Wyniki wyszukiwania - Biblioteka Nauki

1

Metody opisu sygnału mowy

100%

Kłys D. , Wochowski A.

Mikroelektronika i Informatyka : prace naukowe

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2005

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tom Z. nr 5

191-195

PL

Artykuł zawiera krótki przegląd metod opisu mowy ludzkiej, ze wskazaniem ich wykorzystania w określonych etapach analizy głosu ludzkiego. Celem publikacji nie jest przedstawienie szczegółowych opisów analitycznych wzorów i zaawansowanych aparatów matematycznych, ale zaprezentowanie podstawowych założeń i mozliwości poszczególnych metod. Ze szczegółowym opisem kazdej z metod autor może zapoznać się w wymienionej, na końcu artykułu, bibliografii.

2

Comparison and adaptation of automatic evaluation metrics for quality assessment of re-speaking

80%

Wołk K. , Korzinek D.

Computer Science

|

2017

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tom Vol. 18 (2)

129--144

EN

Re-speaking is a mechanism for obtaining high-quality subtitles for use in live broadcasts and other public events. Because it relies on humans to perform the actual re-speaking, the task of estimating the quality of the results is non- trivial. Most organizations rely on human effort to perform the actual quality assessment, but purely automatic methods have been developed for other similar problems (like Machine Translation). This paper will try to compare several of these methods: BLEU, EBLEU, NIST, METEOR, METEOR-PL, TER, and RIBES. These will then be matched to the human-derived NER metric, commonly used in re-speaking. The purpose of this paper is to assess whether the above automatic metrics normally used for MT system evaluation can be used in lieu of the manual NER metric to evaluate re-speaking transcripts.

3

VoIP - ocena jakości transmisji mowy metodą ACR i DCR

80%

Brachmański S.

Przegląd Telekomunikacyjny + Wiadomości Telekomunikacyjne

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2003

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tom nr 8-9

424-427

PL

Omówiono wpływ metody kompresji sygnału mowy na jakość transmisji mowy w sieciach Internet. Zaprezentowano subiektywne metody ACR i DCR zalecane przez ITU do oceny jakości transmisji mowy w kanałach telekomunikacyjnych w pięciostopniowej skali MOS. Zbadano przydatność tych metod w przypadku przesyłania mowy w sieciach IP. Przedstawiono wyniki badań jakości transmisji mowy w sieciach wykorzystujących protokoły IP, z uwzględnieniem różnego sposobu kodowania. W badaniach do transmisji mowy poprzez sieć Internet wykorzystano istniejące, dostępne bezpłatnie oprogramowanie.

EN

This paper presents the influence of compression on assessments of the quality of speech transmitted over the Internet. It includes an overview of the ACR (Absolute Category Rating) and DCR (Degradation Category Rating) methods recommended by International Telecommunication Union (ITU) for the subjective assessment of quality of speech transmission in telecommunication channels in a five levels scale. Experiments in which the methods were used are described. The experiments were carried out for the most popular VoIP applications.

4

Wybrane cechy rozwoju języka u dzieci z niepełnosprawnością wzroku

80%

Kucharczyk I.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2016

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nr 14

89-113

PL

This review of research literature presents the difﬁculties encountered by blind children at individual developmental stages of speech. This report aims to appraise recent peer reviewed literature relating to communication and language development in children with VI. The language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for parti- cipation in early intervention for young children with visual impairment.

5

The pattern of psychophysiological response to emotional stimulation in patients with chronic stuttering

80%

Humeniuk E. , Tarkowski Z.

