Professor C: Starts {disfmarker} No . No .
PhD D: No . That 's a different thing .
Professor C: There 's another {disfmarker} I don't know . It starts with a P or something . I forget the word for it , but it 's {disfmarker} it 's um
PhD D: Oh .
Professor C: Typically when you {disfmarker} you 're ab r starting around forty for most people , it starts to harden and then it 's just harder for the lens to shift things
PhD D: Oh .
Professor C: and th the {disfmarker} the symptom is typically that you {disfmarker} {vocalsound} you have to hold stuff uh uh further away to {disfmarker} to see it .
PhD E: Uh - huh . Yeah .
Professor C: In fact , uh m my brother 's a {pause} gerontological psychologist and he {disfmarker} he uh {vocalsound} came up with an {disfmarker} an uh {disfmarker} a uh body age test which uh gets down to sort of only three measurements that are good enough st statistical predictors of all the rest of it . And one of them is {disfmarker} is the distance {vocalsound} that you have to hold it at .
PhD D: Give someone a piece of paper and then they {disfmarker} Oh .
PhD E: Yeah .
Professor C: Yeah .
Grad A: We 're {disfmarker} we 're live by the way , so we 've got a good intro here
Professor C: Oh . Yeah . About how old I am .
Grad A: Yep .
Professor C: OK .
Grad A: We can edit that out if you want .
PhD D: Oh , that 's optional .
Professor C: No , that 's OK .
Grad A: OK . So . This time the form discussion should be very short ,
PhD D: You know .
PhD E: Mm - hmm .
Grad A: right ?
Professor C: It also should be {pause} later .
Grad A: OK .
Professor C: Because Jane uh is not here yet .
Grad A: Good point .
Professor C: And uh she 'll be most interested in that . Uh , she 's probably least involved in the signal - processing stuff so maybe we can just {disfmarker} just uh , I don't think we should go though an elaborate thing , but um uh Jose and I were just talking about {vocalsound} the uh {nonvocalsound} uh , speech e energy thing ,
PhD E: The @ @ {disfmarker}
Professor C: and I uh {disfmarker}
PhD E: Yeah .
Professor C: We didn't talk about the derivatives . But I think , you know , the {disfmarker} the {disfmarker} i if I can {disfmarker} if you don't mind my {disfmarker} my speaking for you for a bit , um {vocalsound} Uh . Right now , that he 's not really showing any kind of uh distinction , but uh {disfmarker} but we discussed a couple of the possible things that uh he can look at . Um . And uh one is that uh this is all in log energy and log energy is basically compressing the distances {vocalsound} uh {pause} between things . Um {pause} Another is that he needs to play with the {disfmarker} the different uh {pause} uh temporal sizes . He was {disfmarker} he {disfmarker} he was taking everything over two hundred milliseconds uh , and uh he 's going to vary that number and also look at moving windows , as we discussed before . Um And uh {disfmarker} and the other thing is that the {disfmarker} yeah doing the {disfmarker} {vocalsound} subtracting off the mean and the variance in the {disfmarker} {pause} uh and dividing it by the {pause} standard deviation in the log domain , {vocalsound} may not be {pause} the right thing to do .
Grad A: Hi Jane !
PhD E: Hi .
Grad A: We just started .
PhD E: Yeah .
Grad A: Could you take that mike there ?
PhD D: Are these the long term means ? Like , over the whole {disfmarker} I mean , the means of {pause} what ?
Grad A: Thanks .
Professor C: Uh B Between {disfmarker} between {disfmarker}
PhD D: All the frames in the conversation ?
Professor C: No .
PhD D: Or of things that {disfmarker}
Professor C: Between {disfmarker} Neither . It 's uh between the pauses {pause} uh for some segment .
PhD E: No .
PhD D: Oh .
Professor C: And so i i his {disfmarker} his {disfmarker} He 's making the constraint it has to be at least two hundred milliseconds .
PhD D: Oh .
Professor C: And so you take that . And then he 's {disfmarker} he 's uh measuring at the frame level {disfmarker} still at the frame level , of what {disfmarker}
PhD D: Right .
Professor C: and then {disfmarker} and then just uh normalizing with that larger amount . um and {disfmarker} But one thing he was pointing out is when he {disfmarker} he looked at a bunch of examples in log domain , it is actually pretty hard to see {vocalsound} the change . And you can sort of {pause} see that , because of j of just putting it on the board that {vocalsound} if you sort of have log - X plus log - X , that 's the log of X plus the log of two
PhD E: Yep .
PhD D: Yeah , maybe it 's not log distributed .
PhD E: Mmm . Yeah .
Professor C: and it 's just , {pause} you know , it {disfmarker} it diminishes the {pause} effect of having two of them .
PhD E:
Professor C: Um .
PhD D: But you could do like a C D F there instead ? I mean , we don't know that the distribution here is normally .
Professor C: Yes , right . So {disfmarker} So what I was suggesting to him is that {disfmarker}
PhD D: So just some kind of a simple {disfmarker}
Professor C: Actually , a PDF . But , you know , uh But , either way .
PhD D: PDF
Professor C: Yeah . Yeah , eith eith uh {vocalsound} B
PhD D: Yeah .
PhD E: Yeah .
PhD D: Something like that where it 's sort of data driven .
Professor C: Yeah , but I think {pause} also u I think a good first indicator is when the {disfmarker} the {disfmarker} the researcher looks at {vocalsound} examples of the data and can not see a change {pause} in how big the {disfmarker} the signal is , {vocalsound} when the two speaker {disfmarker}
PhD E: Yeah . Yeah .
Professor C: Then , that 's a problem right there . So . I think you should at least be able ,
PhD D: Oh yeah .
Professor C: doing casual looking and can get the sense , " Hey , there 's something there . " and then you can play around with the measures . And when he 's looking in the log domain he 's not really seeing it .
PhD D: Oh yeah .
PhD E: Yeah .
Professor C: So . And when he 's looking in straight energy he is , so that 's a good place to start .
PhD E: Yeah .
Professor C: Um . So that was {disfmarker} that was the discussion we just had . Um . {vocalsound} The other thing Actually we ca had a question for Adam in this . Uh , when you did the {vocalsound} sampling ? uh {pause} over the {pause} speech segments or s or sampling over the {disfmarker} the individual channels in order to do the e uh the {pause} amplitude equalization , {vocalsound} did you do it over just the entire {disfmarker} everything in the mike channels ?
PhD E: How {disfmarker}
Professor C: You didn't try to find speech ?
Grad A: No , I just took over the entire s uh entire channel um {pause} sampled ten minutes randomly .
Professor C: Right , OK . So then that means that someone who didn't speak {pause} very much {vocalsound} would be largely represented by silence .
Grad A: Yep .
Professor C: And someone who would {disfmarker} who would be {disfmarker} So the normalization factor probably is {pause} i i i {pause} is {disfmarker} is {disfmarker}
Grad A: Yeah , this was quite quick and dirty , and it was just for {pause} listening .
PhD E: Yeah .
Professor C: Yeah .
Grad A: And for listening it seems to work really well .
Professor C: OK .
PhD E: Yeah .
Professor C: Yeah .
PhD E: Yeah .
Grad A: So .
Professor C: Yeah . But that 's {disfmarker}
Grad A: But , it 's not {disfmarker} Not a good measure .
Professor C: Right . So th
PhD E: Yeah .
Professor C: OK . So yeah there {disfmarker} there {disfmarker} there {disfmarker} There 's a good chance then given that different people do talk different amounts {pause} that there is {disfmarker} there {disfmarker} there is still a lot more to be gained from gain norm normalization with some sort
PhD E: Yeah . Yeah . Mmm .
Grad A: Yes , absolutely .
Professor C: if {disfmarker} if we can figure out a way to do it .
PhD E: Yeah .
Professor C: Uh . But we were agreed that in addition to that {comment} uh there should be {pause} s stuff related to pitch and harmonics and so forth .
PhD E: Yeah .
Professor C: So we didn't talk at all about uh the other derivatives , but uh again just {disfmarker} just looking at {disfmarker} Uh , I think uh Liz has a very good point , that in fact it would be much more graphic just to show {disfmarker} Well , actually , you do have some distributions here , uh for these cases .
PhD E: Yeah . Yeah .
Professor C: You have some histograms , um {pause} and {pause} uh , they don't look very separate .
PhD E: Yeah .
Professor C: uh {vocalsound} {pause} separated .
PhD E: This is the {disfmarker} the first derivate of log of frame energy uh without any kind of normalization .
PhD D: What {disfmarker}
Professor C: Yeah . Yeah . Yeah .
PhD D: Log energy . Sorry .
PhD E: These the These are the {disfmarker} the first experiments uh with comment uh
PhD D: Frame energy .
Grad A: Except that {pause} it 's hard to judge this because the {disfmarker} they 're not normalized . It 's just number of frames .
PhD D: Yeah .
Professor C: Yeah .
PhD D: Yeah .
PhD E: Yeah .
Grad A: But yeah , even so .
PhD D: W {vocalsound} I mean , what I meant is , even if you use linear , {pause} you know , raw {pause} measures , like {pause} raw energy or whatever ,
Professor C: " Number " {disfmarker}
PhD D: maybe we shouldn't make any assumptions about the distribution 's shape , and just use {disfmarker} you know , use the distribution to model the {disfmarker} {vocalsound} {pause} the mean , or what y you know , rather than the mean take some {disfmarker}
Professor C: Yeah . But {disfmarker} And so in {disfmarker} in these he 's got that .
