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Relevant bibliographies by topics / Question Decomposition Meaning Representation

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Academic literature on the topic 'Question Decomposition Meaning Representation'

Author: Grafiati

Published: 6 September 2023

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Journal articles on the topic "Question Decomposition Meaning Representation"

1

Wolfson, Tomer, Mor Geva, Ankit Gupta, et al. "Break It Down: A Question Understanding Benchmark." Transactions of the Association for Computational Linguistics 8 (July 2020): 183–98. http://dx.doi.org/10.1162/tacl_a_00309.

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Understanding natural language questions entails the ability to break down a question into the requisite steps for computing its answer. In this work, we introduce a Question Decomposition Meaning Representation (QDMR) for questions. QDMR constitutes the ordered list of steps, expressed through natural language, that are necessary for answering a question. We develop a crowdsourcing pipeline, showing that quality QDMRs can be annotated at scale, and release the Break dataset, containing over 83K pairs of questions and their QDMRs. We demonstrate the utility of QDMR by showing that (a) it can b

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2

Cotterell, Ryan, and Hinrich Schütze. "Joint Semantic Synthesis and Morphological Analysis of the Derived Word." Transactions of the Association for Computational Linguistics 6 (December 2018): 33–48. http://dx.doi.org/10.1162/tacl_a_00003.

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Much like sentences are composed of words, words themselves are composed of smaller units. For example, the English word questionably can be analyzed as question+ able+ ly. However, this structural decomposition of the word does not directly give us a semantic representation of the word’s meaning. Since morphology obeys the principle of compositionality, the semantics of the word can be systematically derived from the meaning of its parts. In this work, we propose a novel probabilistic model of word formation that captures both the analysis of a word w into its constituent segments and the syn

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3

Акімова, Наталія. "ПСИХОЛОГІЧНИЙ МЕХАНІЗМ РОЗУМІННЯ ТЕКСТУ". Psychology of Personality 9, № 1 (2019): 76–82. http://dx.doi.org/10.15330/ps.9.1.76-82.

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Стаття присвячено обґрунтуванню психологічного механізму розуміння тексту на основі узагальнення ґрунтовних сучасних розробок з указаної тематики. Зазначено, що питання про механізм розуміння тексту ще не отримало вичерпної відповіді. Найчастіше для пояснення психологічного механізму розуміння тексту використовують теорію гіпотез, теорію спільності значення, гіпотезу біологічної і функціональної схожості приписування значень, модель контекстуального семантичного обмеження слів, гіпотезу релевантності контексту, теорію дзеркальних нейронів та концепцію свідомого смислотворення. Проте використ

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4

Oh, Dongsuk, Jungwoo Lim, Kinam Park, and Heuiseok Lim. "Semantic Representation Using Sub-Symbolic Knowledge in Commonsense Reasoning." Applied Sciences 12, no. 18 (2022): 9202. http://dx.doi.org/10.3390/app12189202.

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The commonsense question and answering (CSQA) system predicts the right answer based on a comprehensive understanding of the question. Previous research has developed models that use QA pairs, the corresponding evidence, or the knowledge graph as an input. Each method executes QA tasks with representations of pre-trained language models. However, the ability of the pre-trained language model to comprehend completely remains debatable. In this study, adversarial attack experiments were conducted on question-understanding. We examined the restrictions on the question-reasoning process of the pre

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5

La Barre, Kathryn. "Returning the (faceted) gaze: Reflections on representation, meaning and form." NASKO 3, no. 1 (2011): 130. http://dx.doi.org/10.7152/nasko.v3i1.12797.

