A SIP of CoFee : A Sample of Interesting Productions of Conversational Feedback

Prévot, Laurent; Gorisch, Jan; Bertrand, Roxane; Gorene, Emilien; Bigi, Brigitte

doi:10.18653/v1/w15-4620

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…However, this method involves introducing a medium (i.e., a screen) that has obvious constraints and the participants may be adapting to-or influenced by-these constraints. For example, in the case of BC, we noticed some differences with previous work that has studied adult BC in direct face-to-face conversations in the same culture/country (i.e., France) (Prévot et al, 2017;Boudin et al, 2021). In particular, our rate of BC production in adults was overall lower.…”

Section: Limitationscontrasting

confidence: 82%

Using video calls to study children's conversational development: The case of backchannel signaling

Bodur

Nikolaus

Prévot

et al. 2023

Front. Comput. Sci.

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Understanding children's conversational skills is crucial for understanding their social, cognitive, and linguistic development, with important applications in health and education. To develop theories based on quantitative studies of conversational development, we need (i) data recorded in naturalistic contexts (e.g., child-caregiver dyads talking in their daily environment) where children are more likely to show much of their conversational competencies, as opposed to controlled laboratory contexts which typically involve talking to a stranger (e.g., the experimenter); (ii) data that allows for clear access to children's multimodal behavior in face-to-face conversations; and (iii) data whose acquisition method is cost-effective with the potential of being deployed at a large scale to capture individual and cultural variability. The current work is a first step to achieving this goal. We built a corpus of video chats involving children in middle childhood (6–12 years old) and their caregivers using a weakly structured word-guessing game to prompt spontaneous conversation. The manual annotations of these recordings have shown a similarity in the frequency distribution of multimodal communicative signals from both children and caregivers. As a case study, we capitalize on this rich behavioral data to study how verbal and non-verbal cues contribute to the children's conversational coordination. In particular, we looked at how children learn to engage in coordinated conversations, not only as speakers but also as listeners, by analyzing children's use of backchannel signaling (e.g., verbal “mh” or head nods) during these conversations. Contrary to results from previous in-lab studies, our use of a more spontaneous conversational setting (as well as more adequate controls) revealed that school-age children are strikingly close to adult-level mastery in many measures of backchanneling. Our work demonstrates the usefulness of recent technology in video calling for acquiring quality data that can be used for research on children's conversational development in the wild.

show abstract

Section: Limitationscontrasting

confidence: 82%

Using video calls to study children's conversational development: The case of backchannel signaling

Bodur

Nikolaus

Prévot

et al. 2023

Front. Comput. Sci.

View full text Add to dashboard Cite

show abstract

“…However, this method involves introducing a medium that has obvious constraints and the participants may be adapting to -or influenced by -these constraints. For example, in the BC case study, we noticed some differences with previous work that has studied adult BC in direct face-to-face conversations in the same culture/country (i.e., France) (Prévot et al, 2017;Boudin et al, 2021). In particular, our rate of BC production in adults was overall lower.…”

Section: Limitationscontrasting

confidence: 65%

Using video calls to study children’s conversational development: The case of backchannel signaling

Bodur¹,

Nikolaus²,

Prévot³

et al. 2022

Preprint

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Understanding how children’s conversational skills develop is crucial for understanding their social, cognitive, and linguistic development, with important applications in health and education. To develop theories based on quantitative studies of conversational development, we need (i) data recorded in naturalistic contexts (e.g. child-caregiver dyads talking in their daily environment) where children are more likely to show much of their conversational competencies, as opposed to controlled laboratory contexts which typically involve talking to a stranger (e.g., the experimenter); (ii) data that allows for clear access to children’s multimodal behavior in face-to-face conversations; and (iii) data whose acquisition method is cost-effective with the potential of being deployed at a large scale to capture individual and cultural variability. The current work is a first step to achieve this goal. We built a corpus made of video chats involving children in middle childhood (6-12 years old) and their caregivers using a weakly structured word-guessing game to prompt spontaneous conversation. The manual annotations of these recordings have shown the similarity of the frequency distribution of multimodal communicative signals from both children and caregivers.As a case study, we capitalize on this rich behavioral data to study how both verbal and non-verbal cues contribute to the development of conversational coordination. In particular, we looked at how children learn to engage in coordinated conversations not only as speakers but also as listeners by analyzing children’s use of backchannel signaling (e.g., verbal 'mh' or head nods) during these conversations. Contrary to results from previous in-lab studies, our use of both more natural/spontaneous conversational settings and more adequate controls allowed us to reveal that school-age children are strikingly close to adult-level mastery in many measures of backchanneling. Our work demonstrates the usefulness of recent technology in video calling for acquiring quality data that can be used for research on children’s conversational development in the wild.

show abstract

“…The functions of generic feedback are more restricted than those of specific feedback, and simply show comprehension and encourage the main speaker to continue speaking. Since generic feedback is homogeneous in form (limited to a closed list of realizations (Prévot et al, 2016)) and in function, it does not need a more detailed taxonomy. Conversely, specific feedback is more context-dependent and related to semantic interpretation.…”

Section: Feedback Taxonomymentioning

confidence: 99%

A Multimodal Model for Predicting Feedback Position and Type During Conversation

et al. 2022

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A SIP of CoFee : A Sample of Interesting Productions of Conversational Feedback

Cited by 5 publications

References 9 publications

Using video calls to study children's conversational development: The case of backchannel signaling

Using video calls to study children's conversational development: The case of backchannel signaling

Using video calls to study children’s conversational development: The case of backchannel signaling

A Multimodal Model for Predicting Feedback Position and Type During Conversation

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