PhD D: Yeah .
Professor C: He 's got some pictures . But he doesn't {disfmarker} he doesn't in the {disfmarker} he i
PhD E: Yeah .
Professor C: just in derivatives , but not in the {disfmarker}
PhD D: Yeah . Oh .
Professor C: but he d but he doesn't {disfmarker} doesn't {disfmarker}
PhD D: Right . So , we don't {pause} know what they look like {pause} on the , {pause} tsk {disfmarker} {comment} For the raw .
Professor C: But he didn't h have it for the energy . He had it for the derivatives . Yeah .
PhD D: Yeah . So . I mean , there might be something there . I don't know .
Professor C: Yeah .
PhD D: Huh .
Grad A: Interesting
PhD E: Here I {disfmarker} I
Professor C: Oh that {disfmarker} yeah that 's a good q
PhD E: in {disfmarker} No I {disfmarker} I {disfmarker} I haven't the result
Professor C: did {disfmarker} did you have this sort of thing , for just the {disfmarker} just the l r uh the {disfmarker} the unnormalized log energy ? OK . Yeah . So she {disfmarker} she 's right .
PhD E: but it 's the {disfmarker} it 's the {disfmarker} the {disfmarker} the following .
Professor C: That 's a {disfmarker}
PhD D: Well it might be just good to know what it looks like .
Professor C: Yeah . That 's {disfmarker} That 's uh {pause} cuz I 'd mentioned scatter plots before but she 's right ,
PhD D: Cuz {disfmarker}
PhD E: Huh ?
Professor C: I mean , even before you get the scatter plots , just looking at a single feature {vocalsound} uh , looking at the distribution , is a good thing to do .
PhD E: Yeah . Catal - uh {disfmarker} Combining the different possibilities of uh the parameters . I {disfmarker} I {disfmarker} I {disfmarker} I mean the {disfmarker} the {disfmarker} the scatter plot {pause} combining eh different {pause} n two combination .
Professor C: Yeah , but {disfmarker} but what she 's saying {pause} is , which is right , is {pause} le
PhD E: combination of two , {pause} of energy and derivate {disfmarker}
Professor C: I mean , let 's start with the {disfmarker} Before we get complicated , let 's start with the most basic wh thing , which is {pause} we 're arguing that if you take energy {disfmarker} uh if you look at the energy , that , when two people are speaking at the same time , usually {vocalsound} {pause} there 'll be more energy than when one is right ?
PhD E: Yeah .
Professor C: That 's {disfmarker} that sort of hypothesis .
PhD E: That 's right .
Professor C: And the first way you 'd look at that , uh s she 's , you know , absolutely right , is that you would just take a look at the distribution of those two things , much as you 've plotted them here ,
PhD E: Yeah .
Professor C: You know , but just {disfmarker} but just {disfmarker} {pause} just uh do it {disfmarker}
PhD E: Yeah .
Professor C: Well in this case you have three . You have the silence , and that {disfmarker} that 's fine .
PhD E: Yeah .
Professor C: So , uh with three colors or three shades or whatever , just {disfmarker} just look at those distributions .
PhD E: Yeah .
Professor C: And then , given that as a base , you can see if that gets improved , you know , or {disfmarker} or {disfmarker} {pause} or worsened {pause} by the {disfmarker} looking at regular energy , looking at log energy , we were just proposing that maybe it 's {disfmarker} you know , it 's harder to {pause} see with the log energy , um and uh also these different normalizations , does a particular choice of normalization make it better ?
PhD E: Yeah .
Professor C: But I had maybe made it too complicated by suggesting early on , that you look at scatter plots because that 's looking at a distribution in two dimensions . Let 's start off just in one , uh , with this feature .
PhD E: Yeah . Yeah .
Professor C: I think that 's probably the most basic thing , before anything very complicated .
PhD E: Yeah .
Professor C: Um And then we w I think we 're agreed that pitch - related things are {disfmarker} are {disfmarker} are going to be a {disfmarker} a really likely candidate to help .
PhD D: Yeah .
PhD E: Yeah . I agree , yeah . Uh - huh .
Professor C: Um {pause} But {pause} since {disfmarker} {vocalsound} uh your intuition from looking at some of the data , is that when you looked at the regular energy , that it did in fact usually go up , {vocalsound} when two people were talking , {vocalsound} that 's {disfmarker} eh you know , you should be able to come up with a measure which will {pause} match your intuition .
PhD E: OK . Yeah . Yeah . Yeah , yeah , yeah .
Professor C: And she 's right , that a {disfmarker} that having a {disfmarker} having {disfmarker} {comment} having this table , with a whole bunch of things , {pause} with the standard deviation , the variance and so forth , it 's {disfmarker} it 's {disfmarker} it 's harder to interpret than just looking at the {disfmarker} the same kind of picture you have here .
PhD E: But {disfmarker} Uh - huh . Yeah . But {disfmarker} It {disfmarker} it 's curious but uh I f I found it in the {disfmarker} in the mixed file , in one channel {vocalsound} that eh in several {disfmarker} oh e eh several times eh you have an speaker talking alone with a high level of energy
Professor C: Mm - hmm . Mm - hmm .
PhD E: eh in the middle eh a zone of overlapping with mmm less energy
Professor C: Mm - hmm .
PhD E: and eh come with another speaker with high energy
Professor C: Mm - hmm .
PhD E: and the overlapping zone has eh less energy .
Professor C: Yeah . So there 'll be some cases for which {disfmarker}
PhD E: Because there reach very many
Professor C: But , the qu So {disfmarker} So they 'll be {disfmarker}
PhD D: Right .
Professor C: This is {disfmarker} {vocalsound} I w want to point {pause} to visual things , But I mean they {disfmarker} there 'll be time {disfmarker} There 'll be overlap between the distributions , but the question is , " If it 's a reasonable feature at all , there 's some separation . "
PhD E: Yeah . Yeah .
PhD D: Especially locally .
Professor C: Mm - hmm .
PhD D: So . Locally .
PhD E: just locally , yeah .
Grad A: And {disfmarker} I was just going to say that {disfmarker} that {pause} right now we 're just exploring .
PhD D: And the other thing is I Sorry . I {disfmarker}
Grad A: What you would imagine eventually , is that you 'll feed all of these features into some {pause} discriminative system .
PhD E: Yeah .
Professor C: Yeah .
Grad A: And so even if {disfmarker} if one of the features does a good job at one type of overlap , another feature might do a good job at another type of overlap .
PhD E: Yeah . Yeah . Yeah .
Professor C: Right . I mean the {disfmarker} the reason I had suggested the scatter f p features is I used to do this a lot , when we had thirteen or fifteen or twenty features {pause} to look at .
PhD E: Yeah , this is the {disfmarker}
Professor C: um Because something is a good feature uh by itself , you don't really know how it 'll behave in combination and so it 's nice to have as many {disfmarker} as many together at the same time as possible in uh in some reasonable visual form . There 's cool graphic things people have had sometimes to put together three or four in some funny {disfmarker} funny way . But it 's true that you shouldn't do any of that unless you know that the individual ones , at least , have {disfmarker} have some uh {disfmarker} some hope
PhD E: Yeah .
PhD D: Well , especially for normalizing .
Professor C: Mm - hmm .
PhD D: I mean , it 's really important to {pause} pick a normalization that matches the distribution for that feature .
Professor C: Mm - hmm .
PhD D: And it may not be the same for all the types of overlaps or the windows may not be the same . e Actually , I was wondering , {vocalsound} right now you 're taking a {disfmarker} all of the {pause} speech , from the whole meeting , and you 're trying to find points of overlap , but we don't really know which speaker is overlapping with which speaker ,
Professor C: Right .
PhD D: right ? So I mean another way would just be to take the speech from just , say , Morgan , And just Jane and then just their overlaps ,
PhD E: Yeah .
PhD D: like {disfmarker} but by hand , by cheating , and looking at you know , if you can detect something that way , because if we can't do it that way , there 's no good way that we 're going to be able to do it .
Grad A: No prayer .
PhD D: That {disfmarker} You know , there might be something helpful and cleaner about looking at just {pause} individuals and then that combination alone .
PhD E: Yeah .
PhD D: Plus , I think it has more elegant {disfmarker} e
Professor C: Mm - hmm .
PhD D: The m the right model will be {pause} easier to see that way . So if {disfmarker} I don't know , if you go through and you find Adam , cuz he has a lot of overlaps and some other speaker who also has e enough speech
PhD E: Yeah .
PhD D: and just sort of look at those three cases of Adam and the other person and the overlaps ,
PhD E: Yeah .
PhD D: maybe {disfmarker} and just look at the distributions , maybe there is a clear pattern
PhD E: Yeah .
PhD D: but we just can't see it because there 's too many combinations of {disfmarker} of people that can overlap .
PhD E: Uh - huh . Yeah .
Postdoc B: I had the same intuition last {disfmarker} last {disfmarker} last week .
PhD D: So . Just seems sort of complex .
PhD E: Yeah .
Postdoc B: I think it 's {disfmarker} to start with it 's s your {disfmarker} your idea of simplifying , starting with something that {pause} you can see {pause} eh you know without the {pause} extra {pause} layers of {disfmarker}
PhD D: Right . Cuz if energy doesn't matter there , like {disfmarker} I don't think this is true , but what if
PhD E: To study individual ?
Postdoc B: Sorry , what ?
PhD D: Hmm ?
PhD E: To study individual ?
