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\title{\textcolor{uniblue}{A4: Adapting Information Density to Increasing Cognitive Demands}}
\author{David M. Howcroft
		\and
		Jorrig Vogels\\
		{\normalsize P.I.s:
		Jutta Kray,
		Vera Demberg,
	  Dietrich Klakow}}

% The full institutional affiliation appears at the bottom left corner of the poster
\institute[UdS]{Universit\"at des Saarlandes}

% Appears centered at bottom of the poster
\footer{Inaugural Colloquium -- SFB 1102}

% The date appears at the bottom right of the poster
\date{17 April 2015}

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\begin{document}
\begin{frame}[t]


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% Introduction section
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    \begin{block}{Uniform Information Density \& Cognitive Load}
      \begin{columns}[t]      
        \begin{column}{\halfpagecol}  
          \vspace{-1em}
          \begin{bluebox}{Question}
            How does a change in channel capacity induced by increasing cognitive load affect language comprehension and production?
          \end{bluebox}
  
          \begin{greenbox}{Predictions}
            \begin{description}
              \item[Comprehension]~\\ Linguistic utterances should be harder to process under increased cognitive demands.
              \item[Production]~\\ Speakers should lower information density when listeners experience increased cognitive load.
            \end{description}
          \end{greenbox}
        \end{column}
        
        \begin{column}{\halfpagecol}
       	  {\bf Example transmissions over the linguistic channel}
          \begin{columns}[t]
            \begin{column}{0.45\halfpagecol}
              \begin{figure}
                \centering
                \includegraphics[width=0.9\textwidth]{images/uniform-without-overload}
                \vspace{-0.5em}
                \caption{Uniform, under capacity}
                \label{fig:under-capacity}
              \end{figure}
            \end{column}
            \begin{column}{0.45\halfpagecol}
              \begin{figure}
                \centering
                \includegraphics[width=0.9\textwidth]{images/uniform-with-greater-overload}
                \vspace{-0.5em}
                \caption{Uniform, over capacity}
                \label{fig:lower-cc}
              \end{figure}
            \end{column}
       	  \end{columns}
	  
       	  \vskip1em
       	  
       	  Fig.~\ref{fig:under-capacity} shows Uniform Information Density (UID) with an efficient use of the channel; the same UID in Fig.~\ref{fig:lower-cc}, however, results in cognitive overload due to reduced channel capacity (the black line in Fig.~\ref{fig:under-capacity}; the grey line in Fig.~\ref{fig:lower-cc}).
        \end{column}

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    \begin{block}{Expt.~1: {\small UID, Cognitive Load, \& }Referring Expressions} 
    \vspace{-0.5em}
      \begin{bluebox}{Question}
        To what degree do speakers modify their referring expressions when their addressee is experiencing increased cognitive load?
      \end{bluebox}

      {\bf The task:}
      \begin{itemize}
     		\item Speaker refers to objects such that the listener can pick out the correct referent (Fig. \ref{fig:people}; cf. Koolen et al. 2013).  
		    \item Listener remembers the referred to objects while performing a driving task or not (i.e. dual- vs. single-tasking, respectively).
      \end{itemize}

      Speaker is either a passenger or remotely communicating.

      \begin{figure}
        \centering
        \framebox[0.9\textwidth]{\includegraphics[width=0.9\textwidth]{images/people}}
        \caption{Example trial. The picture to be referred to is marked by a red box.}
        \label{fig:people}
      \end{figure}
  
      \vspace{-0.5em}
      {\bf Measures:}
      \begin{itemize}
        \item overspecification of referring expressions
        \item surprisal (i.e. information density)
        \item propositional idea density
      \end{itemize}
  
      \vskip0.5em
      \begin{greenbox}{Prediction}
        Speakers use more redundant information in their referring expressions (overspecification) when the listener's cognitive load is increased during driving.
        %channel capacity is visibly decreased.
      \end{greenbox}  
    \end{block}
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    \begin{block}{Expt.~2: {\small UID, Cognitive Load, \& }Type of Dual Task} 
      \vspace{-0.5em}
      \begin{bluebox}{Question}
				How is language comprehension influenced by an increase in cognitive load and the type of secondary task?
%        How are language comprehension and driving performance affected by a secondary memory task?
      \end{bluebox}
      {\bf Compare single to dual task settings:}
      \begin{enumerate}
				\item single: language; memory; driving
				\item dual: language+driving; language+memory; driving+memory
%        \item language task vs. language+memory task (Fig.~\ref{fig:speedsign})
%        \item driving task vs. driving+memory task  
      \end{enumerate}
      \vskip0.5em
      {\bf Vary task difficulty:}
      \begin{itemize}
        \item \textbf{language}: subject vs.\ object relative clauses; low vs.\ high semantic surprisal
        \item \textbf{driving}: track bars moving at low vs. high speed
        \item \textbf{memory}: recall 3 vs. 5 speed limit signs
      \end{itemize}
      \begin{figure}
        \framebox{\includegraphics[width=0.98\textwidth]{images/speedsign}}
        \caption{impression of language+memory dual task}
        \label{fig:speedsign}
      \end{figure}
      \vspace{-0.5em}
      {\bf Measures:}
      \begin{itemize}
        \item Index of Cognitive Activity (ICA; cf.\ Demberg, 2013)
 	    	  \item accuracy on language questions
		    \item driving performance
      		\item memory recall accuracy
      \end{itemize}
      \vskip0.5em
      \begin{greenbox}{Prediction}
        ICA should increase in dual-task settings and with increasing task difficulty independently of the type of task.
      \end{greenbox}
    \end{block}
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\vspace{-0.5em}
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    \begin{block}{Contributions and Collaborations within the SFB}
    
    \vspace{-0.5em}
      \begin{columns}[t]
        \begin{column}{\halfpagecol}
          \begin{small}
            \begin{itemize}
              \item investigation of interaction between ID and situational demands as well\\ as individual differences
              \item implementation of an ID-adaptive language generation system
            \end{itemize}
          \end{small}
        \end{column}

        \begin{column}{\halfpagecol}
          \begin{small}
            \begin{itemize}
              \item effects of linguistic encoding on comprehension (\textbf{C3})
              \item measures of ID (\textbf{B4, B2, A2})
              \item speech synthesis considering ID (\textbf{C5})
              \item situated language processing (\textbf{A5})
            \end{itemize}
          \end{small}
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