Acta Neuropsychologica

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2020

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tom 18(1)

45-66

EN

The aim of the research was to identify the pattern of psycho - physiological response to emotional stimulation in adults with chronic stuttering. The need to tell a lie functioned as emotional stimulation. Reaction to the stimulus was defined as the change of electrodermal activity (EDA), heart rate (HR), thoracic breathing (TB), diaphragmatic breathing (DB) and respiratory rate (RR) observed 10 seconds before and after the emotional stimulation. Reactions were recorded using Professional Computer Polygraph PIK-02 manufactured by Areopag-Center. The subject group included 68 persons with chronic stuttering (PWS) (24 women and 44 men) as well as 62 healthy nonstuttering persons (PWNS) (18 women and 44 men). Adult patients with chronic stuttering were observed to increase the amplitude and reaction field as well as reduce the EDA latency. The researchers also noticed both increased HR and the range of its changes. Respiratory reactions included a lower amplitude of TB, higher increase and major changes within DB as well as minor changes in RR. Adult patients with chronic stuttering display a unique pattern of psychophysiological response to emotional stimulation, which is different from the one found in the control group.

6

Граматичната категория лице във форумното общуване на bg-mamma

80%

Тодорова [Todorova] Б. B.

Studia z Filologii Polskiej i Słowiańskiej

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2017

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tom 52

EN

The grammatical category of the person in bg-mamma forum communicationThe main purpose of the paper is to present some grammatical features of computer-mediated communication (CMC), in particular the verb category of the person. The specifics of grammar use in CMC texts are not preferred by researchers as they are more difficult to investigate. The grammatical system is more stable and conservative and the differences in grammar use are less discernable. A lot of investigators claim that CMC occupies the middle position between speech and writing. Hewing and Coffin (2004) consider that in speech the first and the second person use is preferred; in writing the third person has more frequent use. This research thus aims to investigate the use of personal forms of verbs in some discussions in the largest Bulgarian forum platform – bg‑mamma. The results show that in the corpus the third person appears more often than others. The second person has lowest use. Gramatyczna kategoria osoby w komunikacji na forum internetowym bg-mammaPodstawowym celem artykułu jest przedstawienie pewnych gramatycznych właściwości komunikacji zapośredniczonej komputerowo (computer-mediated communication, CMC), tyczących się zwłaszcza czasownikowej kategorii osoby. Specyfika gramatyki tekstów CMC nie należy do tematów często podejmowanych przez badaczy, teksty te należą bowiem do trudniej poddających się analizie. System gramatyczny jest tu bardziej stabilny i charakteryzuje się większym konserwatyzmem, co utrudnia notowanie różnic gramatycznych. Wielu badaczy postuluje, że CMC plasuje się w połowie drogi między mową a pismem. Hewing i Coffin uważają, że w mowie częściej używa się pierwszej i drugiej osoby, w piśmie zaś – trzeciej. Wychodząc z tego założenia, podjęto analizę użycia form osobowych czasowników w niektórych wątkach dyskusyjnych największego bułgarskiego forum internetowego bg-mamma. Jej wyniki wskazują, że w korpusie najczęściej występują czasowniki w trzeciej osobie, najrzadziej zaś – czasowniki w drugiej osobie.

7

Ojczyzna w homiliach i przemówieniach Jana Pawła II wygłoszonych podczas pielgrzymek do Polski w latach 1979‑1987

80%

Gaszyńska‑Magiera M.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2014

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nr 3(29)

401-418

EN

Although the place of the notion of homeland in John Paul II’s teaching has been studied in numerous publications, most of them adopted a theological perspective. However, it seems worthy to refer it also to reflections of lay researchers. The present analysis concentrates on Pope’s homilies and speeches given during three pilgrimages to Poland between 1979 and 1987. Thirty texts in which the word homeland appears have been taken into account. It turns out that John Paul II often alluded to visions of homeland fixed in the Polish culture. However, he did not share with his contemporaries the image of homeland with ethnicity, history and tradition in its centre. Homeland, in his vision, should not separate inhabitants of a country, but rather unite them. It should not induce to contemplate national triumphs and failures, but incite to look towards the future.

