In earlier work, we have shown that articulation rate in Swedish child-directed speech (CDS) increases as a function of the age of the child, even when utterance length and differences in articulation rate between subjects are controlled for. In this paper we show on utterance level in spontaneous Swedish speech that i) for the youngest children, articulation rate in CDS is lower than in adult-directed speech (ADS), ii) there is a significant negative correlation between articulation rate and surprisal (the negative log probability) in ADS, and iii) the increase in articulation rate in Swedish CDS as a function of the age of the child holds, even when surprisal along with utterance length and differences in articulation rate between speakers are controlled for. These results indicate that adults adjust their articulation rate to make it fit the linguistic capacity of the child.
However, less is known about the extent to which the characteristics of CDS change as the child grows older. In the case of AR, it has been shown that it increases in mothers' (n=16) CDS as a function of the age of the child for children from 0;4 to 1;4 of age in Korean (n=6), Sri Lankan Tamil (n=5) and Tagalog (n=5). This is referred to as speech rate'', but it is stated in a footnote that what is actually meant is AR, under the constraint of including utterances where silences never exceeded a duration of 300 ms. Utterance length was controlled for by choosing utterances around 5 s long @cite_1 .
@cite_1
2302707036 2056914870 1979753320 2030931454
The speech rate and pitch (F0) characteristics of naturalistic, longitudinally recorded infant- and adult-directed speech are reported for three, genetically diverse languages. Previous research has suggested that the prosodic characteristics of infant-directed speech are slowed speech rate, raised mean pitch, and expanded pitch range relative to adult-directed speech. Sixteen mothers (5 Sri Lankan Tamil, 5 Tagalog, 6 Korean) were recorded in their homes during natural interactions with their young infants, and adults, over the course of 12 months beginning when the infant was 4 months old. Regression models indicated that the difference between infant- and adult-directed speech rates decreased across the first year of infants' development. Models of pitch revealed predicted differences between infant- and adult-directed speech but did not provide evidence for cross-linguistic or longitudinal effects within the time period investigated for the three languages. The universality of slowed speech rate, raised pitch, and expanded pitch range is discussed in light of individuals' highly variable implementation of these prosodic features in infant-directed speech. This paper presents several acoustic analyses carried out on read speech collected from Italian children aged from 7 to 13 years and North American children aged from 5 to 17 years. These analyses aimed at achieving a better understanding of spectral and temporal changes in speech produced by children of various ages in view of the development of automatic speech recognition applications. The results of these analyses confirm and complement the results reported in the literature, showing that characteristics of children's speech change with age and that spectral and temporal variability decrease as age increases. In fact, younger children show a substantially higher intra- and inter-speaker variability with respect to older children and adults. We investigated the use of several methods for speaker adaptive acoustic modeling to cope with inter-speaker spectral variability and to improve recognition performance for children. These methods proved to be effective in recognition of read speech with a vocabulary of about 11k words. Abstract Groups of 32 children in each of three grades (kindergarten, second, and fourth) listened to a man's voice and a woman's voice, speaking words simultaneously. On one run through the 23 pairs of words, Ss were instructed to report what the man's voice was saying; on another, the words spoken by the woman. The stimulus words were systematically varied with respect to the number of syllables they contained. For cach S, the stimulus words were presented on one occasion binaurally (both words in both cars), on another occasion, dichotically (two different words in each ear). The number of correct reports of the word spoken by the desired voice increased with age; the number of intrusive errors (reports of words spoken by the unwanted voice) declined with age. At all age levels, scores were higher under dichotic presentation, but there was no change with age in the advantage derived from this presentation. Children at each age level made more errors on single-syllable than on multi-syllable words, but this difference was greater for older children. An analysis of errors revealed systematic differences among age groups in the nature of wrong guesses. Performanec improved through blocks of trials, at all age levels. People convey their emotional state in their face and voice. We present an audio-visual dataset uniquely suited for the study of multi-modal emotion expression and perception. The dataset consists of facial and vocal emotional expressions in sentences spoken in a range of basic emotional states (happy, sad, anger, fear, disgust, and neutral). 7,442 clips of 91 actors with diverse ethnicbackgrounds were rated by multiple raters in three modalities: audio, visual, and audio-visual. Categorical emotion labels andreal-value intensity values for the perceived emotion were collected using crowd-sourcing from 2,443 raters. The human recognition of intended emotion for the audio-only, visual-only, and audio-visual data are 40.9, 58.2 and 63.6 percent respectively. Recognition rates are highest for neutral, followed by happy, anger, disgust, fear, and sad. Average intensity levels of emotion are rated highest forvisual-only perception. The accurate recognition of disgust and fear requires simultaneous audio-visual cues, while anger andhappiness can be well recognized based on evidence from a single modality. The large dataset we introduce can be used to probe other questions concerning the audio-visual perception of emotion.