Postdoc B: Well , you {disfmarker} you {disfmarker} you don't have to study everybody individually
PhD D: Well , to study the simplest case to get rid of extra {disfmarker}
PhD E: The {disfmarker} the {disfmarker} the {disfmarker} But {disfmarker} Consider {disfmarker}
Postdoc B: but {pause} just simple case and the one that has the lot of data associated with it .
PhD D: Right . Cuz what if it 's the case and I don't think this is true {disfmarker}
Grad A: That was a great overlap by the way .
PhD D: What if it 's the case that when two people overlap they equate their {disfmarker} you know , there 's a {pause} conservation of energy and everybody {disfmarker} both people talk more softly ? I don't think this happens at all .
Postdoc B: Or {disfmarker} or what if what if the equipment {disfmarker} what if the equipment adjusts somehow ,
PhD D: Or they get louder .
Postdoc B: there 's some equalizing in there ?
PhD D: Yeah or {disfmarker}
Professor C: Uh , no we don't have that .
PhD D: I mean .
Grad A: Well , but {disfmarker} But I think that 's what I was saying about different types of overlap .
Postdoc B: OK .
Professor C: But .
Postdoc B: Saturation .
PhD D: There are {disfmarker} there are different types , and within those types , like as Jose was saying , that {pause} sounded like a backchannel overlap , meaning the kind that 's {pause} a friendly encouragement , like " Mm - hmm . " , " Great ! " , " Yeah ! "
PhD E: Yeah .
PhD D: And it doesn't take {disfmarker} you don't take the floor . Um , but , some of those , as you showed , I think can be discriminated by the duration of the overlap .
PhD E: Yeah .
PhD D: So . It {disfmarker} Actually the s new student , Don , who um Adam has met , and he was at one of our meetings {disfmarker} He 's {pause} getting his feet wet and then he 'll be starting again {pause} in mid - January . He 's interested in trying to distinguish the types of overlap . I don't know if he 's talked with you yet . But in sort of honing in on these different types
PhD E: Yeah . I don't consi Now I don't consider that possibility .
PhD D: and {disfmarker} So maybe {disfmarker}
PhD E: This is a s a general studio of the overlapping we 're studying the {disfmarker} i
Professor C: Yeah . Well {pause} I {disfmarker} I {disfmarker} I {disfmarker} I would s actually still recommend that he do the overall thing
PhD D: So it might be something that we can {pause} help by categorizing some of them and then , you know , look at that .
Professor C: because {pause} it would be the quickest thing for him to do . He could {disfmarker} You see , he already has all his stuff in place ,
PhD D: Yeah .
Professor C: he has the histogram mechanism , he has the stuff that subtracts out {disfmarker} and all he has to do is change it uh uh from {disfmarker} from log to plain energy and plot the histogram and look at it . And then he should go on and do the other stuff bec but {disfmarker} But this will {disfmarker}
PhD D: Yeah . Yeah , no . I didn't mean that {disfmarker} that {disfmarker} for you to do that , but I was thinking if {disfmarker} if Don and I are trying to get {pause} categories
Professor C: Mm - hmm . Mm - hmm .
PhD D: and we label some data for you , and we say this is what we think is going {disfmarker} So you don't have to worry about it . And here 's the three types of overlaps .
PhD E: Yeah .
PhD D: And we 'll {disfmarker} we 'll do the labelling for you .
PhD E: Yeah .
Professor C: Hm - hmm .
PhD D: Um .
PhD E: Consider different class of overlap ?
PhD D: Yeah , that we would be working on anyway .
PhD E: If there 's time .
PhD D: Then maybe {pause} you can try some different things for those three cases , and see if that helps , or {disfmarker}
PhD E: Yeah . Yeah . This is the thing I {disfmarker} I comment with you before , that uh we have a great variation of th situation of overlapping .
Professor C: Mm - hmm .
PhD E: And the behavior for energy is , uh log energy , {vocalsound} is not uh the same all the time .
PhD D: Mm - hmm .
PhD E: And {disfmarker}
Professor C: But I guess I was just saying that {disfmarker} that right now uh from the means that you gave , I don't have any sense of whether even , you know , there are any significant number of cases for which there is distinct {disfmarker} and I would imagine there should be some {disfmarker} you know , there should be {disfmarker} The distributions should be somewhat separated .
PhD E: Yeah . Yeah .
Professor C: Uh and I {disfmarker} I would still guess that if they are not separated at all , that there 's some {disfmarker} there 's {disfmarker} there 's most likely something wrong in the way that we 're measuring it .
PhD E: Yeah . Yeah .
Professor C: Um , but {pause} um For instance , I mean I wouldn't expect that it was very common overall , that when two people were talking at the same time , that it would {disfmarker} that it really was lower ,
PhD E: Yeah .
Professor C: although sometimes , as you say , it would .
PhD E: Yeah .
Professor C: So . So .
PhD D: Yeah , no , that was {disfmarker} That was a jok
PhD E: Yeah .
Professor C: Yeah .
PhD D: or a sort of , a case where {disfmarker} where you would never know that unless you actually go and look at two individuals .
Professor C: I mean . No . It could {disfmarker} it probably does happen sometimes .
PhD E: Yeah .
Grad A: Right .
Professor C: Yeah . Yeah .
Grad A: Mind if I turned that light off ?
PhD E: Yeah .
PhD D: So .
Grad A: The flickering is annoying me .
Professor C: OK .
PhD D: It might the case , though , that the significant energy , just as Jose was saying , comes in the non - backchannel cases . Because in back Most people when they 're talking don't change their own {pause} energy when they get a backchannel , cuz they 're not really predicting the backchannel .
Professor C: Mm - hmm .
PhD D: And sometimes it 's a nod and sometimes it 's an " mm - hmm " .
PhD E: Yeah .
PhD D: And the " mm - hmm " is really usually very low energy .
PhD E: Yeah .
PhD D: So maybe those don't actually have much difference in energy . But {pause} all the other cases might .
Professor C: e {vocalsound} e and {disfmarker} and again what they {disfmarker} what difference there was would kind of be lost in taking the log ,
PhD D: and the backchannels are sort of easy to spot s in terms of their words or {disfmarker} I mean , just listen to it .
PhD E: Yeah .
PhD D: So .
Professor C: so , as well .
PhD D: Well , it would be lost {pause} no matter what you do .
PhD E: But {disfmarker} Yeah .
PhD D: It just {disfmarker}
Professor C: Mmm , no , if it 's {disfmarker} if i if it 's {disfmarker}
Grad A: Tone
Professor C: Well , it won't be as big .
PhD D: I mean , even if you take the log , you can {disfmarker} your model just has a more sensitive {pause} measures .
PhD E: Yeah .
Grad A: Sure , but tone might be very
PhD D: So .
Grad A: Yeah , you 're " mm - hmm " tone is going to be very different .
PhD D: Yeah . Right . Right .
Grad A: You could imagine doing specialized ones for different types of backchannels , if you could {disfmarker} if you had a good model for it . Your " mm - hmm " detector .
Professor C: If {disfmarker} if you 're {disfmarker} a I guess my point is , if you 're doing essentially a linear separation , taking the log first does in fact make it harder to separate .
Grad A: Right .
Professor C: So it 's {disfmarker} So , uh if you i i So i if there {disfmarker} if there close to things it does
PhD E: Yeah .
PhD D: Yeah .
Professor C: it 's a nonlinear operation that does in fact change the distinction . If you 're doing a non if you 're doing some fancy thing then {disfmarker} then yeah . And right now we 're essentially doing this linear thing by looking across here and {disfmarker} and saying we 're going to cut it here . Um and that {disfmarker} that 's the indicator that we 're getting . But anyway , yeah , we 're not {pause} disagreeing on any of this , we should look at it more uh {disfmarker} more finely , but uh uh I think that {disfmarker} This often happens , you do fairly complicated things , and then you stand back from them and you realize that you haven't done something simple . So uh , if you generated something like that just for the energy and see , and then , a a a as {disfmarker} as Liz says , when they g have uh uh smaller um , more coherent groups to look at , that would be another interesting thing later .
PhD E: Uh - huh .
Professor C: And then that should give us some indication {disfmarker} between those , should give us some indication of whether there 's anything to be achieved f from energy at all .
PhD E: Uh - huh .
Professor C: And then you can move on to the uh {pause} uh more {nonvocalsound} pitch related stuff .
PhD E: Mm - hmm . I {disfmarker} I {disfmarker} I think this is a good idea .
Professor C: OK .
Postdoc B: Mm - hmm .
PhD E: Not consider the log energy .
Professor C: Yeah . But then the {disfmarker} Have you started looking at the pitch related {pause} stuff at all , or {disfmarker} ? Pitch {pause} related ?
PhD E: The {disfmarker} ?
Professor C: Harmonicity and so on ?
PhD E: I {disfmarker} I 'm preparing the {disfmarker} the program but I don't {disfmarker} I don't begin because eh {vocalsound} I saw your email
Professor C: Preparing to {disfmarker} Yeah .
PhD E: and {pause} I agree with you it 's better to {disfmarker} I suppose it 's better to {disfmarker} to consider the {disfmarker} the energy this kind of parameter {vocalsound} bef
Professor C: Yeah . Oh , that 's not what I meant . No , no . I {disfmarker} I {disfmarker} I {disfmarker} I {disfmarker} Well , we certainly should see this but I {disfmarker} I {disfmarker} I {disfmarker} I think that the harm I certainly wasn't saying this was better than the harmonicity and pitch related things I was just saying
PhD E: I {disfmarker} I go on with the {disfmarker} with the pitch ,
Professor C: Yeah .