8

ФОРМУВАННЯ МОВЛЕННЄВОЇ КУЛЬТУРИ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ В СИСТЕМІ МЕТОДИЧНОЇ ПІДГОТОВКИ

80%

Годованюк Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 2(56)

209-218

EN

The mathematics teacher’ language and speech is an indicator of his/her pedagogical culture, a means of self-expression and self-affirmation of his/her personality. From the wealth of vocabulary, the level of speech culture and speech technology depends largely on his/her professional skills and success in teaching activities. That is why great importance should be paid to the formation of speech culture of future teachers of mathematics during their studying at Pedagogical University. Thus, we should not assume that training of speech culture doesn’t belong only to the preparation of the language teacher as teaching of each discipline is important in this case. The aim of the article is to highlight the importance of speech culture formation in the system of methodological training of future mathematics teachers at Pedagogical University. Research results which are obtained by analyzing the literature on the research problem, teacher monitoring of the process of students studying, systematization and generalization of pedagogical experience indicate that speech activity of mathematics teacher is to some extent an art that is not given naturally to a man but which should be taught. Speaking of future teachers, including mathematics, should stand out such qualities as correctness, accuracy, consistency, richness, purity, appropriateness, adequacy, clarity, expressiveness, consistency and so on. Methodological training of future mathematics teachers is considered as one of the alternative ways of formation of speech culture in the article. So methodological training of students for professional activities should include teaching students’ proper pronunciation, writing and use of mathematics terms, phrases, numerals etc. The practical significance of the study lies in the development of guidelines on the formation of speech culture of students and their practical use in the educational process. The article states that the problem of improving speech culture of future teachers of mathematics at this stage is not covered enough.

9

Exploring Communicative Gestures in Czech Persons with Diagnosed Aphasia

80%

Janečka M.

Research in Language

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2021

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tom 19

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nr 1

15-32

EN

In my investigation, I worked with 6 persons with diagnosed aphasia. I introduce some possible perspectives on the exploration of the extent of speech damage in persons with aphasia and the various ways in which they substitute for language deficiency with the aid of gestures. From the viewpoint of data processing methods, on the one hand, I explore the parameters of spoken language, such as the quantity of words, and, on the other hand, the parameters of gestures, such as the quantity of gestures, diversity of gestures, etc. In aphasic persons speaking Czech, I verify the following assumption established by Jakob et al. (2011): the more speech-limited an aphasic person is, the more gestures he/she produces during the interpretation of a story. It was found that the number of words produced by aphasic persons varies, partially dependent on the specific type of aphasia. This is particularly true on both ends of the scale – people with large speech distortion use the highest quantity of gestures, people with low speech distortion use gestures to a lesser extent. Within the classification of semantic gestures, I focus particularly on iconic and deictic gestures. In addition, I presume that symbolic gestures (i.e. emblems) do not occur in aphasic persons’ speech, because aphasic persons prefer gestures that display the plot in the most concrete way. My data correlate with other studies dealing with this topic – aphasic persons do use gestures intentionally to substitute for their verbal deficiency. At the same time, they mostly use very concrete (iconic) gestures, which enable them to transmit a large volume of information.

10

Mapping speech streams to conceptual structures

80%

Melz R. , Biemann C. , Böhm K. , Heyer G. , Schmidt F.

Archives of Control Sciences

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2005

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tom Vol. 15, no. 3

359--370

EN

We describe a software system that processes textual data and spoken input streams of natural language and arranges the information in a meaningful way on the screen: concepts as nodes, relations as edges. For spoken input, the software simulates conceptual awareness. A naturally spoken speech stream is converted into a word stream (speech-to-text), the most significant concepts are extracted and associated to related concepts, which have not been mentioned by the speaker(s) yet. The result is displayed on a screen as a conceptual structure.

11

Pravda a řeč

80%

Čapek J.

Filosofický časopis (Philosophical Journal)

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2010

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tom 58

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nr 5

663-673

EN

The article focuses on the relation between speech and truth, elaborated by Heidegger in the period of Being and Time. It argues that Heidegger’s notion of truth is a deeply linguistic one. The basic language unity is not the proposition (statement), but the situated act of speech. The author reconstructs Heidegger’s reading of the Aristotelian theory of statement as well as Heidegger’s appropriation of Husserl’s analysis of truth. The conclusion arrived at is that if speech is in early Heidegger to be true, it must be context-bound and interpretative.

