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<Paper uid="P92-1020">
  <Title>WOULD I LIE TO YOU? MODELLING MISREPRESENTATION AND CONTEXT IN DIALOGUE</Title>
  <Section position="3" start_page="0" end_page="0" type="intro">
    <SectionTitle>
1. INTRODUCTION
</SectionTitle>
    <Paragraph position="0"> Most of the time, truth is a wonderful thing.</Paragraph>
    <Paragraph position="1"> However, this research studies situations where not saying what you believe to be the truth can be the best course of action. Intentional misrepresentation of a speaker's knowledge appears to be a common and highly pragmatic process used in many different kinds of dialogue, especially tutorial dialogue.</Paragraph>
    <Paragraph position="2"> We use imperfect or incomplete representations in response to constraints and demands imposed by the situation: for example, many models of the real world are extremely complex, and misrepresentations are often used as useful, comprehensible approximations of complicated systems. People use idealized Newtonian mechanics, the wave (or particle) theory of light, and rules of default reasoning stating that birds fly, penguins are birds, and penguins don't fly. Some systems which cannot be simplified are purposefully ignored: for example, higher order ........................................................................  differential equations are left out of engineering classes because of their complexity. Simplified and imperfect representations are often found in tutoring discourse.</Paragraph>
    <Paragraph position="3"> Misrepresentation as a pedagogic strategy holds promise for extending the capabilities of intelligent tutoring systems (ITSs), but the concept also affects computational dialogue research: it builds on the idea of discourse focus and context, extends work on adapting to the user with multiple representations of knowledge, and challenges Grice's maxims of conversation.</Paragraph>
  </Section>
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