Analysis of Language Change in Collaborative Instruction Following
Analysis of Language Change in Collaborative Instruction Following
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DOI：
10.18653/v1/2021.findings-emnlp.239
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发表时间：
2021-09
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影响因子：
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通讯作者：
Anna Effenberger;Eva Yan;Rhia Singh;Alane Suhr;Yoav Artzi
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文献类型：
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作者：
Anna Effenberger;Eva Yan;Rhia Singh;Alane Suhr;Yoav Artzi
我们通过协作，面向目标的教学任务分析语言随着时间的变化，在该任务中，公用事业最大化参与者构成了惯例并提高其专业知识。先前的工作主要在参考游戏的背景下研究了这种情况，并一直发现，随着惯例的形成，语言复杂性沿多个维度（例如话语长度）降低。相比之下，我们发现，鉴于有能力提高指导实用程序，讲师会沿着这些先前研究的维度提高语言复杂性，以更好地与越来越熟练的教学追随者合作。
We analyze language change over time in a collaborative, goal-oriented instructional task, where utility-maximizing participants form conventions and increase their expertise. Prior work studied such scenarios mostly in the context of reference games, and consistently found that language complexity is reduced along multiple dimensions, such as utterance length, as conventions are formed. In contrast, we find that, given the ability to increase instruction utility, instructors increase language complexity along these previously studied dimensions to better collaborate with increasingly skilled instruction followers.