In this paper we look at how children learn the underlying principles of commonsense reasoning, sometimes referred to as topoi, which are prevalent in everyday dialogue. By examining the utterances of two children in the CHILDES corpus for whom there is extensive longitudinal data, we show how children can elicit topoi from their parents by asking why-questions. This strategy for the rapid acquisition of topoi peaks at around age three, suggesting that it is a critical step in becoming a fully competent language user.

In this paper we argue that to make dialogue systems able to actively explain their decisions they can make use of enthymematic reasoning. We motivate why this is an appropriate strategy and integrate it within our own proof-theoretic dialogue manager framework based on linear logic. In particular, this enables a dialogue system to provide reasonable answers to why-questions that query information previously given by the system.

This paper introduces an approach for annotating eye gaze considering both its social and the referential functions in multi-modal human-human dialogue. Detecting and interpreting the temporal patterns of gaze behavior cues is natural for humans and also mostly an unconscious process. However, these cues are difficult for conversational agents such as robots or avatars to process or generate. The key factor is to recognize these variants and carry out a successful conversation, as misinterpretation can lead to total failure of the given interaction. This paper introduces an annotation scheme for eye-gaze in human-human dyadic interactions that is intended to facilitate the learning of eye-gaze patterns in multi-modal natural dialogue.