The ... Workshop on Child, Computer and Interaction最新文献

Automatic recognition of children's read speech for stuttering application 儿童阅读语音自动识别用于口吃的应用

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-1

Sadeen Alharbi, A. Simons, S. Brumfitt, P. Green

{"title":"Automatic recognition of children's read speech for stuttering application","authors":"Sadeen Alharbi, A. Simons, S. Brumfitt, P. Green","doi":"10.21437/WOCCI.2017-1","DOIUrl":"https://doi.org/10.21437/WOCCI.2017-1","url":null,"abstract":"Stuttering is a common speech disfluency that may persist into adulthood if not treated in its early stages. Techniques from spoken language understanding may be applied to provide auto-mated diagnoses of stuttering from voice recordings; however,there are several difficulties, including the lack of training data involving young children and the high dimensionality of these data. This study investigates how automatic speech recognition(ASR) could help clinicians by providing a tool that automatically recognises stuttering events and provides a useful written transcription of what was said. In addition, to enhance the performance of ASR and to alleviate the lack of stuttering data, this study examines the effect of augmenting the language model with artificially generated data. The performance of the ASR tool with and without language model augmentation is com-pared. Following language model augmentation, the ASR tool’s performance improved recall from 38% to 62.2% and precision from 56.58% to 71%. When mis-recognised events are more coarsely classified as stuttering/ non-stuttering events, the performance improves up to 73% in recall and 84% in precision.Although the obtained results are not perfect, they map to fairly robust stutter/ non-stutter decision boundaries.","PeriodicalId":91973,"journal":{"name":"The ... Workshop on Child, Computer and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72980698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Can you teach me?: Children teaching new words to a robot in a book reading scenario 你能教我吗?:孩子们在读书的场景中教机器人新单词

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-5

Angela Grimminger, K. Rohlfing

引用次数: 3

Figurines, a multimodal framework for tangible storytelling 小雕像，一个多模式的框架，有形的讲故事

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-9

Maxime Portaz, Maxime Garcia, A. Barbulescu, A. Bégault, Laurence Boissieux, Marie-Paule Cani, Rémi Ronfard, D. Vaufreydaz

{"title":"Figurines, a multimodal framework for tangible storytelling","authors":"Maxime Portaz, Maxime Garcia, A. Barbulescu, A. Bégault, Laurence Boissieux, Marie-Paule Cani, Rémi Ronfard, D. Vaufreydaz","doi":"10.21437/WOCCI.2017-9","DOIUrl":"https://doi.org/10.21437/WOCCI.2017-9","url":null,"abstract":"This paper presents Figurines, an offline framework for narrative creation with tangible objects, designed to record storytelling sessions with children, teenagers or adults. This framework uses tangible diegetic objects to record a free narrative from up to two storytellers and construct a fully annotated representation of the story. This representation is composed of the 3D position and orientation of the fig-urines, the position of decor elements and interpretation of the storytellers' actions (facial expression, gestures and voice). While maintaining the playful dimension of the storytelling session, the system must tackle the challenge of recovering the free-form motion of the figurines and the storytellers in uncontrolled environments. To do so, we record the storytelling session using a hybrid setup with two RGB-D sensors and figurines augmented with IMU sensors. The first RGB-D sensor completes IMU information in order to identify figurines and tracks them as well as decor elements. It also tracks the storytellers jointly with the second RGB-D sensor. The framework has been used to record preliminary experiments to validate interest of our approach. These experiments evaluate figurine following and combination of motion and storyteller's voice, gesture and facial expressions. In a make-believe game, this story representation was re-targeted on virtual characters to produce an animated version of the story. The final goal of the Figurines framework is to enhance our understanding of the creative processes at work during immersive storytelling.","PeriodicalId":91973,"journal":{"name":"The ... Workshop on Child, Computer and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91124483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Phontasia: A phonics game for German and its effect on orthographic skills-first corpus explorations 语音游戏:德语语音游戏及其对正字法技能的影响-语料库探索

