Communication Game Research Articles

Strategic Successive Refinement With Interdependent Decoders Cost Functions

In decentralized and decision-oriented communication paradigms, autonomous devices strategically implement information compression policies. In this work, we study a strategic communication game between an encoder and two decoders. An i.i.d. information source, observed by the encoder, is transmitted to the decoders via two perfect links, one reaching the first decoder only and the other reaching both decoders, as in the successive refinement setup. All three communicating devices are assumed to be rational, i.e. they want to minimize their respective cost functions, that depend on the source variable and the output symbols of both decoder. The game takes place as follows: the encoder commits to implementing an encoding strategy which induces a Bayesian game among the two decoders. The encoder is the Stackelberg leader and the two decoders are the Stackelberg followers, they select simultaneously the output sequences that minimize their respective long-run costs. We characterize the asymptotic behavior of the long-run optimal cost of the encoder, when the decoders implement decoding strategies that form a Bayes-Nash equilibrium. We show that this optimal cost converges to a single-letter expression which involves two auxiliary random variables and single-letter incentive constraints of the decoders.

Spontaneous, controlled acts of reference between friends and strangers.

The online version contains supplementary material available at 10.1007/s10579-022-09619-y.

Intensification of Teaching Russian to International Students: Results of Expert Assessment

The main objective of this study is the analysis of the most effective techniques to intensify teaching Russian as a foreign language. The relevance of the study is determined by the constantly increasing number of international applicants who commence their studies by learning the Russian language. The scientific significance of the research is grounded by a paucity of studies investigating the most effective techniques of teaching a non-native language. An expert assessment has been used as a main research method where 74 teachers with extensive teaching experience participated. In the course of the study, the experts ranked the techniques to intensify teaching Russian as a foreign language according to their effectiveness. It has been found that at the initial stage of training, teachers should use communicative trainings and master the most common vocabulary with learners; apply communicative games and active forms of work; purposefully acquaint students with the methods of productive memorization. At the advanced stage of training, it is possible to intensify the learning of Russian as a foreign language through using technical teaching aids, computer programs and Internet resources; systematically monitoring the effectiveness of the learning process; avoiding translations in communication with students. In the research, the participants supported the idea of providing psychological and socio-cultural assistance to international students by creating a favorable learning environment, motivating students to active independent work, and organizing their systematic interaction with native speakers. The research results can be used by the organizers of the process of pre-university training and by language teachers to optimize the educational process. Keywords: intensive teaching methods, Russian as a foreign language, international students, expert evaluation

Mutual influence between language and perception in multi-agent communication games.

Language interfaces with many other cognitive domains. This paper explores how interactions at these interfaces can be studied with deep learning methods, focusing on the relation between language emergence and visual perception. To model the emergence of language, a sender and a receiver agent are trained on a reference game. The agents are implemented as deep neural networks, with dedicated vision and language modules. Motivated by the mutual influence between language and perception in cognition, we apply systematic manipulations to the agents' (i) visual representations, to analyze the effects on emergent communication, and (ii) communication protocols, to analyze the effects on visual representations. Our analyses show that perceptual biases shape semantic categorization and communicative content. Conversely, if the communication protocol partitions object space along certain attributes, agents learn to represent visual information about these attributes more accurately, and the representations of communication partners align. Finally, an evolutionary analysis suggests that visual representations may be shaped in part to facilitate the communication of environmentally relevant distinctions. Aside from accounting for co-adaptation effects between language and perception, our results point out ways to modulate and improve visual representation learning and emergent communication in artificial agents.

Philosophy of Communication: A Logico-conceptual Approach

Communication is present among human societies. The philosophy of communication studies the foundational aspects of communication. In this paper, the intention is to study how knowledge, information and ideas can be shared in communication. As a starting point, a simple game of communication is characterised. The simple game shows that it is possible to share knowledge, information and ideas. However, in communication, several different linguistic means of expressions are used. So, we must extend the communication game to include these different kinds of linguistic expressions. Metaphors offer an important class of expressions, which open new lines of thoughts. Metaphors are ‘poetically or rhetorically ambitious use of words,’ where, according to Davidson, the use of them is based on some kind of ‘artistic success’. However, this kind of characterisation does not help us to find a fruitful, semantical analysis for them. Possible worlds semantics offer a natural semantical tool which explains these peculiarities. Especially the identity of individuals becomes relativised to the methods of identification, which can be generalised to all modal contexts. This allows us to generalise the simple communication game. So, this paper explicates one aspect of the very important philosophical topic.

