Study on text-dependent speaker recognition based on Biomimetic Pattern Recognition

We studied the application of Biomimetic Pattern Recognition to speaker recognition. A speaker recognition neural network using network matching degree as criterion is proposed. It has been used in the system of text-dependent speaker recognition. Experimental results show that good effect could be obtained even with lesser samples. Furthermore, the misrecognition caused by untrained speakers occurring in testing could be controlled effectively. In addition, the basic idea "cognition" of Biomimetic Pattern Recognition results in no requirement of retraining the old system for enrolling new speakers.

左侧梭状回内文字的字形加工：中文正常阅读者，中文文盲、非中文母语被试的对比研究

Reading is an important human-specific skill obtained through extensive learning experience and is reliance on the ability to rapidly recognize single words. According to the behavioral studies, the most important stage of reading is the representation of “visual word form”, which is independent on surface visual features of the reading materials. The prelexical visual word form representation is characterized by the abstractive and highly effective and precise processing. Neuroimaging and neuropsychological studies have investigated the neural basis underlying the visual word form processing. On the basis of summary of the existing literature, the current thesis aimed to address three fundamental questions involving neural basis of word recognition. First, is there a dedicated neural network that is specialized for word recognition? Second, is the orthographic information represented in the putative word/character selective region (VWFA)? Third, what is the role of reading experience in the genesis of the VWFA, is experience a main driver to shape VWFA instead of evolutionary selectivity? Nineteen Chinese literate volunteers, 5 Chinese illiterates and 4 native English speakers participated in this study, and performed perceptual tasks during fMRI scanning. To address the first question, we compared the differential responses to three categories of visual objects, i.e., faces, line drawings of objects and Chinese characters, and defined the region of interesting (ROI) for the next experiment. To address the second question, Chinese character orthography was manipulated to reveal possible differential responses to real characters, false characters, radical combinations, and stroke combinations in the regions defined by the first experiment. To examine the role of reading experience in genesis of specialization for character, the responses for unfamiliar Chinese characters in Chinese illiterates and native English speakers were compared with that in the Chinese literates, and tracked the change in cortical activation after a short-term reading training in the illiterates. Data were analyzed in two dimensions. Both BOLD signal amplitude and spatial distribution pattern among multi-voxels were used to systematically investigate the responsiveness of the left fusiform gyrus to Chinese characters. Our results provide strong and clear evidence for the existence of functionally specialized regions in the human ventral occipital-temporal cortex. In the skilled readers a region specialized for written words could be consistently found in the lateral part of the left fusiform gyrus, line drawings in the median part and faces in the middle. Our results further show that spatial distribution analysis, a method that was not commonly used in neuroimaging of reading, appears to be a more effective measurement for category specialization for visual objects processing. Although we failed to provide evidence that VWFA processes orthographic information in terms of signal intensitiy, we do show that response pattern of real characters and radical collections in this area is different from that of false characters and random stroke combinations. Our last set of experiments suggests that the selective bias to reading material is clearly experience dependent. The response to unknown characters in both English speakers/readers and Chinese illiterates is fundamentally different from that of the skilled Chinese readers. The response pattern for unknown characters is more similar to that for line drawings rather as a weak version of character in skilled Chinese readers. Short-term training is not sufficient to produce VWFA bias even when tested with learned characters, rather the learned characters generated a overall upward shift of the activation of the left fusiform region. Formation of a dedicated region specialized for visual word/character might depend on long-term extensive reading experience, or there might be a critical period for reading acquisition.

多重强式焦点共现句中的焦点强弱及其语音感知差异

The core issue of the current study is on the strength difference of strong foci led by different syntactic devices (focus marker、focus operator、exclusive quantifier)and their acoustic perceptual different in “sentence with multiple strong foci”. The research methods adopted were text labeling and acoustic perceptual experiment. The acoustic parameters of the two speakers in the experiment were analyzed and discussed. The main results of the current study are as follows: Utilizing “sentence with multiple strong foci” as research material, text labeling and acoustic perceptual experiment as research method, the present study performed pairwise comparison of the focus led by focus marker and its corresponding syntactic structure, exclusive quantifier and focus sensitive operator. The results reveal that: in the text labeling experiment and acoustic perceptual experiment, the focus led by focus marker and its corresponding syntactic structure are higher in strength than that led by exclusive quantifier, which in turn leads to more intensive focus strength than focus sensitive operator; in the text labeling experiment, experimental results reveal that foci led by focus marker and its corresponding syntactic structure are higher in strength than that led by the focus sensitive operator. The main conclusions of the current study are as follows: 1 The experimental result supports the assumption to separate the “exclusive quantifier” from the traditional “focus sensitive operator” and treat it as an independent syntactic device leading focus. 2 Paired-Samples T-Text demonstrated that the foci led by the three different syntactic devices differed in the aspect of strengths 3 Syntactic device plays a fundamental role in the determination of focus strength while phonetic device facilitates the determination of focus identification.

