A prototype reading coach that listens
AAAI '94 Proceedings of the twelfth national conference on Artificial intelligence (vol. 1)
On Combining Frequency Warping and Spectral Shaping in HMM Based Speech Recognition
ICASSP '97 Proceedings of the 1997 IEEE International Conference on Acoustics, Speech, and Signal Processing (ICASSP '97)-Volume 2 - Volume 2
Speech technology on trial: Experiences from the August system
Natural Language Engineering
A study of speech recognition for children and the elderly
ICASSP '96 Proceedings of the Acoustics, Speech, and Signal Processing, 1996. on Conference Proceedings., 1996 IEEE International Conference - Volume 01
Acoustic variability and automatic recognition of children's speech
Speech Communication
PEAKS - A system for the automatic evaluation of voice and speech disorders
Speech Communication
Towards age-independent acoustic modeling
Speech Communication
Advances in children's speech recognition within an interactive literacy tutor
HLT-NAACL-Short '04 Proceedings of HLT-NAACL 2004: Short Papers
Proceedings of the 2nd Workshop on Child, Computer and Interaction
Towards adapting fantasy, curiosity and challenge in multimodal dialogue systems for preschoolers
Proceedings of the 2009 international conference on Multimodal interfaces
Improved automatic speech recognition through speaker normalization
Computer Speech and Language
International Journal of Technology Enhanced Learning
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In this paper, we review: (1) the acoustic and linguistic properties of children's speech for both read and spontaneous speech, and (2) the developments in automatic speech recognition for children with application to spoken dialogue and multimodal dialogue system design. First, the effect of developmental changes on the absolute values and variability of acoustic correlates is presented for read speech for children ages 6 and up. Then, verbal child-machine spontaneous interaction is reviewed and results from recent studies are presented. Age trends of acoustic, linguistic and interaction parameters are discussed, such as sentence duration, filled pauses, politeness and frustration markers, and modality usage. Some differences between child-machine and human-human interaction are pointed out. The implications for acoustic modeling, linguistic modeling and spoken dialogue system design for children are presented. We conclude with a review of relevant applications of spoken dialogue technologies for children.