Unfolding the External Behavior and Inner Affective State of Teammates through Ensemble Learning: Experimental Evidence from a Dyadic Team Corpus

Abstract

The current study was motivated to understand the relationship between the external behavior and inner affective state of two team members (``instructor"-``defuser") during a demanding operational task (i.e., bomb defusion). In this study we assessed team member's verbal responses (i.e., length of duration) in relation to their external as well as internal affective cues. External behavioral cues include defuser's verbal expressions while inner cues are based on physiological signals. More specifically, we differentiate between ``defusers'" physiological patterns occurring after the ``instructor's" turns according to whether they belong to a short or a long turn-taking response interval. Based on the assumption that longer turn-taking behaviors are likely to be caused by demanding cognitive task events and/or stressful interactions, we hypothesize that inner mechanisms produced in these intense affective activity intervals will be reflected on defuser's physiology. A dyadic team corpus was used to examine the association between the ``defusers" physiological signals following the ``instructor's" questions to predict whether they occurred in a short or long turn-taking period of time. The results suggest that an association does exist between turn taking and inner affective state. Additionally, it was our goal to further unpack this association by creating diverse ensembles. As such, we studied various base learners and different ensemble sizes to determine the best approach towards building a stable diverse ensemble that generalizes well on the external and inner cues of individuals.

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