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This brief position paper is the central narrative in a theoretic-historical triptych. The first two documents: A (Faceted) Semantic Web? (La Barre, 2011) and Traditions of Facet Theory or a Garden of Forking Paths? (La Barre, forthcoming) amplify a question Brian Vickery posed to the author in 2005. The current proposal, deeply entwined in the same narrative, seeks to continue the agenda of articulation for a primarily North American audience. Instead of description and comparison, a starkly different analytical framework – Walter Benjamin’s notion of ‘aura’ – is deployed to interrogate facet

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6

Krugly, A. L. "THE RELATIONAL APPROACH TO THE MATHEMATICAL MODEL OF MEANING OF INFORMATION." Metaphysics, no. 3 (December 15, 2021): 70–91. http://dx.doi.org/10.22363/2224-7580-2021-3-70-91.

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A mathematical model of the meaning of the signal is proposed. The meaning is not the signal itself, but its effect on the recipient. Under the action of the signal, the state of the receiver changes, which is the meaning of the signal. The most general mathematical model is the description of the recipient’s state with the help of some mathematical object, and the meaning is modeled by the action of some operator on this object. Various concrete formalisms are considered: abstract automata, matrix representation, algorithms, Markov chains, parameter spaces. The article deals with finite, coun

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7

Ristic, Stefan. "Why is substitutional theory of representation inconsistent when combined with traditional aesthetics? Review of A.C. Danto’s philosophy of art." Filozofija i drustvo, no. 29 (2006): 163–78. http://dx.doi.org/10.2298/fid0629163r.

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This article intends to critically envisage limits and values of philosophy of art of Arthur Danto and to point out the main problems of the theory of supstitutional representation, when placed within wider theoretical frame of traditional aesthetics, such as the notion of meaning in the philosophy of art of Arthur Danto. The article focuses on the notions of exteral and interal representation and denotation of non-existent and existent entities substituted by representation. This article intends to question the validity of Danto?s position.

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8

Yang, Lei, Haonan Guo, Yu Dai, and Wanheng Chen. "A Method for Complex Question-Answering over Knowledge Graph." Applied Sciences 13, no. 8 (2023): 5055. http://dx.doi.org/10.3390/app13085055.

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Knowledge Graph Question-Answering (KGQA) has gained popularity as an effective approach for information retrieval systems. However, answering complex questions involving multiple topic entities and multi-hop relations presents a significant challenge for model training. Moreover, existing KGQA models face difficulties in extracting constraint information from complex questions, leading to reduced accuracy. To overcome these challenges, we propose a three-part pipelined framework comprising question decomposition, constraint extraction, and question reasoning. Our approach employs a novel ques

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9

Sauerland, Uli, and Kazuko Yatsushiro. "Remind-Me Presuppositions and Speech-Act Decomposition: Evidence from Particles in Questions." Linguistic Inquiry 48, no. 4 (2017): 651–78. http://dx.doi.org/10.1162/ling_a_00257.

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In this article, we investigate questions like What is your name again?, which presuppose that the answer was already made common-ground knowledge in the past ( Sauerland 2006 ). We call this a remind-me presupposition. While repetitive particles can trigger a remind-me presupposition in German and English, Japanese uses a specialized particle kke to bring about such a presupposition. We argue for an account of remind-me presuppositions based on syntactic decomposition of the question speech-act into an imperative part and a make-it-known part. On this account, the repetitive particles take sc

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10

Korochentseva, Anna, Elena Suroedova, Nelli Khachaturyan, and Oksana Nikolenko. "Pupil’s representation about the socio-psychological qualities of teachers in the process of effective meaning transmission." SHS Web of Conferences 70 (2019): 08020. http://dx.doi.org/10.1051/shsconf/20197008020.

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In the article, the authors raise the question of the relationship between the pupils’ perception of the teacher and effective meaning transmission. The study identified socio-psychological qualities and non-verbal patterns of teacher behavior that influence the effectiveness of meaning from the point of view of students. Students prefer to come into contact, with a teacher who has characteristics such as sincerity, leadership, compassion, restraint, responsibility, kindness, cordiality and others. It is established that among the nonverbal patterns of behavior that contribute to the effective

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