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-2

Kay Berkling

{"title":"Phontasia: A phonics game for German and its effect on orthographic skills-first corpus explorations","authors":"Kay Berkling","doi":"10.21437/WOCCI.2017-2","DOIUrl":"https://doi.org/10.21437/WOCCI.2017-2","url":null,"abstract":"This paper reports on ﬁrst results in a study on orthography acquisition for children in German elementary school. One major aspect of German orthography concerns the marking of vowel duration, which occurs in every regular word in German. Therefore, mastery of this pattern has a large impact both on accu-rate spelling and very likely on reading ability. However, data shows that acquisition of this sub-skill appears difﬁcult for kids to master, even beyond elementary school. In this paper, we explore a corpus of freely written text data that was collected on a weekly basis across several third grade classes in three different schools over a period of three months. Two of the schools participated in an intervention (iPad Phonics Game for German, called Phontasia). Studying the impact of the game on skill acquisition proved difﬁcult because the ability to employ iPads in the classroom was correlated with socio-economic status of the schools. Results from VERA, a German standardized test, were obtained for several classes, allowing us to add one control group to the study. Preliminary results indicate that Phontasia intervention is worth pursuing in future studies to improve orthographic skills.","PeriodicalId":91973,"journal":{"name":"The ... Workshop on Child, Computer and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77168758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

A natural user interface game for the evaluation of children with learning difficulties 一个自然的用户界面游戏，用于评估有学习困难的儿童

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-3

E. Chatzidaki, M. Xenos, Charikleia Machaira

引用次数: 2

Lexical and affective models in early acquisition of semantics 早期语义习得中的词汇和情感模式

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-7

Athanasia Kolovou, Elias Iosif, A. Potamianos

引用次数: 5

Visual-feedback in an interactive environment for speech-language therapy 语言治疗互动环境中的视觉反馈

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-6

André Grossinho, João Magalhães, S. Cavaco

引用次数: 1

Comparison of two scoring method within i-vector framework for speaker recognition from children's speech i-vector框架下两种评分方法在儿童说话人识别中的比较

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-10

Saeid Safavi, L. Meng

{"title":"Comparison of two scoring method within i-vector framework for speaker recognition from children's speech","authors":"Saeid Safavi, L. Meng","doi":"10.21437/WOCCI.2017-10","DOIUrl":"https://doi.org/10.21437/WOCCI.2017-10","url":null,"abstract":"Speaker recognition is a well established area for research but it mainly focuses on adult speech. Recent work on children’s speech shows that not all the ﬁndings from speaker recognition on adult speech are directly applicable on children’s speech. There are a variety of applications for speaker recognition from children’s speech, for example it could be used as a safeguard for a child during her/his interactions on social media network-ing websites. It could also be used as one of the main blocks in automatic tutor systems for educational purposes at schools. In this research we have evaluated two scoring method for speaker recognition within the i-vector framework using two simulated environments; in a classroom (contains 30 students) and in a school (contains 288 students). The ﬁrst method is based on the PLDA scoring approach and the second method is based on the cosine similarity measure. Results show that the ﬁrst method outperforms the second approach in a simulated school, but it is the other way around for the recognition of a child in a classroom in which the second scoring method performs better. focused on both speaker identiﬁcation and veriﬁcation for text-independent mode of operation.","PeriodicalId":91973,"journal":{"name":"The ... Workshop on Child, Computer and Interaction","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76850775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Evaluation of reading performance of primary school children: Objective measurements vs. subjective ratings 小学生阅读成绩评价:客观测量与主观评分

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-4

Erika Godde, G. Bailly, D. Escudero, Marie-Line Bosse, Estelle Gillet-Perret

引用次数: 12

Developing speech processing technologies for shared book reading with a computer 开发与计算机共享阅读的语音处理技术

The ... Workshop on Child, Computer and Interaction Pub Date : 2017-11-13 DOI: 10.21437/WOCCI.2017-8

Anastassia Loukina, Beata Beigman Klebanov, P. Lange, Binod Gyawali, Yao Qian

引用次数: 5