Diana Galván-Sosa

Also published as: Diana Galvan-Sosa


Seeing the World through Text: Evaluating Image Descriptions for Commonsense Reasoning in Machine Reading Comprehension
Diana Galvan-Sosa | Jun Suzuki | Kyosuke Nishida | Koji Matsuda | Kentaro Inui
Proceedings of the Second Workshop on Beyond Vision and LANguage: inTEgrating Real-world kNowledge (LANTERN)

Despite recent achievements in natural language understanding, reasoning over commonsense knowledge still represents a big challenge to AI systems. As the name suggests, common sense is related to perception and as such, humans derive it from experience rather than from literary education. Recent works in the NLP and the computer vision field have made the effort of making such knowledge explicit using written language and visual inputs, respectively. Our premise is that the latter source fits better with the characteristics of commonsense acquisition. In this work, we explore to what extent the descriptions of real-world scenes are sufficient to learn common sense about different daily situations, drawing upon visual information to answer script knowledge questions.


Active Reading Comprehension: A Dataset for Learning the Question-Answer Relationship Strategy
Diana Galván-Sosa
Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics: Student Research Workshop

Reading comprehension (RC) through question answering is a useful method for evaluating if a reader understands a text. Standard accuracy metrics are used for evaluation, where high accuracy is taken as indicative of a good understanding. However, literature in quality learning suggests that task performance should also be evaluated on the undergone process to answer. The Question-Answer Relationship (QAR) is one of the strategies for evaluating a reader’s understanding based on their ability to select different sources of information depending on the question type. We propose the creation of a dataset to learn the QAR strategy with weak supervision. We expect to complement current work on reading comprehension by introducing a new setup for evaluation.