TRAINING PROSPECTIVE TEACHERS TO APPLY DIDACTIC RHYME TEXTS IN TEACHING GERMAN AT NEW UKRAINIAN PRIMARY SCHOOL

The article considers the problems of professional prospective teachers’ training to use rhyming texts in teaching German at new Ukrainian primary schools. The results of the students’ questionnaire on the relevance of this training are given, its goals and objectives are determined within the elective course “Communicative and game technologies of early foreign language learning” for the third-year undergraduate students majoring in “Secondary Education”. The main professional competencies required for prospective teachers to use rhyming texts in early learning, in particular developing professionally oriented methodological and communicative skills: to select, adapt and methodically competently apply rhyming texts in accordance with the purpose of training; to intensify the educational activities of primary school students, to provide motivational, semantic and procedural basis for foreign language communication of students at the German language lessons and extracurricular activities through the use of didactic rhyming texts; to organize effective German-language interaction of pupils, to model and monitor pupils’ communicative game activity in German in the process of work on a didactic rhyming text. The experience of conducting lectures and practical classes of the elective course is described, the peculiarities of developing prospective teachers’ professional competence in applying didactic rhyming texts at two stages of German language primary school pupils’ teaching are demonstrated. Examples of professionally-oriented tasks and role-playing games for the developing prospective teachers’ methodological and communicative competencies in applying didactic rhyming texts in the early German language teaching are given.

Incomplete contracts versus communication

We consider a principal's choice between either controlling an agent's action through an incomplete contract or guiding him through non-binding communication. The principal anticipates receiving private information and must hire an agent to take an action on her behalf. Contracts can only specify a limited number of actions as a function of the state. The principal is at liberty not to specify actions for some of the states. States not covered by the contract induce a communication game. Contract clauses create gaps in the state space of the communication game, which can be used to generate distance between communication events. This relaxes incentive constraints for communication, helping enable and structure influential communication. We find that close alignment of interests favors communication and, thus, ceding authority to the agent, while strong misalignment favors reliance on contracts. In the uniform-quadratic environment, optimal contracts that induce influential communication split the communication region: there are at least two communication actions separated by contract actions. For sufficiently closely aligned interests, it is also the case that communication splits the contract region: there are at least two contract actions separated by a communication action.

The Effect of Communicative Games on Developing Intermediate School Students Pronunciation Performance

This study aims to reveal the effect of communication games on developing intermediate students' pronunciation. To achieve this aim, a quasi-experimental design was used. A pretest and a posttest were used to collect the data. A selected communication games were used to training the students to develop their pronunciation performance. The participants were 68 male students from second grade intermediate school in Baghdad. The results revealed that there is no statistical significance difference between the mean scores of the students in the experimental and control groups due to the teaching method. The researcher suggested to expose students to electronic communication games that provide the sound of the word from a native source.

