This paper presents a study of European Portuguese elderly speech, in which the acoustic characteristics of two groups of elderly speakers (aged 60-75 and over 75) are compared with those of young adult speakers (aged 19-30). The correlation between age and a set of 14 acoustic features was investigated, and decision trees were used to establish the relative importance of the features. A greater use of pauses characterized speakers aged 60 and over. For female speakers, speech rate also appeared to correlate with age. For male speakers, jitter distinguished between speakers aged 60-75 and older. The correlation between the features and speech recognition performance was also investigated. Word error rate correlated mostly with the use of pauses, speech rate, and the ratio of long phone realizations. Finally, by comparing the phone sequences used by the recognizer on the most frequent words, we observed that the young adult speakers reduced schwas more than the elderly speakers. This result seems to confirm the common idea that young speakers reduce articulation more than older speakers. Further investigation is needed to confirm this result by determining whether this is due to ageing or to the generation gap.

In this experience report, we discuss the development of a solution that enables conflict-affected youth to discover and access relevant learning content. A team of individuals from a not-for-profit, a large multinational technology company, and an academic institution, collaborated to develop that solution as a conversational agent named Hakeem. We provide a brief motivation and product description before outlining our design and development process including forming a distributed virtual team, engaging in user-centred design with conflict-affected youth in Lebanon, and using a minimum viable product approach while adapting Scrum for distributed development. We end this report with a reflection on the lessons learned thus far. CCS CONCEPTS • Human-centered computing → User centered design; Participatory design; Interaction design theory, concepts and paradigms.

To automatically evaluate the performance of children reading aloud or to follow a child's reading in reading tutor applications, different types of reading disfluencies and mispronunciations must be accounted for. In this work, we aim to detect most of these disfluencies in sentence and pseudoword reading. Detecting incorrectly pronounced words, and quantifying the quality of word pronunciations, is arguably the hardest task. We approach the challenge as a two-step process. First, a segmentation using task-specific lattices is performed, while detecting repetitions and false starts and providing candidate segments for words. Then, candidates are classified as mispronounced or not, using multiple features derived from likelihood ratios based on phone decoding and forced alignment, as well as additional meta-information about the word. Several classifiers were explored (linear fit, neural networks, support vector machines) and trained after a feature selection stage to avoid overfitting. Improved results are obtained using feature combination compared to using only the log likelihood ratio of the reference word (22% versus 27% miss rate at constant 5% false alarm rate).

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