Transcripts of teaching episodes can be effective tools to understand discourse patterns in classroom instruction. According to most educational experts, sustained classroom discourse is a critical component of equitable, engaging, and rich learning environments for students. This paper describes the TalkMoves dataset, composed of 567 human-annotated K-12 mathematics lesson transcripts (including entire lessons or portions of lessons) derived from video recordings. The set of transcripts primarily includes in-person lessons with whole-class discussions and/or small group work, as well as some online lessons. All of the transcripts are human-transcribed, segmented by the speaker (teacher or student), and annotated at the sentence level for ten discursive moves based on accountable talk theory. In addition, the transcripts include utterance-level information in the form of dialogue act labels based on the Switchboard Dialog Act Corpus. The dataset can be used by educators, policymakers, and researchers to understand the nature of teacher and student discourse in K-12 math classrooms. Portions of this dataset have been used to develop the TalkMoves application, which provides teachers with automated, immediate, and actionable feedback about their mathematics instruction.

“Talk moves” are specific discursive strategies used by teachers and students to facilitate conversations in which students share their thinking, and actively consider the ideas of others, and engage in rich discussions. Experts in instructional practices often rely on cues to identify and document these strategies, for example by annotating classroom transcripts. Prior efforts to develop automated systems to classify teacher talk moves using transformers achieved a performance of 76.32% F1. In this paper, we investigate the feasibility of using enriched contextual cues to improve model performance. We applied state-of-the-art deep learning approaches for Natural Language Processing (NLP), including Robustly optimized bidirectional encoder representations from transformers (Roberta) with a special input representation that supports previous and subsequent utterances as context for talk moves classification. We worked with the publically available TalkMoves dataset, which contains utterances sourced from real-world classroom sessions (human- transcribed and annotated). Through a series of experimentations, we found that a combination of previous and subsequent utterances improved the transformers’ ability to differentiate talk moves (by 2.6% F1). These results constitute a new state of the art over previously published results and provide actionable insights to those in the broader NLP community who are working to develop similar transformer-based classification models.

We present refinements over existing temporal relation annotations in the Electronic Medical Record clinical narrative. We refined the THYME corpus annotations to more faithfully represent nuanced temporality and nuanced temporal-coreferential relations. The main contributions are in re-defining CONTAINS and OVERLAP relations into CONTAINS, CONTAINS-SUBEVENT, OVERLAP and NOTED-ON. We demonstrate that these refinements lead to substantial gains in learnability for state-of-the-art transformer models as compared to previously reported results on the original THYME corpus. We thus establish a baseline for the automatic extraction of these refined temporal relations. Although our study is done on clinical narrative, we believe it addresses far-reaching challenges that are corpus- and domain- agnostic.

We present a system which parses sentences into Abstract Meaning Representations, improving state-of-the-art results for this task by more than 5%. AMR graphs represent semantic content using linguistic properties such as semantic roles, coreference, negation, and more. The AMR parser does not rely on a syntactic pre-parse, or heavily engineered features, and uses five recurrent neural networks as the key architectural components for inferring AMR graphs.

We present an approach to creating corpora for use in detecting deception in text, including a discussion of the challenges peculiar to this task. Our approach is based on soliciting several types of reviews from writers and was implemented using Amazon Mechanical Turk. We describe the multi-dimensional corpus of reviews built using this approach, available free of charge from LDC as the Boulder Lies and Truth Corpus (BLT-C). Challenges for both corpus creation and the deception detection include the fact that human performance on the task is typically at chance, that the signal is faint, that paid writers such as turkers are sometimes deceptive, and that deception is a complex human behavior; manifestations of deception depend on details of domain, intrinsic properties of the deceiver (such as education, linguistic competence, and the nature of the intention), and specifics of the deceptive act (e.g., lying vs. fabricating.) To overcome the inherent lack of ground truth, we have developed a set of semi-automatic techniques to ensure corpus validity. We present some preliminary results on the task of deception detection which suggest that the BLT-C is an improvement in the quality of resources available for this task.

In times of mass emergency, vast amounts of data are generated via computer-mediated communication (CMC) that are difficult to manually collect and organize into a coherent picture. Yet valuable information is broadcast, and can provide useful insight into time- and safety-critical situations if captured and analyzed efficiently and effectively. We describe a natural language processing component of the EPIC (Empowering the Public with Information in Crisis) Project infrastructure, designed to extract linguistic and behavioral information from tweet text to aid in the task of information integration. The system incorporates linguistic annotation, in the form of Named Entity Tagging, as well as behavioral annotations to capture tweets contributing to situational awareness and analyze the information type of the tweet content. We show classification results and describe future integration of these classifiers in the larger EPIC infrastructure.

While recent corpus annotation efforts cover a wide variety of semantic structures, work on temporal and causal relations is still in its early stages. Annotation efforts have typically considered either temporal relations or causal relations, but not both, and no corpora currently exist that allow the relation between temporals and causals to be examined empirically. We have annotated a corpus of 1000 event pairs for both temporal and causal relations, focusing on a relatively frequent construction in which the events are conjoined by the word “and”. Temporal relations were annotated using an extension of the BEFORE and AFTER scheme used in the TempEval competition, and causal relations were annotated using a scheme based on connective phrases like “and as a result”. The annotators achieved 81.2% agreement on temporal relations and 77.8% agreement on causal relations. Analysis of the resulting corpus revealed some interesting findings, for example, that over 30% of CAUSAL relations do not have an underlying BEFORE relation. The corpus was also explored using machine learning methods, and while model performance exceeded all baselines, the results suggested that simple grammatical cues may be insufficient for identifying the more difficult temporal and causal relations.

This paper summarizes the annotation of fine-grained entailment relationships in the context of student answers to science assessment questions. We annotated a corpus of 15,357 answer pairs with 145,911 fine-grained entailment relationships. We provide the rationale for such fine-grained analysis and discuss its perceived benefits to an Intelligent Tutoring System. The corpus also has potential applications in other areas, such as question answering and multi-document summarization. Annotators achieved 86.2% inter-annotator agreement (Kappa=0.728, corresponding to substantial agreement) annotating the fine-grained facets of reference answers with regard to understanding expressed in student answers and labeling from one of five possible detailed relationship categories. The corpus described in this paper, which is the only one providing such detailed entailment annotations, is available as a public resource for the research community. The corpus is expected to enable application development, not only for intelligent tutoring systems, but also for general textual entailment applications, that is currently not practical.