Speaker Identification in Spoken Language Mismatch Condition: An Experimental Study

2021 ◽  
pp. 77-84
Author(s):  
Joyanta Basu ◽  
Swanirbhar Majumder
Keyword(s):  
Experimental Study ◽  
Speaker Identification ◽  
Spoken Language ◽  
Mismatch Condition

scholarly journals Feature selection for improving Indian spoken language identification in utterance duration mismatch condition

2021 ◽  
Vol 10 (5) ◽  
pp. 2578-2587
Author(s):  
Aarti Bakshi ◽  
Sunil Kumar Kopparapu
Keyword(s):  
Random Forest ◽  
Spoken Language ◽  
Relative Increase ◽  
Optimal Number ◽  
Language Identification ◽  
Training Data ◽  
Support Vector ◽  
Indian Languages ◽  
Artificial Neural Network Ann ◽  
Mismatch Condition

In spoken language identification (SLID) systems, the test data may be of a sufficiently shorter duration than training data, known as duration mismatch condition. Duration normalized features are used to identify a spoken language for nine Indian languages in duration mismatch conditions. Random forest-based importance vectors of 1582 OpenSMILE features are calculated for each utterance in different duration datasets. The feature importance vectors are normalized across each dataset and later across different duration datasets. The optimal number of duration normalized features is selected to maximize SLID system accuracy. Three classifiers, artificial neural network (ANN), support vector machine (SVM), and random forest (RF), and their fusion, weights optimized using logistic regression, are used. The speech material comprised utterances, each of 30 sec, extracted from the All India Radio dataset with nine Indian languages. Seven new datasets of smaller utterance durations were generated by carefully splitting each utterance. Experimental results showed that 150 most important duration normalized features were optimal with a relative increase in 18-80% accuracy for mismatch conditions. The accuracy decreased with increased duration mismatch.

Experimental study on the restoration from a tilt-azimuth series for improvement in resolution

1995 ◽  
Vol 53 ◽  
pp. 636-637
Author(s):  
Norio Baba ◽  
Norihiko Ichise ◽  
Syunya Watanabe
Keyword(s):  
Experimental Study ◽  
Spherical Aberration ◽  
Incident Beam ◽  
Optical Parameters ◽  
Beam Tilting ◽  
Illumination Method ◽  
Restoration Method ◽  
Illumination Mode

The tilted beam illumination method is used to improve the resolution comparing with the axial illumination mode. Using this advantage, a restoration method of several tilted beam images covering the full azimuthal range was proposed by Saxton, and experimentally examined. To make this technique more reliable it seems that some practical problems still remain. In this report the restoration was attempted and the problems were considered. In our study, four problems were pointed out for the experiment of the restoration. (1) Accurate beam tilt adjustment to fit the incident beam to the coma-free axis for the symmetrical beam tilting over the full azimuthal range. (2) Accurate measurements of the optical parameters which are necessary to design the restoration filter. Even if the spherical aberration coefficient Cs is known with accuracy and the axial astigmatism is sufficiently compensated, at least the defocus value must be measured. (3) Accurate alignment of the tilt-azimuth series images.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

An Experimental Study of Some Properties of Stuttered Words

1962 ◽  
Vol 5 (4) ◽  
pp. 387-394 ◽  
Author(s):  
Bruce Quarrington ◽  
Jerome Conway ◽  
Nathan Siegel
Keyword(s):  
Experimental Study

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

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