РОЛЬОВА ГРА ЯК ЕФЕКТИВНИЙ МЕТОД НАВЧАННЯ ІНОЗЕМНОЇ МОВИ У ВНЗ

The article substantiates the role and importance of effective use of communicative role-playing games in preparing students for a foreign language communication. Role play allows to take into account the psychological characteristics of students, their interests and inclinations, the scope of their activities, modeling situations of real communication, helps to increase students’ motivation to learn a foreign language, It is proved that role play is an effective means of creating a communicative orientation of foreign language classes in higher education. Methods, goals and objectives for the formation of a communicative model are highlighted. Role-playing has several functions, such as: educational, motivational, stimulating, educational. The main function of role-playing games should be considered educational, which determines all other functions. Playing as a means of guaranteeing a positive emotional state, increases the efficiency and interest of students, in contrast to the monotonous performance of certain tasks, memorizing dialogues and composing dialogues independently helps to improve speech, closer to real communication. Examples of teacher-student interaction are analyzed. Examples of the use of role-playing games are given, namely specific exercises for the preparation of dialogic speech, conducting role-playing games at the end of the study of a certain conversational topic. Students’ interest in theatrical productions, which promote the development of students’ creative abilities, was demonstrated. Teamwork develops listening to partners’ skills, creates conditions for mutual understanding, establishes responsibility for common goals, creates a favorable psychological climate. The success of the game is ensured if the teacher is able to meaningfully and variously organize the work, able to create an atmosphere in which there is no fear of the student before each statement.

Good-Enough Production: Selecting Easier Words Instead of More Accurate Ones

Dominant theories of language production suggest that word choice—lexical selection—is driven by alignment with the intended message: To talk about a young feline, we choose the most aligned word, kitten. Another factor that could shape lexical selection is word accessibility, or how easy it is to produce a given word (e.g., cat is more accessible than kitten). To test whether producers are also influenced by word accessibility, we designed an artificial lexicon containing high- and low-frequency words whose meanings correspond to compass directions. Participants in a communication game (total N = 181 adults) earned points by producing compass directions, which often required an implicit decision between a high- and low-frequency word. A trade-off was observed across four experiments; specifically, high-frequency words were produced even when less aligned with messages. These results suggest that implicit decisions between words are impacted by accessibility. Of all the times that people have produced cat, sometimes they likely meant kitten.

CHEAP TALK WITH OUTSIDE OPTIONS: A LAB EXPERIMENT

This paper provides experimental evidence for the theory of Che et al. (2013, Pandering to persuade, American Economic Review, 103(1), 47–79). Basic communication games with outside options developed by Che et al. (2013, Pandering to persuade, American Economic Review, 103(1), 47–79) are tested in the experiments, and experimental variations with additional conflicts over projects and with private information about outside options are also investigated. Moreover, in these games, strategies concerning delegation have been discussed as well. In general, the experimental results are aligned with the theoretical predictions. As the value of the outside options increases, communication becomes less informative and the experts may pander toward the conditionally better-looking project, the decision makers take their outside options more often and retain their decision rights with higher frequencies.

Особливості застосування здоров’язберігаючих технологій у навчанні дітей з ООП

The article considers the latest and most effective health-preserving technologies that should be used in teaching children with special educational needs: teaching a healthy lifestyle (game therapy, communication games, self-massage), technologies for maintaining and promoting health (rhythmic plastic surgery, eye gymnastics, relaxation, moving and sports games, breathing gymnastics, dynamic pauses, articulation gymnastics), correctional technologies (art therapy, fairy tale therapy, color therapy, psychogymnastics, phonetic rhythmics). It is noted that the use of health technologies in the education of children with SEN is a preventive method that prevents health problems from worsening over time and therefore does not complicate the learning process. For best results, health technologies in education should include components such as the optimal level of difficulty, variability of methods and forms of learning; optimal combination of motor and static loads; learning in small groups; use of clarity; combination of different forms of providing information; creating an emotionally favorable atmosphere; formation of motivation to study; cultivating students' knowledge of health. The use of health-preserving technologies in the learning process allows to make a comprehensive assessment of living conditions, preserve the physical and mental potential of young people, develop a higher level of health and healthy lifestyle skills, monitor individual development indicators, predict possible health changes and conduct appropriate measures to improve the quality of life of the subjects of the educational environment. It is established that the introduction of innovative health-preserving technologies in training gives a positive result. It is mandatory to use psychological and pedagogical techniques, methods, approaches to solve emerging problems with children's health, but only a comprehensive and systematic use of these technologies helps to achieve significant results. Health-preserving technologies used in the educational process create the maximum possible conditions for maintaining, strengthening and developing the spiritual, emotional, intellectual, personal and physical health of children with SEN. It is established that the current state of health of the Ukrainian population actualizes the problem of introduction of health-preserving technologies, formation of valeological type of consciousness of the younger generation.