12

Facilitation of Child Language Development through Using Finger Plays in Toddler's Age

80%

Zīriņa T.

Ad verba liberorum

|

2009

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tom 1

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nr 1

57-61

EN

Introduction Toddler's age is a period which includes children development from 1 to 3 years of age. This is a period when a child needs a lot of support from parents and understanding from caregivers. It is also a period when coordination of fine movements and language develops. The main factor facilitating the process is a positive communication between the child and an adult. Therefore one of the most successful means ensuring both positive communication with an adult and the development of the language is finger plays or a folk-songgame from the Latvian folklore. The experience coming from other nations also emphasizes the significance of the finger games in the development of children's language.Aim of the study To analyze the influence of finger plays to the development of language in toddler's age (1 - 3 years).Materials and methods Latvian folk songs constituting the part of the folklore of the toddler age have been analysed in the research. Also, research on Latvian children's folklore has been done. Research on finger plays in English has been also done, and the features characteristic to both Latvian and English culture have been analysed.Results The development of speech is a highly important indicator in the child's development. It seems that the above issue has been topical many centuries ago too as we can find so many wonderful finger plays in folklore that have attracted children's attention for centuries. As one can find very scarce information on finger plays in literature, the major way enabling generations to pass this national treasure on to the next generation is verbal communication.While playing finger plays the development of children's communication skills are encouraged. The foundation for successful development of interaction is being laid when the child has to cooperate not only with the immediate family but also peers. Speaking skills and the development of interaction are closely linked as successful interaction is not possible without well-developed language skills and other children might not understand their playmate and thus communication barriers may emerge.Toddler's folklore mostly consists of folksongs introducing the child with its nearest and more distant surroundings. That is extremely important for enlarging the lexicon of the child as this is exactly the age when the stock of words grows very rapidly due to the development of cognitive processes, and many of the words from the passive knowledge are now actively used.Finger plays is a gratifying means that can be included into various activities of the daily regime at a preschool institution. It will be useful both during the morning hours when you meet the children as well as during the time when you work with a child individually. There are no space related restrictions for using the play as well as no auxiliary materials required.Through using finger plays in toddler's age a child is successfully prepared for the next stage in its development: preschool age where one of the most important preconditions for success is well-developed language. Despite the fact that children's shops offer the most various toys aimed at encouraging children's development from the very first months of their lives, one should not forget about the children's development means known and proven through centuries as they possess one important quality: they have to be played together with relatives, and that, in turn, develops the child's emotional sphere and activates language much more successfully than any toy bought in a shop.Conclusions The impact of finger plays on the development of a child is very manifold. The following aspects are being developed:- child's speech as well as other cognitive processes: thinking, memory, imagination, attention, perception;- interaction skills;- coordination of finger movements;- feeling of safety.

13

Speech Therapy Care in Mental Illnesses – Theoretical Issues

80%

Hrycyna E.

Logopedia Silesiana

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2019

|

nr 8

51-70

PL

The article focuses on the theoretical frame of the speech therapy care problem in various mental illnesses. It presents psychiatric disorders particularly associated with speech and communication problems and diversifies the character of speech disorders in psychiatry, indicating that they can oscillate between variously intensified language pathology and different ways of thinking and speaking; as such, they may be permanent or may disappear spontaneously after the episode of the disease is managed. The study defines the relationship between speech and mental disorders, and lists their short- and long-term effects in mental illnesses. Subsequently, it proceeds to circumscribe the place of a speech therapist in an interdisciplinary team, specifies what the logopaedic diagnosis in the process of a mental disorder is, and indicates other roles of a speech therapist in the broadly understood diagnostic and therapeutic process, e.g. the preventive one. The article formulates general goals and guidelines for speech therapy in mental disorders and discusses those aspects of the treatment which are closely related to the patient and the place of speech therapy care. The article concludes that speech pathologists in psychiatry have a chance to consolidate their position. The conditions which have to be met in order to do so are: the profound description and interpretation of speech disorders in psychiatry, the balanced assessment of diagnostic and therapeutic possibilities, and cooperation within an interdisciplinary team.

