2,363 research outputs found

    Speech-based automatic depression detection via biomarkers identification and artificial intelligence approaches

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    Depression has become one of the most prevalent mental health issues, affecting more than 300 million people all over the world. However, due to factors such as limited medical resources and accessibility to health care, there are still a large number of patients undiagnosed. In addition, the traditional approaches to depression diagnosis have limitations because they are usually time-consuming, and depend on clinical experience that varies across different clinicians. From this perspective, the use of automatic depression detection can make the diagnosis process much faster and more accessible. In this thesis, we present the possibility of using speech for automatic depression detection. This is based on the findings in neuroscience that depressed patients have abnormal cognition mechanisms thus leading to the speech differs from that of healthy people. Therefore, in this thesis, we show two ways of benefiting from automatic depression detection, i.e., identifying speech markers of depression and constructing novel deep learning models to improve detection accuracy. The identification of speech markers tries to capture measurable depression traces left in speech. From this perspective, speech markers such as speech duration, pauses and correlation matrices are proposed. Speech duration and pauses take speech fluency into account, while correlation matrices represent the relationship between acoustic features and aim at capturing psychomotor retardation in depressed patients. Experimental results demonstrate that these proposed markers are effective at improving the performance in recognizing depressed speakers. In addition, such markers show statistically significant differences between depressed patients and non-depressed individuals, which explains the possibility of using these markers for depression detection and further confirms that depression leaves detectable traces in speech. In addition to the above, we propose an attention mechanism, Multi-local Attention (MLA), to emphasize depression-relevant information locally. Then we analyse the effectiveness of MLA on performance and efficiency. According to the experimental results, such a model can significantly improve performance and confidence in the detection while reducing the time required for recognition. Furthermore, we propose Cross-Data Multilevel Attention (CDMA) to emphasize different types of depression-relevant information, i.e., specific to each type of speech and common to both, by using multiple attention mechanisms. Experimental results demonstrate that the proposed model is effective to integrate different types of depression-relevant information in speech, improving the performance significantly for depression detection

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    BabySLM: language-acquisition-friendly benchmark of self-supervised spoken language models

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    Self-supervised techniques for learning speech representations have been shown to develop linguistic competence from exposure to speech without the need for human labels. In order to fully realize the potential of these approaches and further our understanding of how infants learn language, simulations must closely emulate real-life situations by training on developmentally plausible corpora and benchmarking against appropriate test sets. To this end, we propose a language-acquisition-friendly benchmark to probe spoken language models at the lexical and syntactic levels, both of which are compatible with the vocabulary typical of children's language experiences. This paper introduces the benchmark and summarizes a range of experiments showing its usefulness. In addition, we highlight two exciting challenges that need to be addressed for further progress: bridging the gap between text and speech and between clean speech and in-the-wild speech.Comment: Proceedings of Interspeech 202

    Stability of Mind-Mindedness Across the Transition to Motherhood and its Longitudinal Association with Children’s Theory of Mind & Executive Function

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    Parental mind-mindedness refers to caregivers’ propensity to attribute mind-like and intentional qualities in their interactions with or representation of their young children. It is proposed to be associated with positive developmental outcomes in children’s social understanding, executive functioning (EF), and language abilities. The present dissertation focused on the temporal characterization of maternal mind-mindedness across the transition to motherhood, examined its longitudinal association with children’s theory of mind (ToM) and EF, and investigated potential mechanisms of influence in a sample of socioeconomically diverse first-time mothers. A secondary data analysis was conducted using a longitudinal dataset with 104 women from which maternal mind-mindedness was coded at three timepoints (prenatally during the third trimester of pregnancy, 5-, and 17- months post birth). Children’s cognitive and behavioral outcomes (language, ToM, and EF) were examined at 5 years of age. Results revealed that although prenatal mind-mindedness was not significantly associated with postnatal mind-mindedness, some individual, and possibly trait-like, stability in mothers’ mind-mindedness was present between 5- and 17-months post birth. In addition, mothers’ mind-mindedness at 17 months (but not prenatally or at 5 months) significantly predicted children’s EF at age 5, and the effect persisted beyond maternal education and children’s concurrent language ability. Further, children’s concurrent language ability had a significant indirect effect on the association between mind-mindedness and children’s EF; meanwhile, the direct effect of mind-mindedness on children’s EF remained. Finally, in contrast to some other findings in the literature, mind-mindedness did not predict children’s ToM in the current sample, although it was indirectly associated with ToM through children’s concurrent language ability. These findings suggest that mothers’ mind-mindedness towards their infants (a) is dynamic during the transition from pregnancy to early motherhood with individual stability seen between infancy and toddlerhood, and (b) may play an important role in children’s emerging executive and language abilities. Future research should further characterize prenatal mind-mindedness and whether it may be equivalent to postnatal mind-mindedness, evaluate the interchangeability between the interview and free play measure of the mind-mindedness construct, and further investigate potential pathways through which mind-mindedness may influence children’s language and executive abilities