Game-Based Learning in Inclusive Classrooms: A Case Study in Upper Austria

The purpose of this study was to ensure a better understanding of learning and teaching opportunities when applying play-based learning activities with children in Special Needs Education (SNE) and their interaction with other children. Special Needs Education includes students with disabilities and it is carried out in various forms using different methods and teaching materials. The study is based on classroom observations and teachers' experiences in inclusive classes in Upper Austria. It was conducted in four different schools and it included 12 teachers. Based on the teachers’ experiences and SNE, the findings show the application of different play-based learning activities, the application of Montessori methods, as well as the application of games that develop motor skills, social games, communication games, concentration games, games for encouragement, video games, memory games, games for calculation, and /or role play. The interviews revealed that teachers faced challenges working with children with SN when there is no willingness to cooperate with the teachers. Therefore, the teacher is the most important factor who should use appropriate teaching methods in order to involve, convince and make the children with Special Needs (SN) active participants in learning.

Pedagogical conditions for the development of reading literacy of students in humanities classes

Introduction. The relevance of this topic is due to the results of studies on the level of reading literacy of adolescents conducted as part of the international program to evaluate the educational achievements of PISA and, as a result, the need to develop a program for the development of the personality of a student who is able to understand, use, evaluate texts, reflect on them and engage in reading in order to achieve his own goals, enrich knowledge and expand opportunities for participation in social life. The purpose of this work is to analyze the effectiveness of pedagogical conditions for the development of reading literacy of students in humanitarian lessons. Materials and methods. During the experimental study, the authors carried out subjective and activating diagnostics of the level of reading literacy of students in grades 8-9 of educational institutions in the city of Orenburg (Russian Federation), which not only helped to determine the level of reading literacy, but also contributed to the manifestation of student activity in classes and in extracurricular activities. A set of valid diagnostic methods was used: a test conversation that provides monitoring of schoolchildren's knowledge; methodology of motive ranking; activity satisfaction methodology. For the statistical evaluation of the effectiveness of formative influences, the Pearson's χ2 test was used. Results. The content was replenished by updating texts of various types and types, various thematic orientations, stylistic colors in the lessons of the Russian language, history, social studies and outside time; elective courses were organized on students' mastery of semantic reading; disputes, communication games and situations, trainings, research projects were organized. On the basis of a comparative analysis of empirical data, statistical analysis, positive dynamics and an increase in the values of indicators according to cognitive (reading observability) criterion, motivational (reading orientation) criterion and practical (reading susceptibility) criteria (p<0.05) were established. The data indicate a positive increase in all aspects of reading literacy of students. Conclusions. The obtained results indicate that with the consistent implementation of pedagogical conditions, the level of reading literacy of students reaches a higher level of development. The results obtained can be used to enrich school education programs, as well as to design long-term programs for the younger generation.

An undergraduate economics course on belief formation and influence

The author of this article describes a game-theory-based economics class on how people should, and do, form beliefs, communicate, and make decisions under uncertainty. Topics include Bayesian and non-Bayesian belief updating, the value of information, communication games, advertising, political media, and social learning. The only prerequisite is introductory microeconomics. The course also seeks to convey both the value of thinking in probabilities and awareness of mechanisms of strategic influence in students’ everyday lives.

The art of brevity

We analyze a class of sender-receiver games with quadratic payoffs, which includes the communication games in Alonso et al. (2008) and Rantakari (2008) as special cases, for which the sender’s or the receiver’s maximum expected payoff when players have access to arbitrary, mediated communication protocols is attained in one round of face-to-face, unmediated cheap talk. This result is based on the existence for these games of a communication equilibrium with an infinite number of partitions of the state space. We provide explicit expressions for the maximum expected payoff of the sender and the receiver, and illustrate its use by deriving new comparative statics of the quality of optimal communication. For instance, a shift in the underlying uncertainty that reduces expected conflict can worsen the quality of communication.

