're going to bring these corners together,", 'making a little pocket and then,', 'this is the trickiest part of this whole design,', "so you're going to put your finger underneath the top layer", "and we're going to try to make that layer", 'fold right along the edge.', 'Now you see how the sides kind of want to come in', "as you're doing that?"]
-'''Explainee:''' ['Yeah.']
-'''Explainer:''' ["It's called a petal fold,", "it's a part of a lot of origami designs", "and it's key to the crane.", "Now we're ready for the magic.", "We're going to hold it in between thumb and forefinger,", 'reach inside,', "grab the skinny point that's between the two layers,", 'which are the wings,', "and I'm going to slide it out so it pokes out at an angle.", "We'll take the two wings, we spread them out to the side", 'and you have made your first origami crane.']
'''Explainee:''' ['''''Wow.'''''] ---> '''''Phrasal backchannel'''''

-'''Example (2):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ["Mmm-hmm, it's when you take turns doing something.", "It's when you give up most of what you want, right?"]
-'''Explainer:''' ['When you give up most of what you want?', 'Well, sometimes that definitely happens for sure.', 'What if I told you that this is the kind of technology', 'that I work on that means you could trade', 'with any kid all over the world?']
-'''Explainee:''' ['''''Really?'''''] ---> '''''Phrasal backchannel'''''
-'''Explainer:''' ['Yeah.']

-'''Example (3):'''
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['To be honest, I have no idea.']
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['''''Whoa.'''''] ---> '''''Phrasal backchannel'''''

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Non-lexical backchannel

2022-10-27T10:45:28Z

Wikiadmin:

Non-lexical backchannel is a type of backchannel response. "A non-lexical backchannel is a vocalized sound that has little or no referential meaning but still verbalizes the listener's attention, and that frequently co-occurs with gestures. In English, sounds like uh-huh and hmm serve this role." <ref name="backchannel_linguistics">https://en.wikipedia.org/wiki/Backchannel_(linguistics)</ref>

'''Example (1):'''
-'''Explainer:''' ["Do you know what we're gonna talk about today?", "It's called blockchain."]
-'''Explainee:''' ["What's blockchain?"]
-'''Explainer:''' ["That's a really good question.", "It's actually a way that we can trade.", 'Do you know what trade is?']
-'''Explainee:''' ['''''Mmm-hmm''''', it's when you take turns doing something. It's when you give up most of what you want, right?] --> '''''non-lexical backchannel'''''

'''Example (2):'''
-'''Explainee:''' ["It's a large scale attempt to understand the wiring map", 'of the brain, essentially.']
-'''Explainer:''' ['Yeah, great.']
-'''Explainee:''' ["I think that it's definitely needed."]
-'''Explainer:''' ['''''Huh.'''''] --> '''''non-lexical backchannel'''''
-'''Explainee:''' ['Understanding the anatomy of the brain is definitely', "important but, it doesn't necessarily tell us everything", "about the function, there's some sort of temporal order", 'from neuron to neuron and region to region', 'that we may not be able to pick up.']

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Gratitude

2022-10-27T10:44:33Z

Wikiadmin:

An utterance that expresses gratitude.<ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>

-'''Explainer:''' ['[Janna laughs]']
-'''Explainee:''' ["It's sort of like there's a description", 'that works pretty well.']
-'''Explainer:''' ["Yeah, you don't go to the doctor and say,", "Heisenberg's uncertainty principle caused", 'a series of fluctuations.']
-'''Explainee:''' ['Right, would you help me?', "So there's so many open questions.", 'The fact that they are all these fundamental issues', "that we really don't understand.", "But, on the other hand, there's all these moving parts", 'that fit together so neatly.', "There's definitely something that's working here.", 'But ultimately what is gonna emerge from that,', "what structure is lying under it, we just don't know.", 'But I think the fact that there are', 'so many fundamental questions', "that we just don't know the answer to,", "that is an opportunity, that's exciting, it's great."]
-'''Explainer:''' ['''''Thanks so much for coming.''''' It's really good to have you here.] -->'''''Gratitude'''''
-'''Explainee:''' ['''''Thank you very much''''', Janna, it was my pleasure.] -->'''''Gratitude'''''

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Follow-up Statement

2022-10-27T10:43:58Z

Wikiadmin:

Follow-up Statement is an utterance which is stated in connection with the previous utterance in order to continue or add something to the previous utterance. Generally speaking, it can build up on the previous discussion, add a complementary point, express a personal comment or impression, or mention an example relevant to the topic.

'''Example:'''
-'''Explainer:''' ['Another origami challenge', 'that comes up with these patterns', "is if we're going to make an aircraft out of this thing", "we're going to need hundreds of yards of folded origami.", "We're not going to do it by hand", 'and this might be the new frontier in origami engineering,', 'which is the design of machines', 'that can fold patterns that have applications.']
-'''Explainee:'''['''''So you're talking about a machine", 'that is actually folding it into this, 'not just making the creases but actually folding it.'''''] ---> '''''Follow-up Statement'''''
-'''Explainer:'''['Yeah, so what goes in as sheet', 'and what comes out is this, or something this wide.']
-'''Explainee:'''["That's cool, yeah.", 'What do you see as kind of like the next big breakthrough?', 'Is there anything out there on the horizon', "that you're just like, oh wow, this is really exciting?"]