    2023-2024 Catalog

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    The 2023-2024 Governors State University Undergraduate and Graduate Catalog is a comprehensive listing of current information regarding:Degree RequirementsCourse OfferingsUndergraduate and Graduate Rules and Regulation

    Comparing the production of a formula with the development of L2 competence

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    This pilot study investigates the production of a formula with the development of L2 competence over proficiency levels of a spoken learner corpus. The results show that the formula in beginner production data is likely being recalled holistically from learners’ phonological memory rather than generated online, identifiable by virtue of its fluent production in absence of any other surface structure evidence of the formula’s syntactic properties. As learners’ L2 competence increases, the formula becomes sensitive to modifications which show structural conformity at each proficiency level. The transparency between the formula’s modification and learners’ corresponding L2 surface structure realisations suggest that it is the independent development of L2 competence which integrates the formula into compositional language, and ultimately drives the SLA process forward

    Fuzzy Natural Logic in IFSA-EUSFLAT 2021

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    The present book contains five papers accepted and published in the Special Issue, “Fuzzy Natural Logic in IFSA-EUSFLAT 2021”, of the journal Mathematics (MDPI). These papers are extended versions of the contributions presented in the conference “The 19th World Congress of the International Fuzzy Systems Association and the 12th Conference of the European Society for Fuzzy Logic and Technology jointly with the AGOP, IJCRS, and FQAS conferences”, which took place in Bratislava (Slovakia) from September 19 to September 24, 2021. Fuzzy Natural Logic (FNL) is a system of mathematical fuzzy logic theories that enables us to model natural language terms and rules while accounting for their inherent vagueness and allows us to reason and argue using the tools developed in them. FNL includes, among others, the theory of evaluative linguistic expressions (e.g., small, very large, etc.), the theory of fuzzy and intermediate quantifiers (e.g., most, few, many, etc.), and the theory of fuzzy/linguistic IF–THEN rules and logical inference. The papers in this Special Issue use the various aspects and concepts of FNL mentioned above and apply them to a wide range of problems both theoretically and practically oriented. This book will be of interest for researchers working in the areas of fuzzy logic, applied linguistics, generalized quantifiers, and their applications

    A Survey on Deep Multi-modal Learning for Body Language Recognition and Generation

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    Body language (BL) refers to the non-verbal communication expressed through physical movements, gestures, facial expressions, and postures. It is a form of communication that conveys information, emotions, attitudes, and intentions without the use of spoken or written words. It plays a crucial role in interpersonal interactions and can complement or even override verbal communication. Deep multi-modal learning techniques have shown promise in understanding and analyzing these diverse aspects of BL. The survey emphasizes their applications to BL generation and recognition. Several common BLs are considered i.e., Sign Language (SL), Cued Speech (CS), Co-speech (CoS), and Talking Head (TH), and we have conducted an analysis and established the connections among these four BL for the first time. Their generation and recognition often involve multi-modal approaches. Benchmark datasets for BL research are well collected and organized, along with the evaluation of SOTA methods on these datasets. The survey highlights challenges such as limited labeled data, multi-modal learning, and the need for domain adaptation to generalize models to unseen speakers or languages. Future research directions are presented, including exploring self-supervised learning techniques, integrating contextual information from other modalities, and exploiting large-scale pre-trained multi-modal models. In summary, this survey paper provides a comprehensive understanding of deep multi-modal learning for various BL generations and recognitions for the first time. By analyzing advancements, challenges, and future directions, it serves as a valuable resource for researchers and practitioners in advancing this field. n addition, we maintain a continuously updated paper list for deep multi-modal learning for BL recognition and generation: https://github.com/wentaoL86/awesome-body-language

    Elements, Government, and Licensing: Developments in phonology

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    Elements, Government, and Licensing brings together new theoretical and empirical developments in phonology. It covers three principal domains of phonological representation: melody and segmental structure; tone, prosody and prosodic structure; and phonological relations, empty categories, and vowel-zero alternations. Theoretical topics covered include the formalisation of Element Theory, the hotly debated topic of structural recursion in phonology, and the empirical status of government. In addition, a wealth of new analyses and empirical evidence sheds new light on empty categories in phonology, the analysis of certain consonantal sequences, phonological and non-phonological alternation, the elemental composition of segments, and many more. Taking up long-standing empirical and theoretical issues informed by the Government Phonology and Element Theory, this book provides theoretical advances while also bringing to light new empirical evidence and analysis challenging previous generalisations. The insights offered here will be equally exciting for phonologists working on related issues inside and outside the Principles & Parameters programme, such as researchers working in Optimality Theory or classical rule-based phonology
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