'Iraqi EFL Students Mindfulness and Modeled Talk aptitudes improvement through Communication games

The aims of the study are through best techniques to avoid the shortcomings of the conventional English in students and for improving communicative ability by Using, Modelled Talk and Communication games in Iraq for third year college students. The strategies utilized were arranging, acting, watching, and reflecting. It was done into two Part before and after. The analyst utilized communitarian activity investigates with a portion of the English teacher. For the data collection, we used interview with students and observed their activities.
 This examination researched the utilization of ‘Mindfulness and Modelled Talk aptitudes improvement through Communication games on Iraqi 3rd year college students. We selected 60 students (22 females, 38 males) at University of Bagdad in Iraq oz\`ut of 240 students.
 This research studies impact of using Modeled Talk aptitudes improvement through Communication games on Iraqi college students. It gives positive change in students for their familiarity with talking ability. In short it can be depicted that the system of Educating and learning makes great to build positive conditions and reduces the stress

ІМІТАЦІЙНО-ІГРОВЕ МОДЕЛЮВАННЯ МАЙБУТНЬОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ

The article is devoted to the problem of simulation-game modeling of future professional activity of students in foreign language classes. In higher educational establishments communication games at English lessons have great potential for training creative and active specialists, help them to see the future prospects, define the problems and solve them independently, develop professional strategy and communication skills. The effectiveness of the game approach to teaching students of foreign languages communication is determined by the degree of approximation of educational game situations to real situations of professionally oriented communication, therefore, teaching a variety of communication techniques, it is advisable to model natural communicative situations. Applying of a communicative game situation of professional orientation in the educational process contributes to the achievement of consistency of professional goals with the mastery of future specialists skills of foreign language communication. Joining the simulation-game situation in the classroom, students get the opportunity to work out a strategy of their own communicative behavior, consolidate the sequence of actions to achieve the goal while performing a given role. Teaching students in communicative-imitation situations allows to develop their creative potential. Development of scenarios for their future professional activities in the short, medium and long term, which form the basis of game tasks in communicative situations, promotes the development and consolidation of professional skills. Game approach to the organization of learning process orients future specialists to professional activities, ensuring their readiness to communicate in a foreign language in professional situations, the formation of students’ learning activities, management of professional development of students. Simulation-game modeling is an important method of formation and development of students’ professional and social abilities, values and preferences, motivation for future professional activity and communication.

Throwing the Ball Game Improves Students’ Speaking Skills

The aims of the study is is to improve the students’ speaking skills through communicative. And the subject for this research is coming from Courses Student. The communicative games implemented was a Throw the Ball game. The type of the data is qualitative data which the researcher get through interviews and test. The findings showed good improvement to students’ speaking skills. Most students enjoy the game while laughing, some students are a little confused when suddenly asked questions and cause their answers to go round and round, students are forced to get out of the situation and they succeed. Moreover, students hold highly positive attitudes about the role of games in improving their speaking skills.

Semi-device-independent certification of multiple unsharpness parameters through sequential measurements

Based on a sequential communication game, semi-device-independent certification of an unsharp instrument has recently been demonstrated [K. Mohan, A. Tavakoli, and N. Brunner, New J. Phys. 21, 083034 (2019)]. In this paper, we provide semi-device-independent self-testing protocols in the prepare-measure scenario to certify multiple unsharpness parameters along with the states and the measurement settings. This is achieved through the sequential quantum advantage shared by multiple independent observers in a suitable communication game known as the parity-oblivious random-access code. We demonstrate that in the three-bit parity-oblivious random-access code at most three independent observers can sequentially share quantum advantage. The optimal pair (triple) of quantum advantages enables us to uniquely certify the qubit states, the measurement settings, and the unsharpness parameter(s). The practical implementation of a given protocol involves inevitable losses. In a suboptimal scenario, we derive a certified interval within which a specific unsharpness parameter has to be confined. We extend our treatment to the four-bit case and show that at most two observers can share quantum advantage for the qubit system. Further, we provide an outline to argue that four sequential observers can share the quantum advantage for the two-qubit system, thereby enabling the certification of three unsharpness parameters.