14

Speech Therapy Care in Mental Illnesses – Theoretical Issues

80%

Hrycyna E.

Logopedia Silesiana

|

2019

|

nr 8

51-70

PL

The article focuses on the theoretical frame of the speech therapy care problem in various mental illnesses. It presents psychiatric disorders particularly associated with speech and communication problems and diversifies the character of speech disorders in psychiatry, indicating that they can oscillate between variously intensified language pathology and different ways of thinking and speaking; as such, they may be permanent or may disappear spontaneously after the episode of the disease is managed. The study defines the relationship between speech and mental disorders, and lists their short- and long-term effects in mental illnesses. Subsequently, it proceeds to circumscribe the place of a speech therapist in an interdisciplinary team, specifies what the logopaedic diagnosis in the process of a mental disorder is, and indicates other roles of a speech therapist in the broadly understood diagnostic and therapeutic process, e.g. the preventive one. The article formulates general goals and guidelines for speech therapy in mental disorders and discusses those aspects of the treatment which are closely related to the patient and the place of speech therapy care. The article concludes that speech pathologists in psychiatry have a chance to consolidate their position. The conditions which have to be met in order to do so are: the profound description and interpretation of speech disorders in psychiatry, the balanced assessment of diagnostic and therapeutic possibilities, and cooperation within an interdisciplinary team.

15

Child Speech Development at Pre-school and at School: Aspect of Successive Learning

80%

Anspoka Z.

Ad verba liberorum

|

2011

|

tom 3

|

nr 1

46-59

EN

Whilst living in today's contemporary and diverse environment of visual information, people draw too little attention to verbal information, textual perception, listening, reading and writing. However, language is not only a means of communication. Language is also a means of acknowledging human thinking, self-affirmation and ethnicity. Since the main goal of education is to raise a creative personality, the mutual relationship between language and speech becomes the most important means to this end.In order to effectively address children's speech development issues within the pedagogical process at pre-school and at school, one must be aware of the necessity for an individual approach to each child, as the levels of their speech development differ. The causes of this might be found in our current socio-economic environment, in which a child grows and develops. Speech development of a child is closely related to his or her upbringing as a personality. As early as at pre-school, a child needs to learn to control and to manage his or her behaviour, to be able to listen, to perceive the meaning of what he or she has heard and to act accordingly, to observe certain rules and to precisely and consistently obey to the cultural norms of a listener and a speaker. A child needs to acquire the skill to concentrate his or her attention, to make observations of the surrounding environment, to narrate the seen and the heard, to perceive objects, to compare and to contest them, to question, to answer, to conclude, to be able to recognize a word that has been used to signify an object, an event or a process, to understand its meaning in a specific context, to recognize the phonetic qualities of a word, to analyze the sounds in the word, etc. The aforementioned qualities are further developed at school level by deepening the contents and form. As pre-school children and early school age children perceive the world in an emotional way, a positive emotional context is important for a positive speech development. This process requires a kind of study content and a methodological provision that links a child's associations to his or her experience. During the period of pre-school and early school a child may experience difficulty to concentrate, especially if a child is not interested in the study contents, if the contents are vague and do not stimulate thinking. The more complex thought operations a child has to employ in the process of speech development, the more complete and precise his or her speech becomes. Since at pre-school and at early school ages a child is not result-driven psychologically, it is important to ensure an educational process, in which, by successively and playfully passing from one action to another, a child indirectly acquires speech and experiences positive emotions as a response to his or her achievements.