PhD E: aha ! {pause} OK .
Professor C: Yeah , I was just saying {disfmarker}
PhD E: I {disfmarker} I {disfmarker} I {disfmarker} I understood uh that eh {pause} I {disfmarker} I had to finish {pause} by the moment with the {vocalsound} and {disfmarker} and concentrate my {disfmarker} my energy in that problem .
Professor C: OK . OK . {vocalsound} OK . But I think , like , all these derivatives and second derivatives and all these other very fancy things , I think I would just sort of look at the energy {pause} and then get into the harmonicity as {disfmarker} as a suggestion .
PhD E: OK . I go on with the pitch .
Professor C: Uh OK . So maybe uh since w we 're trying to uh compress the meeting , um , I know Adam had some form stuff he wanted to talk about and did you have some ?
Postdoc B: I wanted to ask just s something on the end of this top topic . So , when I presented my results about the uh distribution of overlaps and the speakers and the profiles of the speakers , at the bottom of that I did have a proposal ,
PhD E: Uh - huh .
Postdoc B: and I had plan to go through with it , of {disfmarker} of co coding the types of overlaps that people were involved in s just with reference to speaker style so , you know , with reference {disfmarker}
PhD D: Oh .
Postdoc B: and you know I said that on my {disfmarker} in my summary ,
PhD D: That 'd be great .
Postdoc B: that {pause} you know so it 's like people may have different amounts of being overlapped with or overlapping
PhD D: Yeah , I remem Right .
Postdoc B: but that in itself is not informative without knowing what types of overlaps they 're involved in so I was planning to do a taxonomy of types overlaps with reference to that .
PhD D: That would be great .
Postdoc B: So , but it you know it 's like it sounds like you also have uh something in that direction .
PhD D: That would be really great .
PhD E: Yeah .
Grad A: Hmm .
Postdoc B: Is {disfmarker} is it {disfmarker}
PhD D: We have nothing {disfmarker} You know , basically , we got {pause} his environment set up . He 's {disfmarker} he 's a double - E {comment} you know . So . It 's mostly that , {pause} if we had to {pause} label it ourselves , we {disfmarker} we would or we 'd have to , to get started , but if {disfmarker} {pause} It {disfmarker} it would be much better if you can do it . You 'd be much better {comment} at doing it also because {vocalsound} you know , I {disfmarker} I 'm not {disfmarker} I don't have a good feel for how they should be sorted out ,
Postdoc B: Interesting .
PhD D: and I really didn't wanna go into that if I didn't have to . So if {disfmarker} If you 're w willing to do that or {disfmarker} or {disfmarker}
Grad A: It would be interesting , though , to talk , maybe not at the meeting , but at some other time about what are the classes .
Postdoc B: Well maybe we can OK .
PhD E: Yeah .
Postdoc B: Mm - hmm .
PhD D: Yeah .
Postdoc B: Mm - hmm .
PhD D: I think that 's a research {pause} effort in and of itself ,
PhD E: Yeah .
Grad A: Yeah , it would be interesting .
PhD D: because you can read the literature , but I don't know how it 'll {pause} turn out
PhD E: Yeah .
PhD D: and , You know , it 's always an interesting question .
Postdoc B: It seems like we also s with reference to a purpose , too , that we we 'd want to have them coded .
PhD E: I would think it 's interesting , yeah . Yeah .
PhD D: That 'd be great .
Grad A: Yep .
PhD E: Yeah .
Postdoc B: OK .
PhD D: That 'd be really great .
Postdoc B: I can do that .
PhD D: And we 'd still have some {pause} funding for this project ,
PhD E: uh uh
PhD D: like probably , if we had to hire some {disfmarker} like an undergrad , because uh Don is being covered half time on something else {disfmarker}
Postdoc B: Mm - hmm .
PhD D: I mean , he {disfmarker} we 're not paying him {pause} the full RA - ship for {disfmarker} all the time . So . {vocalsound} um If we got it to where we wanted {disfmarker} we needed someone to do that {disfmarker} I don't think there 's really enough data where {disfmarker} where {disfmarker}
Postdoc B: Mm - hmm . Yeah , I see this as a prototype , to use the only the {disfmarker} the already transcribed meeting as just a prototype .
PhD E: Yeah .
PhD D: Yeah .
PhD E: I {disfmarker} I think a a another parameter we c we {disfmarker} we can consider is eh the {pause} duration .
PhD D: But {disfmarker}
Grad A: Mm - hmm .
PhD E: Another e e m besides eh the {disfmarker} the class of overlap , the duration . Because is possible {vocalsound} eh some s s um eh some classes eh has eh {pause} a type of a duration , eh , {pause} a duration very short uh when we have {disfmarker} {vocalsound} we have overlapping with speech .
Postdoc B: Mm - hmm .
PhD D: Yeah , definitely .
Postdoc B: Yeah , maybe {disfmarker} It may be correlated . Mm - hmm .
PhD E: Is possible to have . And it 's interesting , {pause} I think , {pause} to consider the {disfmarker} the window of normalization , normalization window . Eh {pause} because eh if we have a type of , {pause} a kind of eh overlap , eh backchannel overlap , with a short duration , is possible {pause} eh to normali i i that if we normalize eh with eh {pause} eh consider only the {disfmarker} the eh window eh by the left eh ri eh {pause} side on the right side overlapping with a {disfmarker} a very {pause} eh oh a small window eh the {disfmarker} if the fit of normalization is eh mmm bigger eh in that overlapping zone eh very short
Postdoc B: Mm - hmm .
PhD D: Yeah , that 's true . The window shouldn't be larger than the backchannel .
PhD E: I {disfmarker} I me I {disfmarker} I understand . I mean that you have eh you have a backchannel , eh , eh {disfmarker} you have a overlapping zone very short
PhD D: Yeah .
PhD E: and you consider eh n eh all the channel to normalize this very short eh {disfmarker}
Professor C: Mm - hmm . Mm - hmm .
PhD E: for example " mmm mm - hmm hmm " eh And the energy is not eh height eh I think if you consider all the channel to normalize and the channel is {pause} mmm bigger {pause} eh eh eh compared with the {disfmarker} with the overlapping eh duration ,
Professor C: Mm - hmm .
PhD E: eh the effect is mmm stronger eh {pause} that I {disfmarker} I mean the {disfmarker} the e effect of the normalization eh with the mean and the {disfmarker} and the variance eh is different that if you consider {pause} only a {pause} window compared eh with the n the duration of overlapping .
Professor C: Mm - hmm . You {disfmarker} you want it around the overlapping part .
PhD E: Not {disfmarker} Yeah .
Professor C: You want it to include something that 's not in overlapping
PhD E: Yeah .
Postdoc B: Mm - hmm .
Professor C: but {disfmarker} but uh
PhD E: Yeah . I {disfmarker} I don't know .
Professor C: Yeah .
PhD E: Is {disfmarker} s If {disfmarker}
PhD D: Well it 's a sliding window , right ? So if you take the {disfmarker} the measure in the center of the overlapped {pause} piece , you know , there 'd better be some something .
Professor C: Mm - hmm .
PhD E: Yeah . Yeah .
PhD D: But if your window is really huge then yeah you 're right you won't even {disfmarker}
PhD E: Yeah , This is the {disfmarker} This is the {disfmarker} the idea , {vocalsound} to consider only the {disfmarker} the small window near {disfmarker} near {disfmarker} near the {disfmarker} the overlapping zone .
PhD D: The portion of the {disfmarker} {comment} of the backchannel won't {disfmarker} won't effect anything . But you {disfmarker} Yeah . So . You know , you shouldn't be more than like {disfmarker} {pause} You should definitely not be three times as big as your {disfmarker} as your {pause} backchannel .
PhD E: Yeah .
Postdoc B: Mm - hmm .
PhD D: Then you 're gonna w have a wash . And hopefully it 's more like on the order of {disfmarker}
Professor C: I 'm not sure that 's {pause} necessarily true .
PhD E: Yeah ?
Postdoc B: It is an empirical question , it seems like .
Professor C: Because {disfmarker} because it {disfmarker} because um again if you 're just compensating for the gain ,
PhD D: Yea
PhD E: Yeah .
Postdoc B: Yeah .
Professor C: you know , the fact that this {disfmarker} this gain thing was crude , and the gain wh if someone is speaking relatively at consistent level , just to {disfmarker} to give a {disfmarker} an extreme example , all you 're doing is compensating for that . And then you still s And then if you look at the frame with respect to that , it still should {disfmarker} should uh change
PhD D: Yeah , it depends how different your normalization is , as you slide your window across .
Professor C: Mm - hmm .
PhD D: I mean . That 's something we don't know .
Postdoc B: It 's possible to try it both ways ,
Grad A: Well , I mean we 're also talking about a couple of different things .
Postdoc B: isn't it ? in this small
Grad A: I mean , one is your analysis window and then the other is any sort of normalization that you 're doing .
PhD D: Yeah I was talking about the n normalization window .
Grad A: And the {disfmarker} And they could be quite different .
Professor C: Right .
PhD D: Yeah .
PhD E: Yeah .
Professor C: This was sort of where {disfmarker} where we were last week .
Grad A: Yep .
PhD D: Yeah . That 's true . Yeah .
Professor C: But , anyway We {disfmarker} we 'll have to look at some core things .
Postdoc B: OK .
PhD D: Um . But that 'd be great if {disfmarker} if you 're marking those
PhD E: OK .
Postdoc B: Great .
PhD D: and {disfmarker} um .
