Fluency in dialogue: Turn‐taking behavior shapes perceived fluency in native and nonnative speech

Fluency is an important part of research on second language learning, but most research on language proficiency typically has not included oral fluency as part of interaction, even though natural communication usually occurs in conversations. The present study considered aspects of turn-taking behavior as part of the construct of fluency and investigated whether these aspects differentially influence perceived fluency ratings of native and non-native speech. Results from two experiments using acoustically manipulated speech showed that, in native speech, too ‘eager’ (interrupting a question with a fast answer) and too ‘reluctant’ answers (answering slowly after a long turn gap) negatively affected fluency ratings. However, in non-native speech, only too ‘reluctant’ answers led to lower fluency ratings. Thus, we demonstrate that acoustic properties of dialogue are perceived as part of fluency. By adding to our current understanding of dialogue fluency, these lab-based findings carry implications for language teaching and assessmen

From Monologue to Dialogue: Natural Language Generation in OVIS

This paper describes how a language generation system that was originally designed for monologue generation, has been adapted for use in the OVIS spoken dialogue system. To meet the requirement that in a dialogue, the system's utterances should make up a single, coherent dialogue turn, several modifications had to be made to the system. The paper also discusses the influence of dialogue context on information status, and its consequences for the generation of referring expressions and accentuation

Fostering reflection in the training of speech-receptive action

Dieser Aufsatz erörtert Möglichkeiten und Probleme der Förderung kommunikativer Fertigkeiten durch die Unterstützung der Reflexion eigenen sprachrezeptiven Handelns und des Einsatzes von computerunterstützten Lernumgebungen für dessen Förderung. Kommunikationstrainings widmen sich meistens der Förderung des beobachtbaren sprachproduktiven Handelns (Sprechen). Die individuellen kognitiven Prozesse, die dem sprachrezeptiven Handeln (Hören und Verstehen) zugrunde liegen, werden häufig vernachlässigt. Dies wird dadurch begründet, dass sprachrezeptives Handeln in einer kommunikativen Situation nur schwer zugänglich und die Förderung der individuellen Prozesse sprachrezeptiven Handelns sehr zeitaufwändig ist. Das zentrale Lernprinzip - die Reflexion des eigenen sprachlich-kommunikativen Handelns - wird aus verschiedenen Perspektiven diskutiert. Vor dem Hintergrund der Reflexionsmodelle wird die computerunterstützte Lernumgebung CaiMan© vorgestellt und beschrieben. Daran anschließend werden sieben Erfolgsfaktoren aus der empirischen Forschung zur Lernumgebung CaiMan© abgeleitet. Der Artikel endet mit der Vorstellung von zwei empirischen Studien, die Möglichkeiten der Reflexionsunterstützung untersucheThis article discusses the training of communicative skills by fostering the reflection of speech-receptive action and the opportunities for using software for this purpose. Most frameworks for the training of communicative behavior focus on fostering the observable speech-productive action (i.e. speaking); the individual cognitive processes underlying speech-receptive action (hearing and understanding utterances) are often neglected. Computer-supported learning environments employed as cognitive tools can help to foster speech-receptive action. Seven success factors for the integration of software into the training of soft skills have been derived from empirical research. The computer-supported learning environment CaiMan© based on these ideas is presented. One central learning principle in this learning environment reflection of one's own action will be discussed from different perspectives. The article concludes with two empirical studies examining opportunities to foster reflecti

CHORUS Deliverable 2.2: Second report - identification of multi-disciplinary key issues for gap analysis toward EU multimedia search engines roadmap

After addressing the state-of-the-art during the first year of Chorus and establishing the existing landscape in multimedia search engines, we have identified and analyzed gaps within European research effort during our second year. In this period we focused on three directions, notably technological issues, user-centred issues and use-cases and socio- economic and legal aspects. These were assessed by two central studies: firstly, a concerted vision of functional breakdown of generic multimedia search engine, and secondly, a representative use-cases descriptions with the related discussion on requirement for technological challenges. Both studies have been carried out in cooperation and consultation with the community at large through EC concertation meetings (multimedia search engines cluster), several meetings with our Think-Tank, presentations in international conferences, and surveys addressed to EU projects coordinators as well as National initiatives coordinators. Based on the obtained feedback we identified two types of gaps, namely core technological gaps that involve research challenges, and “enablers”, which are not necessarily technical research challenges, but have impact on innovation progress. New socio-economic trends are presented as well as emerging legal challenges

IMPACT, Fall 2018

https://scholarworks.sjsu.edu/impact/1018/thumbnail.jp

Speech output technologies in interventions for individuals with aphasia : a scoping review

Purpose: Due to the rapid advancements in computer technology, technology-based AAC interventions have become increasingly available for people with aphasia (PWA). Technology-based AAC interventions include speech generating devices (SGDs) and/or mobile technology applications or software programs that produce speech output upon selection of a message. The purpose of this scoping review is to outline the current research evidence related to the effectiveness of AAC interventions using speech output technologies for PWA; identify gaps in the current literature; and propose directions for future research. Methods: To be included in this review, studies had to meet the following inclusion criteria: (a) the study’s intervention variables were related to the implementation of AAC using SGDs and/or mobile technology applications or software programs that turn computers into SGDs; (b) the studies included dependent variables which related to a change in behavior observed secondary to AAC intervention using speech-output technologies (i.e., SGDs, AAC apps, talking word processors, etc.); (c) participants in the studies had a primary diagnosis of aphasia whose etiologies included, but were not limited to, stroke, TBI, and PPA (d) statistical data from group designs allowed for effect sizes to be calculated (i.e., Cohen’s d, Pearson’s product moment correlation coefficient r, partial eta-squared), and data from single-subject experimental designs allowed for Nonoverlap of All Pairs (NAP) to be calculated; (e) studies were published in peer reviewed journals, in English, and between the years 1990 and 2020. Results: Our search methods yielded 16 pre-experimental and experimental studies that met our inclusion criteria. Effect sizes for functional communication outcome measures as well as behaviors related to symbol identification, symbol combination, and navigation of the AAC system ranged from small to large for both single subject and group designs. Of the included experimental studies, only three were appraised as providing conclusive evidence. The remaining studies were appraised as providing preponderant (n = 2), suggestive (n = 2), and inconclusive (n = 2) evidence. Conclusion: Gaps in the research included limited data on generalization and maintenance across functional communication behaviors and communication environments. Future research must focus on discovering and understanding variables that lead to effective use of AAC strategies and techniques across communicative contexts and partners.Communication Sciences and Disorder

Assisting the autistic To reduce anxiety caused by their environment

Many people with Autistic Spectrum Disorder (ASD) find certain sounds so unpleasant that their lifestyle can be severely impaired by the need to avoid these noises. This paper considers several common sources of such anxietyinducing noise in the normal home and working environments, and considers whether this problem could be addressed with mechatronic concepts. People with ASD were tested for their reactions to a range of noises, and to the same noises filtered through noise reduction devices. Analysis of the probable characteristics of the anxiety- causing noise features was made. The noises were varying in time and pitch. In addition to anecdotal and survey evidence some carefully structured tests were carried out on some participants using the devices. Based on this investigation, specific mechatronic devices are proposed, using active noise control to selectively soften the sounds, which may be suitably used by those suffering ASD. A smart home or office could deploy multiple devices, in the optimal locations to reduce any offensive noise, whilst preserving a pleasant environment that allows the user the ability to communicate. Furthermore the environment could be tuned to the needs of specific individuals, and switched when they are present