语句句法成分边界和韵律特征知觉

The research investigates the acoustic-phonetic correlates of various levels of syntactic boundaries and the perception of prosody in Mandarin Chinese, more specifically, the way speakers express the syntatic relations between sentence compounents and teh perceptual representations of prosody. The relation between phonology and syntax in Chinese language is studied by comparing the perceptual representations and syntactic structures of sentences. The results may have theoretical and practical implications for research in fields of speech perception, linguistics and psycholinguistics, and for the development of speech engineering in China.

Deconstructing 'Mono'-Lingualism: considerations of value for 'English' 'language' education in a global setting.

Traditionally, language speakers are categorised as mono-lingual, bilingual, or multilingual. It is traditionally assumed in English language education that the ‘lingual’ is something that can be ‘fixed’ in form, written down to be learnt, and taught. Accordingly, the ‘mono’-lingual will have a ‘fixed’ linguistic form. Such a ‘form’ differs according to a number of criteria or influences including region or ‘type’ of English (for example, World Englishes) but is nevertheless assumed to be a ‘form’. ‘Mono-lingualism’ is defined and believed, traditionally, to be ‘speaking one language’; wherever that language is; or whatever that language may be. In this chapter, grounded in an individual subjective philosophy of language, we question this traditional definition. Viewing language from the philosophical perspectives such as those of Bakhtin and Voloshinov, we argue that the prominence of ‘context’ and ‘consciousness’ in language means that to ‘fix’ the form of a language goes against the very spirit of how it is formed and used. We thus challenge the categorisation of ‘mono’-lingualism; proposing that such a categorisation is actually a category error, or a case ‘in which a property is ascribed to a thing that could not possibly have that property’ (Restivo, 2013, p. 175), in this case the property of ‘mono’. Using this proposition as a starting point, we suggest that more time be devoted to language in its context and as per its genuine use as a vehicle for consciousness. We theorise this can be done through a ‘literacy’ based approach which fronts the context of language use rather than the language itself. We outline how we envision this working for teachers, students and materials developers of English Language Education materials in a global setting. To do this we consider Scotland’s Curriculum for Excellence as an exemplar to promote conscious language use in context.

Griping, bitching and speaking your mind: defamation and free expression on the internet

Diane Rowland, Griping, Bitching and Speaking Your Mind: Defamation and Free Expression on the Internet, Pennsylvania State Law Review Symposium Issue 110, no. 3 (2006): 519?538; RAE2008

Frequency of word-use predicts rates of lexical evolution throughout Indo-European history

Mark Pagel, Quentin D. Atkinson & Andrew Meade (2007). Frequency of word-use predicts rates of lexical evolution throughout Indo-European history. Nature, 449,717-720. RAE2008

Aspects of Semantics and Pragmatics of Dialogue. SemDial 2010, 14th Workshop on the Semantics and Pragmatics of Dialogue

The papers collected in this book cover a range of topics in semantics and pragmatics of dialogue. All these papers were presented at SemDial 2010, the 14th Workshop on the Semantics and Pragmatics of Dialogue. This 14th edition in the SemDial series, also known as PozDial, took place in Poznań (Poland) in June 2010, and was organized by the Chair of Logic and Cognitive Science (Institute of Psychology, Adam Mickiewicz University). From over 30 submissions overall, 14 were accepted as full papers for plenary presentation at the workshop, and all are included in this book. In addition, 10 were accepted as posters, and are included here as 2-4 page short papers. Finally, we also include abstracts from our keynote speakers. We hope that the ideas gathered in this book will be a valuable source of up-to-date achievements in the field, and will become a valuable inspiration for new ones. We would like to express our thanks to all those who submitted to and participated in SemDial 2010, especially the invited speakers: Dale Barr (University of Glasgow), Jonathan Ginzburg (King's College London), Jeroen Groenendijk (University of Amsterdam) and Henry Prakken (Utrecht University, The University of Groningen). Last but not least, we would like to thank everybody engaged in the workshop organization -- the chairs, the local organizing committee for their hard work in Poznań, and the programme committee members for their thorough and helpful reviews.