Postdoc B: OK .
PhD D: But it is definitely true that we need to have the time marks ,
PhD E: Yeah .
Postdoc B: Mm - hmm .
PhD D: and I was assuming that will be inherited because , if you have the words and they 're roughly aligned in time via forced alignment or whatever we end up using , then you know , this {pause} student and I would be looking at the time marks
Postdoc B: Yep , I agree . Mm - hmm . Coming off of the other {disfmarker}
PhD D: and classifying all the frames inside those as whatever labels Jane gave
PhD E: Yeah .
Postdoc B: Good . So , it wouldn't be {pause} I wasn't planning to label the time marks .
PhD D:
PhD E: I can give you my transcription file ,
Postdoc B: I was thinking that that would come from the engineering side ,
PhD D: I don't think you need to .
PhD E: no ?
Postdoc B: yeah .
PhD D: Yeah . That should be linked to the words which are linked to time somehow ,
Postdoc B: There you go .
Grad A: Well we 're not any time soon going to get a forced alignment .
PhD D: right ? Not now .
Grad A: So .
PhD E: Yeah .
Grad A: Um If it 's not hand - marked then we 're not going to get the times .
PhD D: Well , it 's something that w Well , we {disfmarker} we wouldn't be able to do any work without a forced alignment anyway ,
PhD E: Yes
PhD D: so somehow if {disfmarker} once he gets going we 're gonna hafta come up with one
Professor C: Yes .
PhD D: and Yeah .
Grad A: I mean w I guess we could do a very bad one with Broadcast News .
Postdoc B: Good . Good .
PhD D: So whatever you would label would be attached to the words , I think .
Postdoc B: Great ! Good , good . Mm - hmm .
PhD E: Yeah .
Professor C: Well again for the close {pause} mike stuff , we could come up {disfmarker} take a s take the Switchboard system or something ,
Grad A: That might be good enough . Yeah .
Professor C: and {disfmarker} Um
Grad A: It 'd be worth a try . It would be interesting to see what we get .
Professor C: Just , you know , low - pass filter the speech and {disfmarker}
PhD D: Cuz there 's {disfmarker} there 's a lot of work you can't do without that , I mean , how {disfmarker} how would you {disfmarker}
Professor C: Yeah .
PhD D: You 'd have to go in and measure every start and stop point next to a word
Grad A: Yep .
Postdoc B: It would be very inefficient .
PhD D: is y if you 're interested in anything to do with words .
PhD E: Yeah .
Postdoc B: Mm - hmm .
PhD D: So . Anyway {pause} So that 'd be great .
Postdoc B: Good . OK .
PhD E: Yeah .
Professor C: There 's something we should talk about later but maybe not just now . But , uh , should talk about our options as far as the uh uh {pause} transcription
Grad A: Yep , if IBM doesn't {disfmarker}
Professor C: But . Well , w But we 'll do that later .
Postdoc B: OK . Good .
PhD D: Do we hafta {pause} turn {disfmarker}
Postdoc B: Yeah . Let 's do that later .
PhD D: Are we supposed to keep recording here ?
Grad A: Yeah {vocalsound} Right .
Postdoc B: Yeah .
Professor C: We 'll talk about it later .
Postdoc B: Yeah .
Professor C: So {vocalsound} uh Uh " forms " .
Grad A: Forms Next iteration of forms .
Professor C: You had something on forms .
Grad A: Oops .
Postdoc B: Oh ! Oh good , OK .
Professor C: Um . Oh .
Postdoc B: How {disfmarker} So it 's two pages per person ?
Grad A: Nope . One 's a digit form , one 's a speaker form .
Postdoc B: Oh !
Grad A: So one is a one time only {pause} speaker form and the other is the digits .
Postdoc B: Oh , I see .
PhD E: Oh it 's the same . Oh no no . Is {disfmarker} is new Is OK .
Grad A: So don't fill these out .
Postdoc B: Alright .
Grad A: This is just the suggestion for uh what the new forms would look like . So , they incorporate the changes {pause} that we talked about .
Postdoc B: Date and time . Uh why did you switch the order of the Date and Time fields ? This is rather a low - level , but
Grad A: On which one ?
Postdoc B: On {disfmarker} on the new one , Time comes first and then Date , but I thought {disfmarker}
Grad A: Oh you mean on the digit form ?
Postdoc B: This is {disfmarker} this is rather a low level question , but {disfmarker} but it used {disfmarker} used to be Date came first .
Grad A: Uh , because the user fills out the first three fields and I fill out the rest .
Postdoc B: Oh I see .
Grad A: So it was intentional .
Postdoc B: Well , how would the {disfmarker} How would the user know the time if they didn't know the date ?
Grad A: It 's an interesting observation , but it was intentional . Because the date is when you actually read the digits and the time and , excuse me , the time is when you actually read the digits , but I 'm filling out the date beforehand . If you look at the form in front of you ? that you 're going to fill out when you read the digits ? you 'll see I 've already filled in the date but not the time .
Postdoc B: Yeah . I always assumed {disfmarker} So the time is supposed to be pretty exact , because I 've just been taking beginning time {disfmarker} time of the meeting .
PhD D: Yeah , me too .
Grad A: Yeah , I 've noticed that in the forms .
PhD E: Yeah , I {disfmarker} yeah .
Grad A: The {disfmarker} the reason I put the time in , is so that the person who 's extracting the digits , meaning me , will know where to look in the meeting , to try to find the digits .
PhD D:
PhD E: Me too . Oh !
Postdoc B: Oh dear . We 've been {disfmarker} we 've been messing up your forms .
PhD E: But {disfmarker} I am put {disfmarker} I am putting the beginning of the meeting .
Grad A: I know .
PhD D: So you should call it , like , " digits start time " . Or .
Grad A: And I haven't said anything . Yep .
PhD E: in {disfmarker} on there .
Professor C: Why {disfmarker} What {disfmarker} what were you putting in ?
Postdoc B: Oh , well , I was saying if we started the meeting at two thirty ,
PhD E: Yeah .
Postdoc B: I 'd put two thirty , and I guess d e everyone was putting two thirty ,
Professor C: Oh .
PhD E: Yeah .
Grad A: No , it 's about fifty fifty .
Postdoc B: and I didn't realize there was " uh oh I 'm about to read this and I should " {disfmarker}
Grad A: Actually it 's about one third each . About one third of them are blank , about one third of them are when the digits are read , and about one third of them are when the {pause} meeting starts . So .
PhD E: Oh .
Postdoc B: This would be a radical suggestion but {disfmarker}
Grad A: I could put instructions ? Nah .
Postdoc B: Ei - either that or maybe you could maybe write down when people {vocalsound} start reading digits on that particular session .
PhD E: Yeah .
Grad A: But if I 'm not at the meeting , I can't do that .
Postdoc B: I know , OK . That 's a good point .
Professor C: Yeah , he 's been setting stuff up and going away . So .
Postdoc B: I see . Good point good point .
Professor C: For some reason he doesn't want to sit through every meeting that 's {disfmarker}
Grad A: Yep , but that is the reason Name , Email and Time are where they are .
Postdoc B: Oh , OK . Alright .
Professor C: Yeah .
Postdoc B: I rest my {disfmarker}
Grad A: And then the others are later on .
Professor C: Uh - huh .
Postdoc B: OK . w
PhD E: And the Seat is this number ?
Grad A: Mm - hmm .
Postdoc B: Seat and Session .
PhD D: " For official use only " That 's {disfmarker} {vocalsound} Well , he 's very professional .
PhD E: " use only "
Postdoc B: Actually you could {disfmarker} Well that does raise another question , which is why is the " Professional use only " line not higher ? Why doesn't it come in at the point of Date and Seat ? Oh . Because we 're filling in other things .
Grad A: What ?
Professor C: What ?
Postdoc B: Well , because {disfmarker} If y your {disfmarker} your professional use , you 're gonna already have the date , and the s
Grad A: What {disfmarker} which form are you talking about ?
Postdoc B: Well I 'm comparing the new one with the old one . This is the digit form .
PhD E: Oh .
Grad A: Oh you 're talking about the digit form .
Professor C: Digit . Digit form .
PhD E: Yeah .
Grad A: The digit form doesn't {disfmarker} The digit {disfmarker}
Postdoc B: Oh ! I wasn't supposed to {disfmarker}
PhD E: Yeah .
Grad A: No , that 's alright .
Postdoc B: Sorry . Sorry .
Grad A: The digit form doesn't have a " for official use only " line . It just has a line , {pause} which is what you 're supposed to read .
Postdoc B: That {disfmarker} uh OK .
Grad A: So on the digits form , everything above the line is a fill - in form
Postdoc B: Sorry about that . Yeah .
Grad A: and everything below the line is digits that the user reads .
Postdoc B: Yeah . OK . Alright s but I didn't mean to derail our discussion here , so you really wanted to start with this other form .
Grad A: No , either way is fine I just {disfmarker} You just started talking about something , and I didn't know which form you were referring to .
Postdoc B: Alright yeah , I was comparing {disfmarker} so th this is {disfmarker} So I was looking at the change first . So it 's like we started with this and now we 've got a new version of it wi {pause} with reference to this . So the digit form , we had one already . Now the f the fields are slightly different .
Professor C: So the main thing that the person fills out um {pause} is the name and email and time ?
PhD E: Yeah .
Grad A: Right .
Professor C: You do the rest ?
PhD E: Ah !
Grad A: Yep . Just as uh {disfmarker} as I have for all the others .