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Elaboration

2022-10-27T10:43:15Z

Wikiadmin:

Elaboration refers to an utterance where more details are added concerning what has already been said. In other words, "elaboration is the act of adding more information to existing information to create a more complex, emergent whole." <ref name="Elaboration">https://en.wikipedia.org/wiki/Elaboration</ref>




'''Example (1):'''
-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']
-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]
-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
-'''Explainee:''' ['Okay.']
-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaboration'''''

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Echo question

2022-10-27T10:43:01Z

Wikiadmin:

Echo Question is defined as “a repetition of a prior utterance. The main function of an echo question is to clarify the form or content of the prior utterance”.<ref name="noh1998echo">Noh, E. J. (1998). Echo questions: Metarepresentation and pragmatic enrichment. Linguistics and philosophy, 603-628.‏‏</ref>

Example(1)
-'''''Explainer:''''' ['How much sleep do you get, typically?']
-'''''Explainee:''''' ['During the summer?', 'Like 10 hours.']
-'''''Explainer:''''' ['''''10 hours?'''''] -->'''''Echo Question'''''

Example(2):
-'''''Explainer:''''' ['Okay.', 'How long are the naps that you take?']
-'''''Explainee:''''' ['Anywhere from between one to six hours.']
-'''''Explainer:''''' ['''''One to six hours?''''' "That's a long nap."] -->'''''Echo Question'''''

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Continuer

2022-10-27T10:42:20Z

Wikiadmin:

A continuer is a short utterance which plays discourse-structuring roles like indicating that the other speaker should go on talking, such as “uh-huh” and “okay” <ref name="jurafsky1998lexical">Jurafsky, D., Shriberg, E., Fox, B., & Curl, T. (1998). Lexical, prosodic, and syntactic cues for dialog acts. In Discourse Relations and Discourse Markers.‏</ref>


'''Example (1):'''
-'''Explainer:''' ["So today, we're gonna talk about blockchain technology."]
-'''Explainee:''' ['''''Okay.'''''] --->'''''Continuer'''''
-'''Explainer:''' ['[Bettina] Have you ever heard of blockchain?']
-'''Explainee:''' ['I have.', "Whenever we have a transaction, and let's say", 'I buy something from you, this information gets logged.', 'And it gets verified by a third person or third party.', 'And then if like all this information verified', 'and it all matches, right, the transaction goes through', 'without any intermediary basically, right?', 'It gets stored, and when you make further transactions,', 'this information is ready, embedded.', "It's in the ledger."]

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Backchannel response

2022-10-27T10:41:43Z

Wikiadmin:

A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples of backchanneling in English include such expressions as "yeah", "uh-huh", "hmm", and "right".<ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref><ref>Heinz, B. M. (1998). Backchannel responses as conversational strategies in bilingual speakers' conversations. The University of Nebraska-Lincoln.‏</ref>

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Analogy

2022-10-27T10:40:53Z

Wikiadmin:

Analogy is an utterance where a comparison of two otherwise unlike things is made based on resemblance of a particular aspect.<ref name"analogy">https://www.merriam-webster.com/dictionary/analogy</ref>

'''Example:'''
-'''Explainer:'''["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']
-'''Explainee:'''['Nice.']
-'''Explainer:'''['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
-'''Explainee:'''['Why do you hold it so tight?']
-'''Explainer:'''['''''I'm holding it tight to show you, then when you're trying to pull it, a black hole will really hold onto it with its gravity.'''''] ---> '''''Analogy'''''
-'''Explainee:'''['I got it.']

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Category:Cross Domain

2022-10-27T10:40:08Z

Wikiadmin: Consists of cross domain moves

Acknowledge

2022-10-27T10:39:46Z

Wikiadmin:

Acknowledgments are utterances consisting of short phrases such as “ok”, “yes”, “uh-huh”, that signal that the previous utterance was understood without necessarily signaling acceptance. They do not resolve the content of the utterance they address. ”right”, ”alright” and ”ok” are ambiguous. They are commonly only an acknowledge when they are followed by a hint. ”OK” is commonly used after a not totally wrong answer.<ref name="stolcke2000dialogue">Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref><ref name="leech2003generic">Leech, G., & Weisser, M. (2003). Generic speech act annotation for task-oriented dialogues. In Proceedings of the corpus linguistics 2003 conference (Vol. 16, pp. 441-446). Lancaster: Lancaster University.‏</ref>

-'''Explainer:''' ['Have you ever heard of harmony?']
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']
-'''Explainer:''' ['I like it.', "That's absolutely correct."]
-'''Explainee:''' ['''''Okay.'''''] ---> '''''Acknowledge'''''

[[Category:General_moves]]
[[Category: Cross_Domain]]

==Notes==
<references/>

Verification question

2022-10-27T10:37:50Z

Wikiadmin:

A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref> Please also compare verification question with the concept of '''''backchannel questions''''' introduced in <ref>Stolcke, A., Ries, K., Coccaro, N., Shriberg, E., Bates, R., Jurafsky, D., ... & Meteer, M. (2000). Dialogue act modeling for automatic tagging and recognition of conversational speech. Computational linguistics, 26(3), 339-373.‏</ref>

'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''': Mmm-hmm, it's when you take turns doing something.", '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''

'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']

[[Category:General_moves]]
[[Category: Observed_in_Tutoring_Domain]]

==Notes==
<references/>