A Talk on the Wild Side: The Direct and Indirect Impact of Speech Recognition on Learning Gains

Research in the learning sciences and mathematics education has suggested that ‘thinking aloud’ (verbalization) can be important for learning. In a technology-mediated learning environment, speech might also help to promote learning by enabling the system to infer the students’ cognitive and affective state so that they can be provided a sequence of tasks and formative feedback, both of which are adapted to their needs. For these and associated reasons, we developed the iTalk2Learn platform that includes speech production and speech recognition for children learning about fractions. We investigated the impact of iTalk2Learn’s speech functionality in classrooms in the UK and Germany, with our results indicating that a speech-enabled learning environment has the potential to enhance student learning gains and engagement, both directly and indirectly

Learning Fault-tolerant Speech Parsing with SCREEN

This paper describes a new approach and a system SCREEN for fault-tolerant speech parsing. SCREEEN stands for Symbolic Connectionist Robust EnterprisE for Natural language. Speech parsing describes the syntactic and semantic analysis of spontaneous spoken language. The general approach is based on incremental immediate flat analysis, learning of syntactic and semantic speech parsing, parallel integration of current hypotheses, and the consideration of various forms of speech related errors. The goal for this approach is to explore the parallel interactions between various knowledge sources for learning incremental fault-tolerant speech parsing. This approach is examined in a system SCREEN using various hybrid connectionist techniques. Hybrid connectionist techniques are examined because of their promising properties of inherent fault tolerance, learning, gradedness and parallel constraint integration. The input for SCREEN is hypotheses about recognized words of a spoken utterance potentially analyzed by a speech system, the output is hypotheses about the flat syntactic and semantic analysis of the utterance. In this paper we focus on the general approach, the overall architecture, and examples for learning flat syntactic speech parsing. Different from most other speech language architectures SCREEN emphasizes an interactive rather than an autonomous position, learning rather than encoding, flat analysis rather than in-depth analysis, and fault-tolerant processing of phonetic, syntactic and semantic knowledge.Comment: 6 pages, postscript, compressed, uuencoded to appear in Proceedings of AAAI 9

The neural correlates of speech motor sequence learning

Speech is perhaps the most sophisticated example of a species-wide movement capability in the animal kingdom, requiring split-second sequencing of approximately 100 muscles in the respiratory, laryngeal, and oral movement systems. Despite the unique role speech plays in human interaction and the debilitating impact of its disruption, little is known about the neural mechanisms underlying speech motor learning. Here, we studied the behavioral and neural correlates of learning new speech motor sequences. Participants repeatedly produced novel, meaningless syllables comprising illegal consonant clusters (e.g., GVAZF) over 2 days of practice. Following practice, participants produced the sequences with fewer errors and shorter durations, indicative of motor learning. Using fMRI, we compared brain activity during production of the learned illegal sequences and novel illegal sequences. Greater activity was noted during production of novel sequences in brain regions linked to non-speech motor sequence learning, including the BG and pre-SMA. Activity during novel sequence production was also greater in brain regions associated with learning and maintaining speech motor programs, including lateral premotor cortex, frontal operculum, and posterior superior temporal cortex. Measures of learning success correlated positively with activity in left frontal operculum and white matter integrity under left posterior superior temporal sulcus. These findings indicate speech motor sequence learning relies not only on brain areas involved generally in motor sequencing learning but also those associated with feedback-based speech motor learning. Furthermore, learning success is modulated by the integrity of structural connectivity between these motor and sensory brain regions.R01 DC007683 - NIDCD NIH HHS; R01DC007683 - NIDCD NIH HH

A role for the developing lexicon in phonetic category acquisition

Infants segment words from fluent speech during the same period when they are learning phonetic categories, yet accounts of phonetic category acquisition typically ignore information about the words in which sounds appear. We use a Bayesian model to illustrate how feedback from segmented words might constrain phonetic category learning by providing information about which sounds occur together in words. Simulations demonstrate that word-level information can successfully disambiguate overlapping English vowel categories. Learning patterns in the model are shown to parallel human behavior from artificial language learning tasks. These findings point to a central role for the developing lexicon in phonetic category acquisition and provide a framework for incorporating top-down constraints into models of category learning

Simulating dysarthric speech for training data augmentation in clinical speech applications

Training machine learning algorithms for speech applications requires large, labeled training data sets. This is problematic for clinical applications where obtaining such data is prohibitively expensive because of privacy concerns or lack of access. As a result, clinical speech applications are typically developed using small data sets with only tens of speakers. In this paper, we propose a method for simulating training data for clinical applications by transforming healthy speech to dysarthric speech using adversarial training. We evaluate the efficacy of our approach using both objective and subjective criteria. We present the transformed samples to five experienced speech-language pathologists (SLPs) and ask them to identify the samples as healthy or dysarthric. The results reveal that the SLPs identify the transformed speech as dysarthric 65% of the time. In a pilot classification experiment, we show that by using the simulated speech samples to balance an existing dataset, the classification accuracy improves by about 10% after data augmentation.Comment: Will appear in Proc. of ICASSP 201

POS Tagging and its Applications for Mathematics

Content analysis of scientific publications is a nontrivial task, but a useful and important one for scientific information services. In the Gutenberg era it was a domain of human experts; in the digital age many machine-based methods, e.g., graph analysis tools and machine-learning techniques, have been developed for it. Natural Language Processing (NLP) is a powerful machine-learning approach to semiautomatic speech and language processing, which is also applicable to mathematics. The well established methods of NLP have to be adjusted for the special needs of mathematics, in particular for handling mathematical formulae. We demonstrate a mathematics-aware part of speech tagger and give a short overview about our adaptation of NLP methods for mathematical publications. We show the use of the tools developed for key phrase extraction and classification in the database zbMATH