Postdoc B: What {disfmarker} And there 's an addition of the native language , which is a bit redundant .
Professor C: Right .
Postdoc B: This one has Native Language and this one does too .
Grad A: That 's because the one , the digit form that has native language is the old form not the new form .
Postdoc B: Oh ! Thank you . {pause} Thank you , thank you . There we go .
PhD E: Yeah .
Postdoc B: Oh , yeah . I 'll catch up here . OK , I see .
Professor C: " South Midland , North Midland "
Postdoc B: That 's the old and that 's the new .
Grad A: Yeah this was the problem with these categories , I {disfmarker} I picked those categories from TIMIT . I don't know what those are .
PhD D: Actually , the only way I know is from working with the database and having to figure it out .
PhD E: What {disfmarker}
Grad A: With TIMIT , yeah ?
PhD E: uh - huh .
Grad A: So , I was gonna ask
PhD E: What i
Professor C: So is South Midland like Kansas ?
Grad A: wh w I mean .
Professor C: and North Midland like {disfmarker} like uh Illinois , or {disfmarker} ?
PhD D: Well yeah . Nor - um {disfmarker}
PhD E: Yeah .
Grad A: So {disfmarker} so what accent are we speaking ? Western ?
Professor C: By definition ?
PhD E: And for simple for {disfmarker} for me ?
Professor C: Well ,
PhD D: Probably Western , yeah .
PhD E: Is mean my native language Spanish {disfmarker} Spanish ? eh The original is the center of Spain and the {vocalsound} beca
Grad A: Yeah , I mean you could call it whatever you want . For the foreign language we couldn't classify every single one . So I just left it blank and you can put whatever you want .
PhD E: Because is different , the Span - uh {pause} the Spanish language from the {disfmarker} the north of Spain , of the south , of the west and the {disfmarker}
Grad A: Sure .
PhD E: But .
Grad A: So I 'm not sure what to do about the Region field for English variety . You know , when I wrote {disfmarker} I was writing those down , I was thinking , " You know , these are great {pause} if you 're a linguist " .
PhD E: Yeah .
Grad A: But I don't know how to {disfmarker} I don't know how to {disfmarker} I don't know how to categorize them .
Postdoc B: Yeah .
PhD D: Actually even if you {vocalsound} {pause} t
Postdoc B: Yeah .
Professor C: If you 're {disfmarker} if e {vocalsound} if y
PhD D: This wasn't developed by {disfmarker} th these regions weren't {disfmarker}
Professor C: if you 're a TI or MIT {vocalsound} from {vocalsound} nineteen eighty - five .
Grad A: Yeah So I guess my only question was if {disfmarker} if you were a South Midland speaking region , person ? Would you know it ?
Professor C: Yeah .
PhD D: Mm - hmm .
Grad A: Is that what you would call yourself ?
PhD D: I don't know .
Grad A: Yeah .
Professor C: You know , I think if you 're talking {disfmarker} if you 're thinking in terms of places , {pause} as opposed to {pause} names different peop names people have given to {pause} different ways of talking , {pause} I would think North Midwest , and South Midwest would be more common than saying Midland , right , I mean , I {disfmarker} I went to s
PhD D: Yeah . Now {pause} the usage {disfmarker} Maybe we can give them a li {pause} like a little map ? with the regions and they just {disfmarker} No , I 'm serious .
Postdoc B: No , that 's not bad . Yeah .
PhD D: Because it takes less time , and it 's sort of cute
PhD E: i at this {disfmarker} {vocalsound} in that side {disfmarker} in that side of the {disfmarker} the paper .
PhD D: there 's no figure .
Professor C: Well .
PhD D: Well just a little {disfmarker} You know , it doesn't have all the detail , but you sort of {disfmarker}
Professor C: But what if you moved five times and {disfmarker} and uh
Postdoc B: Well , I was thinking you could have ma multiple ones and then the amount of time {disfmarker}
PhD D: No , but you 're categorized . That 's the same {disfmarker}
Postdoc B: so , roughly . So . You could say , {pause} you know " ten years {pause} on the east coast , five years on the west coast " or something or other .
Grad A: Well , We {disfmarker} I think we don't want to get that level of detail at this form . I think that 's alright if we want to follow up . But .
Professor C: I guess we don't really know .
PhD D: I mean I {disfmarker} As I said , I don't think there 's a huge {pause} benefit to this region thing . It {disfmarker} it gets {disfmarker} The problem is that for some things it 's really clear and usually listening to {comment} it you can tell right away if it 's a New York or Boston accent , but New York and Boston are two {disfmarker} well , I guess they have the NYC , but New England has a bunch of very different dialects and {disfmarker}
Postdoc B: Mm - hmm .
PhD D: and {pause} so does um S So do other places .
Grad A: Yeah , so I picked these regions cuz we had talked about TIMIT , and those are right from TIMIT .
PhD D: Right . And so these would be {pause} satisfying like a speech {pause} research {pause} community if we released the database ,
Grad A: So .
PhD D: but as to whether subjects know where they 're from , I 'm not sure because um I know that they had to fill this out for Switchboard . This is i almost exactly the same as Switchboard regions
Postdoc B: Oh . OK .
PhD D: or very close . Yeah . Um And I don't know how they filled that out . But th if Midland {disfmarker} Yeah , Midland is the one that 's difficult I guess .
Postdoc B: I think a lot of people {disfmarker} Yeah .
PhD D: Also Northwest you 've got Oreg - Washington and Oregon now which uh y people don't know if it 's western or northern .
Grad A: Yeah , I certainly don't . I mean , I was saying I don't even know what I speak .
PhD D: It 's like Northwest
Grad A: Am I speaking {disfmarker} Am I speaking Western ?
Professor C: Oh , what is Northern ? Well and what {disfmarker} and what 's Northern ?
PhD D: I think originally it was North {disfmarker} Northwest
Grad A: Northwest ?
PhD D: But {disfmarker}
PhD E: Yeah .
Grad A: Yeah , so this is a real problem . I don't know what to do about it .
PhD D: Yeah .
Postdoc B: I wouldn't know how to characterize mine either . And {disfmarker} and so I would think {disfmarker} I would say , I 've {disfmarker} I 've got a mix of California and Ohio .
Grad A: I c I think at the first level , for example , we speak the same .
PhD D: I don't know .
Grad A: our {disfmarker} our dialects Or {pause} whatever you {disfmarker} region are the same .
Postdoc B: Uh - huh .
Grad A: But I don't know what it is . So .
PhD D: Well , you have a like techno - speak accent I think .
Grad A: a techno - speak accent ?
PhD D: Yeah , you know ?
PhD E: A techno
Grad A: A {disfmarker} a geek region ?
PhD D: Well it 's {disfmarker} I mean I {disfmarker} you can sort of identify
Postdoc B: Geek region .
PhD D: it f It 's {disfmarker} it 's {disfmarker} not {disfmarker} not that that 's {disfmarker}
PhD E: Is different . Is different .
PhD D: but {disfmarker} but maybe that {disfmarker} maybe we could leave this and see what people {disfmarker} See what people choose and then um let them just fill in if they don't {disfmarker} I mean I don't know what else we can do , cuz {disfmarker} {vocalsound} That 's North Midland .
Postdoc B: I 'm wondering about a question like , " Where are you from mostly ? "
PhD E: Yeah .
Professor C: But I {disfmarker} I 'm s I 'm {disfmarker} now that you mentioned it though , I am {disfmarker} really am confused by " Northern " .
PhD E: Yeah .
Postdoc B: I agree . I agree .
Professor C: I really am .
Postdoc B: I agree .
Professor C: I mean , if {disfmarker} if you 're {pause} in New England , that 's North .
PhD E: Yeah .
Professor C: If you 're {disfmarker} i if you 're
Postdoc B: Scandinavian , the Minnesota area 's north .
Professor C: Uh yeah . That 's {disfmarker} But that 's also North Midland ,
PhD E: Yeah .
Postdoc B: Oh , @ @ . {disfmarker} OK .
Professor C: right ?
Postdoc B:
Professor C: And {disfmarker} and {disfmarker} and Oregon and {disfmarker} and Oregon and Washington are {disfmarker} are Western , but they 're also Northern .
PhD D: Yeah . Of course , that 's very different from , like , Michigan , or {disfmarker}
PhD E: Mmm .
Postdoc B: Mm - hmm .
Professor C: uh , Idaho ?
PhD D: Well there are hardly any subjects from Idaho .
Professor C: Montana ?
Grad A: No problem .
Postdoc B: Just rule them out .
PhD D: There 's only a few people in Idaho .
Grad A: There are hardly any subjects from " beep "
PhD E: Yeah .
PhD D: Sorry .
Professor C: Maybe {disfmarker} Maybe we {disfmarker} Maybe we should put a little map and say " put an X on where you 're from " ,
PhD D: No , that 's {disfmarker}
PhD E: And {disfmarker} is {disfmarker} in those {disfmarker}
Grad A: Yeah really .
PhD D: We could ask where they 're from .
PhD E: And if you put {disfmarker}
Postdoc B: It 'd be pretty simple , yeah .
PhD D: Yeah . But - We went back to that .
PhD E: Yeah . If you put eh the state ?
Grad A: Well well we sort of {disfmarker}
Postdoc B: Where are you from mostly ?
PhD D: We {disfmarker} we went {disfmarker} we went around this and then {pause} a lot of people ended up saying that it {disfmarker}
PhD E: Uh - huh . Mm - hmm .
PhD D: You know .