16

IMPROVING THE SPEECH IN YOUNGER PUPILS

80%

Cvetanović Z. , Negru M.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

|

nr 3(57)

347-355

EN

The main objective of the mother tongue teaching is the development of speech of pupils involved in steady of education. Regular, clear, meaningful, well-designed speech with elements of artistic expression, is a result of continuous exercise and training. Younger pupils learn how to speak properly and clearly. The basics for a successful speaking are defined in the culture of speech and rhetoric. The paper presents the following characteristics of proper and good speech that are the foundation for improving speech of younger pupils in the classroom. They can permanently improve their speaking only by constant practice with instructions, requirements and defined criteria for oral expression. The aim is to determine the appropriate methodological guidelines for the introduction of speaking skills in pupils and their progress in this area.

17

The Tongue in the Oral Cavity: Resting Position, Inter-Speech Posture and Tongue Bracing

80%

Łuszczuk M.

Logopedia

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2019

|

tom 48 EN

|

nr 1

5-20

EN

The tongue in the oral cavity can be defined in various contexts. Three of its activities are described in this article: resting position, inter-speech posture and tongue bracing and their relations to the primary functions of the orofacial complex are indicated. The tongue bracing was a special subject due to the fact that it has not yet been described in the Polish linguistics literature. The results of the study concerning Polish speech with the use of the instrumental method were also included.

18

The parallel development of the form and meaning of two-handed gestures and linguistic information packaging within a clause in narrative

80%

Sekine K. , Kita S.

Open Linguistics

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2014

|

tom 1

|

nr 1

EN

We examined how two-handed gestures and speech with equivalent contents that are used in narrative develop during childhood. The participants were 40 native speakers of English consisting of four different age groups: 3-, 5-, 9-year-olds, and adults. A set of 10 video clips depicting motion events were used to elicit speech and gesture. There are two findings. First, two types of two-handed gestures showed different developmental changes: those with a single-handed stroke with a simultaneous hold increased with age, while those with a two handed-stroke decreased with age. Second, representational gesture and speech developed in parallel at the discourse level. More specifically, the ways in which information is packaged in a gesture and in a clause are similar for a given age group; that is, gesture and speech develop hand-in-hand.

19

Listeners' reaction time response to speech-in-noise material

80%

Błaszak M. A.

Archives of Acoustics

|

2008

|

tom Vol. 33, No. 3

323-330

EN

The paper addresses the problem of choosing speech material for the experiments concerning measurements of the composed reaction time (CRT). A comparison was done of mean reaction times measured for a group of subjects exposed to Polish vowels /a, e, i, o, u, y/ and to non-words recorded on a dummy head against traffic noise (European Standard EN 1793-3) generated from an open window. The results of this experiment, analyzed for various signal-to-noise ratios and different reverberation conditions, indicate that the mean reaction time was greater for non-words (when the subjects were exposed to more complex signals) rather then for vowels. However, differences in the relative growth of the reaction time values with decrease of signal to noise-source output difference level (SNS) were relatively small.

20

Nonconscious Control of Voice Intensity During Vocalization

80%

Hafke H.

Archives of Acoustics

|

2009

|

tom Vol. 34, No. 4

407-414

EN

There are two separate visual systems in the human brain. Evidence from studies on both the humans and other primates has shown that there is a distinction between vision for perception and vision for action, which is reflected in the organization of the visual pathways in the cerebral cortex of primates. In recent years, researchers have attempted to find a similar dissociation between action and perception in human audition. The hypothesis tested in this paper is that the voice intensity is tracked and controlled by an auditory motor system. The results of this control are used for nonconciously correct the vocal production. To observe the dissociation between perception and motor control, a subliminal experimental situation was created, in which values below the perceptual threshold (values which were not processed through normal channels or apparatus of perception) were used. The hypothesis was that a subliminal modification of an auditory voice feedback would cause an appropriate correction as a response, even if this change was not actually perceived. Assuming that the auditory system functions in the same way as the visual one and processes the information vital for motor reactions in real time, a reaction that would compensate such a modification should be expected.