On Apologizing in Norwegian

This paper discusses selected points concerning the verbal realization of the speech act of apology in Norwegian. It sets out to establish prevailing tendencies in the choice of apology strategies applied by the native speakers of Norwegian. The present findings, which seem to indicate that Norwegian apology strategies are fairly routinized, ought to be perceived as preliminary as a more detailed analysis of apology formulae will be presented in an upcoming article.

Językowe środki wyrażania postawy mówiącego w łotewskich debatach sejmowych

Wydział Neofilologii: Instytut Językoznawstwa

Speaker Normalization Using Cortical Strip Maps: A Neural Model for Steady State Vowel Identification

Auditory signals of speech are speaker-dependent, but representations of language meaning are speaker-independent. Such a transformation enables speech to be understood from different speakers. A neural model is presented that performs speaker normalization to generate a pitchindependent representation of speech sounds, while also preserving information about speaker identity. This speaker-invariant representation is categorized into unitized speech items, which input to sequential working memories whose distributed patterns can be categorized, or chunked, into syllable and word representations. The proposed model fits into an emerging model of auditory streaming and speech categorization. The auditory streaming and speaker normalization parts of the model both use multiple strip representations and asymmetric competitive circuits, thereby suggesting that these two circuits arose from similar neural designs. The normalized speech items are rapidly categorized and stably remembered by Adaptive Resonance Theory circuits. Simulations use synthesized steady-state vowels from the Peterson and Barney [J. Acoust. Soc. Am. 24, 175-184 (1952)] vowel database and achieve accuracy rates similar to those achieved by human listeners. These results are compared to behavioral data and other speaker normalization models.

Evaluation of Speaker Normalization Methods for Vowel Recognition Using Fuzzy ARTMAP and K-NN

A procedure that uses fuzzy ARTMAP and K-Nearest Neighbor (K-NN) categorizers to evaluate intrinsic and extrinsic speaker normalization methods is described. Each classifier is trained on preprocessed, or normalized, vowel tokens from about 30% of the speakers of the Peterson-Barney database, then tested on data from the remaining speakers. Intrinsic normalization methods included one nonscaled, four psychophysical scales (bark, bark with end-correction, mel, ERB), and three log scales, each tested on four different combinations of the fundamental (Fo) and the formants (F1 , F2, F3). For each scale and frequency combination, four extrinsic speaker adaptation schemes were tested: centroid subtraction across all frequencies (CS), centroid subtraction for each frequency (CSi), linear scale (LS), and linear transformation (LT). A total of 32 intrinsic and 128 extrinsic methods were thus compared. Fuzzy ARTMAP and K-NN showed similar trends, with K-NN performing somewhat better and fuzzy ARTMAP requiring about 1/10 as much memory. The optimal intrinsic normalization method was bark scale, or bark with end-correction, using the differences between all frequencies (Diff All). The order of performance for the extrinsic methods was LT, CSi, LS, and CS, with fuzzy AHTMAP performing best using bark scale with Diff All; and K-NN choosing psychophysical measures for all except CSi.

Speaker Normalization Methods for Vowel Cognition: Comparative Analysis Using Neural Network and Nearest Neighbor Classifiers

Intrinsic and extrinsic speaker normalization methods are systematically compared using a neural network (fuzzy ARTMAP) and L1 and L2 K-Nearest Neighbor (K-NN) categorizers trained and tested on disjoint sets of speakers of the Peterson-Barney vowel database. Intrinsic methods include one nonscaled, four psychophysical scales (bark, bark with endcorrection, mel, ERB), and three log scales, each tested on four combinations of F0 , F1, F2, F3. Extrinsic methods include four speaker adaptation schemes, each combined with the 32 intrinsic methods: centroid subtraction across all frequencies (CS), centroid subtraction for each frequency (CSi), linear scale (LS), and linear transformation (LT). ARTMAP and KNN show similar trends, with K-NN performing better, but requiring about ten times as much memory. The optimal intrinsic normalization method is bark scale, or bark with endcorrection, using the differences between all frequencies (Diff All). The order of performance for the extrinsic methods is LT, CSi, LS, and CS, with fuzzy ARTMAP performing best using bark scale with Diff All; and K-NN choosing psychophysical measures for all except CSi.