Grad A: Well , I like the idea of asking " what variety of English do you speak " as opposed to where you 're from Because th if we start asking where we 're from , again you have to start saying , " well , is that the language you speak or is that just where you 're from ? "
PhD E: Yeah .
Postdoc B: Hmm ?
PhD D: Right . Right .
PhD E: Yeah .
Professor C: Let 's {disfmarker} Mm - hmm .
PhD D: I mean it gives us good information on where they 're from , but that doesn't {comment} tell us anything {disfmarker}
Grad A: And {disfmarker}
Professor C: We could always ask them if they 're from {disfmarker}
PhD D: well , enough about their {disfmarker}
Grad A: I mean . So {disfmarker} so I would say Germany
PhD D: like {disfmarker}
Grad A: You know am I speaking with German accent
Postdoc B: Oh .
Grad A: I don't think so .
Postdoc B: Well , see , I 'm thinking " Where are you from mostly "
PhD D: Right .
Grad A: Oh , OK yeah .
Postdoc B: because , you know , then you have some {disfmarker} some kind of subjective amount of time factored into it .
PhD E: Yeah . Yeah .
Grad A: Yep . Yeah , I guess I could try to put {disfmarker} squeeze in a little map .
PhD E: Yeah .
Grad A: I mean there 's not a lot of r of room
Professor C: I 'd say , uh , " Boston , New York City , the South and Regular " .
Postdoc B: Well {disfmarker}
PhD D: Oh , I don't know .
Grad A: I think of those , Northern is the only one that I don't even know what they 're meaning .
Postdoc B: Yeah . Yeah .
PhD E: And {disfmarker} And {disfmarker} {vocalsound} Um {pause} And usually here {disfmarker} people here know what is their kind of mmm lang English language ?
Professor C: That 's a joke . That 's {disfmarker}
PhD D: So let 's make it up . S I mean , who cares . Right ? We can make up our own {disfmarker} So we can say " Northwest " , " Rest of West " or something . You know . " West " and I mean .
Grad A: Ye I don't think the Northwest people speak any differently than I do .
PhD D: It doesn't even {disfmarker} Yeah , exactly . That 's not really a region .
Postdoc B: I {disfmarker}
Professor C: " Do you come from the Louisiana Purchase ? "
PhD D: So we could take out " North " {disfmarker} " Northern " .
Grad A: That {disfmarker} that 's exactly what we 're arguing about .
PhD E: eh here Is easy for people to know ?
PhD D: That 's {disfmarker} Yeah , w It 's {disfmarker} In {disfmarker} It 's {disfmarker} it 's harder in America anywhere else , basically .
Grad A: We don't know .
PhD E: because you have {disfmarker}
Grad A: I mean some of them are very obvious . If you {disfmarker} if you talk to someone speaking with Southern drawl , you know .
PhD E: N m Yeah .
Postdoc B: Yeah , or Boston .
Grad A: Or Boston , yeah .
Postdoc B: I can't do it , but {disfmarker}
PhD E: Or Boston ?
Professor C: Yeah .
PhD D: And those people , if you ask them to self - identify their accent they know .
PhD E: Yeah .
Postdoc B: Yeah , they do .
PhD D: They know very well .
Postdoc B: Yeah I agree I agree . I agree .
PhD D: They know they don't speak the same as the
Grad A: But is Boston New England ?
Postdoc B: And they 're proud of it .
PhD D: day o
Postdoc B: Yeah .
PhD D: Yeah , exactly .
Postdoc B: It 's identity thing .
PhD D: And they 're glad to tell you .
PhD E: style .
PhD D: Well . Depends who you ask , I suppose .
Grad A: W {vocalsound} I guess that 's the problem with these categories .
PhD E:
PhD D: But that 's why they have New York City but {disfmarker}
Postdoc B: Well , we ca Well , why can't we just say characterize {disfmarker} something like char characterize your accent
Professor C: Well , Boston 's @ @ , too .
PhD D: Or {disfmarker} " Characterize your accent {pause} if you can . "
Postdoc B: and {disfmarker} and so I would say , " I don't know " .
PhD D: Yeah . Right , which probably means you have a very {disfmarker}
Postdoc B: But someone from Boston with a really strong coloration would know . And so would an R - less Maine {disfmarker} or something ,
PhD D: And that 's actually good .
PhD E: Yeah .
Postdoc B: yeah .
PhD D: I was {disfmarker} I was thinking of something along that line
Professor C: How
Postdoc B: Good .
PhD D: because {pause} if you don't know , then , you know , ruling out the fact that you 're totally {pause} inept or something ,
Postdoc B: Hmm .
PhD D: if somebody doesn't know , it probably means their accent isn't very strong compared to the sort of midwest standard .
Professor C: Well , {vocalsound} I mean , it wasn't that long ago that we had somebody here who was from Texas who was absolutely sure that he didn't have any accent left .
Postdoc B: Hmm ?
Professor C: And {disfmarker} and had {disfmarker} he had a pretty {vocalsound} noticeable drawl .
Grad A: OK , so . I propose , {pause} take out Northern add , don't know .
Postdoc B: Oh . {pause} Yeah . I {disfmarker} I would say more {disfmarker} more sweepingly , " how would you characterize your accent ? "
PhD E: Yeah .
Grad A: So you want to change the instructions also not just say region ?
PhD D: W
Postdoc B: Well , I think this discussion has made me think that 's s something to consider .
Grad A: I don't know if I {disfmarker} if I read this form , I think they 're going to ask {comment} it {disfmarker} they 're going to answer the same way if you say , " What 's variety of English do you speak ? Region . " as if you say " what variety of region {disfmarker} region {comment} do you speak ? Please characterize your accent ? " They 're going to answer the same way .
Postdoc B: I guess {disfmarker} Well , I was not sure that {disfmarker} I {disfmarker}
PhD E: Mmm .
Postdoc B: So . I was suggesting not having the options , just having them {disfmarker}
Grad A: Oh , I see .
PhD E: Huh .
Grad A: Well what we talked about with that is {pause} is so that they would understand the granularity .
Postdoc B: Yes , but if , as Liz is suggesting , people who have strong accents know that they do {disfmarker}
Grad A: I mean that 's what I had before , and you told me to list the regions to list them .
Postdoc B: and are {disfmarker} Well , I know .
Professor C: Right .
PhD D: Each {disfmarker} each one has pros and cons
Grad A: So .
Professor C: Right .
Postdoc B: That 's true .
Professor C: Right .
PhD D: I mean we {disfmarker} we {disfmarker}
Professor C: Yeah last week {disfmarker} last week I was sort of r arguing for having it wide open , but then everybody said " Oh , no , but then it will be hard to interpret because some people will say Cincinnati and some will say Ohio " .
Grad A: I mean I had it wide open last week and {disfmarker} and you said TIMIT .
Professor C: And .
Postdoc B: Yeah .
Professor C: Yeah .
PhD D: What if we put in both ?
Grad A: That 's what the " Other " is for .
PhD D: And {disfmarker} Would people {disfmarker} No , I mean what if we put in both ways of asking them ? So . One is {pause} Region and the another one is " if you had to characterize yourself {disfmarker} your accent , what would you say ? "
Grad A: Won't they answer the same thing ?
PhD D: Well they might only answer only one of the questions but if
Postdoc B: Yeah that 's fine .
PhD D: You know .
Postdoc B: They might say " Other " for Region because they don't know what category to use
PhD D: Actually {disfmarker}
Postdoc B: but they might have something {disfmarker}
PhD D: Right .
Postdoc B: because it is easier to have it open ended .
PhD D: It just {disfmarker} And we {disfmarker} we might learn from what they say , as to which one 's a better {comment} way to ask it .
Professor C: W This is just a small thing
PhD D: But {disfmarker} I {disfmarker} Cuz I really don't know .
Professor C: but um It says " Variety " and then it gives things that e have American as one of the choices . But then it says " Region " , but Region actually just applies to uh , US ,
Grad A: Right .
Professor C: right ?
Grad A: I mean that 's why I put the " Other " in .
Postdoc B: Well , we thought about it .
Professor C: Ah , OK .
Postdoc B: Yeah , OK . We just {disfmarker} We sort of thought , " yes , {disfmarker} " y y I mean {disfmarker}
Professor C: S
Postdoc B: At the last meeting , my recollection was that {pause} we felt people would have uh less {disfmarker} that {disfmarker} that there are so many types and varieties of {pause} these other languages and we are not going to have that many subjects from these different language groups
Grad A: Yep .
Postdoc B: and that it 's a huge waste of {disfmarker} of space .
Professor C: OK .
Grad A: So I mean , I {disfmarker} I mean the way I had it last time {pause} was Region was blank ,
Postdoc B: That 's what I thought .
Grad A: it just said Region colon .
Postdoc B: Yeah .
Grad A: And {disfmarker} and I think that that 's the best way to do it ,
Postdoc B: Yeah .
Grad A: because {disfmarker} because of the problems we 're talking about but what we said last week , was no , put in a list , so I put in a list . So should we go back to {disfmarker}
PhD D: Maybe we can make the list a little smaller .
Grad A: Well , certainly dropping " Northern " I think is right , because none of us know what that is .
PhD D: Cuz , I mean {disfmarker} And keeping " Other " , and then {pause} maybe this North Midland , we call it " North Midwest " . South {pause} Midwest , or just {disfmarker}
Professor C: Yes I {disfmarker} I {disfmarker} I think so . Yeah .
PhD D: South Midwest . Does that make sense ?
PhD E: South Midwest ?
PhD D: That would help me {disfmarker}
Professor C: U unless you 're from Midland , Kansas .
