Understanding how language is processed and represented cognitively increasingly involves the use of specialized language models. Yet, because most models are predominantly trained on written text, they struggle to reflect the characteristics of language as it naturally unfolds in spoken interaction. This gap limits their capabilities in capturing features typical of spontaneous speech, such as repetitions, feedback cues, and hesitations. In this work, we introduce linguistically motivated evaluation metrics designed to target these specific spoken-language phenomena. We apply them to analyse outputs from language models fine-tuned on spoken English and French, comparing their behaviour statistically with human dialogue corpora. Our findings highlight the value of these metrics for assessing the degree to which model-generated utterances resemble authentic human conversation.

Existing studies of naturally occurring language-in-interaction have largely focused on the two ends of the developmental spectrum, i.e., early childhood and adulthood, leaving a gap in our knowledge about how development unfolds, especially across middle childhood. The current work contributes to filling this gap by introducing CHICA (for Child Interpersonal Communication Analysis), a developmental corpus of child-caregiver conversations at home, involving groups of French-speaking children aged 7, 9, and 11 years old. Each dyad was recorded twice: once in a face-to-face setting and once using computer-mediated video calls. For the face-to-face settings, we capitalized on recent advances in mobile, lightweight eye-tracking and head motion detection technology to optimize the naturalness of the recordings, allowing us to obtain both precise and ecologically valid data. Further, we mitigated the challenges of manual annotation by relying – to the extent possible – on automatic tools in speech processing and computer vision. Finally, to demonstrate the richness of this corpus for the study of child communicative development, we provide preliminary analyses comparing several measures of child-caregiver conversational dynamics across developmental age, modality, and communicative medium. We hope the current corpus will allow new discoveries into the properties and mechanisms of multimodal communicative development across middle childhood.

Interaction theories suggest that the emergence of mutual understanding between speakers in natural conversations depends on the construction of a shared knowledge base (common ground), but the details of which information and the circumstances under which it is memorized are not explained by any model. Previous works have looked at metrics derived from Information Theory to quantify the dynamics of information exchanged between participants, but do not provide an efficient way to locate information that will enter the common ground. We propose a new method based on the segmentation of a conversation into themes followed by their summarization. We then obtain the location of information transfers by computing the distance between the theme summary and the different utterances produced by a speaker. We evaluate two Large Language Models (LLMs) on this pipeline, on the French conversational corpus Paco-Cheese. More generally, we explore how the recent developments in the field of LLMs provide us with the means to implement these new methods and more generally support research into questions that usually heavily relies on human annotators.

The mechanisms underlying human communication have been under investigation for decades, but the answer to how understanding between locutors emerges remains incomplete.Interaction theories suggest the development of a structural alignment between the speakers, allowing for the construction of a shared knowledge base (common ground).In this paper, we propose to apply metrics derived from information theory to quantify the amount of information exchanged between participants, the dynamics of information exchanges, to provide an objective way to measure the common ground instantiation.We focus on a corpus of free conversations augmented with prosodic segmentation and an expert annotation of thematic episodes.We show that during free conversations, the amount of information remains globally constant at the scale of the conversation, but varies depending on the thematic structuring, underlining the role of the speaker introducing the theme.We propose an original methodology applied to uncontrolled material.

In the past, research on learning language models mainly used syntactic information during the learning process but in recent years, researchers began to also use semantic information. This paper presents such an approach where the input of our learning algorithm is a dataset of pairs made up of sentences and the contexts in which they are produced. The system we present is based on inductive logic programming techniques that aim to learn a mapping between n-grams and a semantic representation of their associated meaning. Experiments have shown that we can learn such a mapping that made it possible later to generate relevant descriptions of images or learn the meaning of words without any linguistic resource.