The impact of learning context on the acquisition of sociopragmatic variation patterns in non-native speaker teachers of English

The study is a cross-linguistic, cross-sectional investigation of the impact of learning contexts on the acquisition of sociopragmatic variation patterns and the subsequent enactment of compound identities. The informants are 20 non-native speaker teachers of English from a range of 10 European countries. They are all primarily mono-contextual foreign language learners/users of English: however, they differ with respect to the length of time accumulated in a target language environment. This allows for three groups to be established – those who have accumulated 60 days or less; those with between 90 days and one year and the final group, all of whom have accumulated in excess of one year. In order to foster the dismantling of the monolith of learning context, both learning contexts under consideration – i.e. the foreign language context and submersion context are broken down into micro-contexts which I refer to as loci of learning. For the purpose of this study, two loci are considered: the institutional and the conversational locus. In order to make a correlation between the impact of learning contexts and loci of learning on the acquisition of sociopragmatic variation patterns, a two-fold study is conducted. The first stage is the completion of a highly detailed language contact profile (LCP) questionnaire. This provides extensive biographical information regarding language learning history and is a powerful tool in illuminating the intensity of contact with the L2 that learners experience in both contexts as well as shedding light on the loci of learning to which learners are exposed in both contexts. Following the completion of the LCP, the informants take part in two role plays which require the enactment of differential identities when engaged in a speech event of asking for advice. The enactment of identities then undergoes a strategic and linguistic analysis in order to investigate if and how differences in the enactment of compound identities are indexed in language. Results indicate that learning context has a considerable impact not only on how identity is indexed in language, but also on the nature of identities enacted. Informants with very low levels of crosscontextuality index identity through strategic means – i.e. levels of directness and conventionality; however greater degrees of cross-contextuality give rise to the indexing of differential identities linguistically by means of speaker/hearer orientation and (non-) solidary moves. When it comes to the nature of identity enacted, it seems that more time spent in intense contact with native speakers in a range of loci of learning allows learners to enact their core identity; whereas low levels of contact with over-exposure to the institutional locus of learning fosters the enactment of generic identities.

Stair na Gaeilge i gContae Thiobraid Árann 1700-1901

Stair na Gaeilge i gCo. Thiobraid Árann i rith na tréimhse 1700-1901 atá á ríomhadh sa tráchtas seo. Tar éis a cúlra agus a comhthéacs a shuíomh i gCaibidil a hAon, déantar scríobhaithe an cheantair a áireamh, fara tráchtaireacht orthu, i gCaibidil a Dó. I gCaibidlí a Trí agus a Ceathair, féachtar ar thionchar na hEaglaisí Caitlicí agus Eaglais na hÉireann (i measc eaglaisí Protastúnacha eile) ar an dteangain. I gCaibidil a Cúig, faightear spléachadh ar ghnéithe éagsúla de shaíocht an chontae, ag tabhairt léargais ar tháirgí na scríobhaithe, ar leabhair a clóbhualadh sa réigiún, agus ar fhilí móra na háite, leithéidí Liam Daill Uí Ifearnáin, ag sonrú limistéir faoi leith, an t-oirdheisceart, mar shampla. Léirítear éifeacht na gcumann Gaelach agus na ndíograiseoirí iomadúla a bhain leo. Ábhar suime, leis, feidhm na Gaeilge sna cúirteanna dlí. Tugtar faisnéis i gCaibidil a Sé ar fhianaise cuairteoirí ar an Ghaeilge mar urlabhra i dTiobraid Árann. Is anseo chomh maith a deintear anailís ar Dhaonáirimh na mblianta 1861-1901, le mórchuid adhmaid á baint as ceann 1901 go háirithe. Breactar as ainmneacha sagart agus múinteoirí le Gaeilge, agus tráchtar ar aicmí suntasacha eile, na póilíní agus na saighdiúirí a raibh an teanga sin ina mbéal acu. Tugtar le chéile dá réir na snáithíní difriúla eolais ar an dúiche ar bhealach nár tharla cheana don gcontae casta fairsing seo le haghaidh na tréimhse atá idir lámha ag an saothar.