PhD D: Yeah . Cuz {disfmarker} Midland {disfmarker}
Professor C: But . Yeah .
PhD D: I don't know where Midland is
Professor C: There 's a {disfmarker} Or Midland {disfmarker} Midland {disfmarker}
Grad A: Is " Midwest " one word ?
Professor C: Is it Midland {disfmarker} Midland {disfmarker} Midland , Texas or Midland , Kansas ? I forget .
PhD D: Y yeah , one w
Professor C: But there 's a town . in {disfmarker} in there .
PhD D: Oh .
Professor C: I forget what it is @ @ .
Postdoc B: I don't think that 's what they mean .
PhD D: But ,
Professor C: Yeah .
PhD D: yeah . So . Kansas would be {pause} South Midland . Right ?
Professor C: Y yeah .
PhD D: And {disfmarker} and wouldn't {disfmarker} Yeah .
Professor C: And Colorado , right across the border , would be {vocalsound} North Midland .
PhD D: So , th I 'm from Kansas , actually .
PhD E: Southern Midland .
PhD D: Yeah .
Grad A: And uh {disfmarker}
PhD D: Colora Oh , right . And then , the {disfmarker} the {disfmarker} dropping North , so it would be Western . It 's just one big shebang , where , of course , you have huge variation in dialects ,
Grad A: But that 's true of New England too .
Professor C: But you do in the others , too . So .
PhD D: but {disfmarker} {comment} but so do you {disfmarker}
Grad A: So . I mean only one {disfmarker}
PhD D: Yeah .
Professor C: Yeah .
PhD D: Yeah . Yeah .
Grad A: Well , I shouldn't say that . I have no clue . I was going to say the only one that doesn't have a huge variety is New York City . But I have no idea whether it does or not .
Postdoc B: It does seem {disfmarker} I mean . I {disfmarker} I would think that these categories would be more {disfmarker} w would be easier for an an analyst to put in rather than the subject himself .
Professor C: U
Grad A: I think that {disfmarker} that was what happened with TIMIT , was that it was an analyst .
Postdoc B: OK .
Professor C: Wait a minute . Where does {disfmarker} Where does {disfmarker} {pause} d w Where {disfmarker} Where 's {disfmarker} where does uh {vocalsound} New {disfmarker} New York west of {disfmarker} west of uh New York City and {pause} Pennsylvania {pause} uh and uh
PhD D: Yeah , I don't know how it came from .
Postdoc B: OK .
Grad A: New England
PhD D: So . That 's New England I think .
Professor C: N No , it 's not .
PhD D: Yeah .
Grad A: Oh , no .
Postdoc B: I sort of thought they were part of the {disfmarker} one of the Midlands .
Professor C: Oh no . No , no . {pause} No . Pennsylvania is not {disfmarker}
Grad A: " Other " , it goes under " Other " , definitely under " Other " .
PhD D: Well , you know , Pennsylvania has a pretty strong dialect and it 's totally different than {disfmarker}
Professor C: Pennsylvania {disfmarker} Yeah . Pennsylvania is not New England . and uh New Jersey is not New England and Maryland is not New England and none of those are the South .
Grad A: OK . So . Another suggestion . Rather than have circle fill in forms , say " Region , open paren , E G Southern comma Western comma close paren colon . "
Postdoc B: Yeah . OK .
PhD D: OK !
Postdoc B: Fine by me , fine by me .
Professor C: That 's good . I like that .
PhD D: Sure !
PhD E: Yeah .
Postdoc B: Yeah .
Professor C: We 're all {pause} sufficiently {pause} tired of this that we 're agreeing with you .
PhD D: Let 's just {disfmarker} And we 'll see what we get .
PhD E: Yeah .
Postdoc B: Be easier on the subjects . I think that 's fine . No . I think {disfmarker}
Professor C: So .
Postdoc B: I like that . I like that .
Professor C: You like it ?
Postdoc B: Yeah , I do .
Professor C: OK .
Grad A: Actually , maybe we do one non - English one as well .
Professor C: Good .
Grad A: Southern , Cockney ?
PhD D: Yeah , and {disfmarker}
PhD E: Yeah .
Grad A: Is that a {pause} real accent ?
Postdoc B: Sure , yeah !
Grad A: How do you spell it ?
PhD E: Yeah .
Postdoc B: I think that 's fine .
Professor C: Cockney ?
Grad A: N E
Professor C: CO {disfmarker} Yeah .
PhD D: You could say Liverpool .
Professor C: Liverpuddlian .
Postdoc B: Yeah . Alright .
PhD D: Actually , Liverpool doesn't l Yeah . It 's {disfmarker} {vocalsound} I 'm s I ha
Postdoc B: Well . Well . I mean , pure {disfmarker}
Grad A: OK , we 'll do it that way . Actually , I like that a lot . Because that get 's at both of the things we were trying to do ,
Professor C: OK .
Grad A: the granularity , and the person can just self - assess and we don't have to argue about what these regions are .
Postdoc B: That 's right . And it 's easy on the subjects .
Professor C: OK .
PhD E: Yeah .
Grad A: Yep .
Postdoc B: Now I have one suggestion on the next section .
PhD E: Mm - hmm .
Grad A: Mm - hmm .
Postdoc B: So you have native language , you have region , and then you have time spent in English speaking country . Now , I wonder if it might be useful to have another open field saying " which one parenthesis S {comment} paren closed parenthesis " . Cuz if they spent {pause} time in {disfmarker} in Britain and America {disfmarker}
Professor C: Yes .
Postdoc B: It doesn't have to be ex all {disfmarker} at all exact , just in the same open field format that you have .
Grad A: Yep , just which one . I think that 's fine .
Postdoc B: Mm - hmm . with a {disfmarker} with an S
PhD E: Mm - hmm .
Postdoc B: " which one sss , {comment} optional S .
Professor C: OK .
PhD E:
Postdoc B: Yeah .
Professor C: We uh {disfmarker} We done ?
Grad A: Yep .
Postdoc B: Yeah , that 's good .
Professor C: OK . um s e Any {disfmarker} any other uh open mike topics or should we go {pause} right to the digits ?
Grad A: Um , did you guys get my email on the multitrans ? That {disfmarker} OK .
Postdoc B: Isn't that wonderful ! Yeah .
Grad A: Yeah . So . So . I {disfmarker} I have a version also which actually displays all the channels .
Postdoc B: Excellent ! Thank you !
PhD D: It 's really great .
Grad A: But it 's hideously slow .
Postdoc B: So you {disfmarker} this is n Dan 's patches , Dan Ellis 's patches .
Grad A: The {disfmarker} what {disfmarker} the ones I applied , that you can actually do are Dan 's , because it doesn't slow it down .
PhD D: M
Postdoc B: Fantastic !
Grad A: Just uses a lot of memory .
PhD D: So when you say " slow " , does that mean to {disfmarker}
Grad A: No , the {disfmarker} the one that 's installed is fine . It 's not slow at all . I wrote another version . Which , instead of having the one pane with the one view , It has multiple panes {pause} with the views .
PhD E: Yeah .
PhD D: Mm - hmm .
Grad A: But the problem with it is the drawing of those waveforms is so slow that every time you do anything it just crawls .
Postdoc B: Mm - hmm .
Grad A: It 's really bad .
PhD D: It 's {disfmarker} So , it {disfmarker} it 's the redrawing of the w
Postdoc B: That 's a consideration .
Grad A: Mm - hmm .
PhD D: oh uh - huh , w as you move .
Grad A: As you play , as you move , as you scroll . Just about anything , and it {disfmarker} it was so slow it was not usable . So that 's why I didn't install it and didn't pursue it .
Postdoc B: And this 'll be a {disfmarker} hav having the multiwave will be a big help cuz {disfmarker} in terms of like disentangling overlaps and things , that 'll be a big help .
PhD D: Oh yeah .
Grad A: So . I think that the one Dan has is usable enough .
PhD D: Yeah .
Grad A: It doesn't display the others . It displays just the mixed signal .
Postdoc B: Mm - hmm .
Grad A: But you can listen to any of them .
Postdoc B: That 's excellent . He also has version control which is another nice
PhD E: Yeah .
Postdoc B: e so you {disfmarker} e the patches that you {disfmarker}
Grad A: No , he suggested that , but he didn't {disfmarker} {pause} It 's not installed .
Postdoc B: Oh , I thought it was in one of those patches .
Grad A: No . No .
Postdoc B: Oh OK . Well . Alright .
PhD D: So is there any hope for actually displaying the wave form ?
Grad A: Um , not if we 're going to use Tcl - TK At least not if we 're going to use Snack .
PhD D: OK .
Grad A: I mean you would have to do something ourselves .
Postdoc B: Well , or use the one that crawls .
PhD D: OK . Well , I 'm {disfmarker} I probably would be trying to use the {disfmarker} {comment} whatever 's there . And it 's useful to have the {disfmarker}
Grad A: Why don't we {disfmarker} we see how Dan 's works and if it {disfmarker} If we really need the display {disfmarker}
PhD D: Yeah . I mean . I wonder {disfmarker} I 'm just wondering if we can display things other than the wave form . So . Suppose we have a feature {disfmarker} a feature stream . And it 's just , you know , a {disfmarker} a uni - dimensional feature , varying in time .
PhD E: Yeah .
PhD D: And we want to plot that , instead of the whole wave form .
Grad A: I mean .
PhD D: That might be faster .
PhD E: Yeah .
PhD D: Right ?
Grad A: We {disfmarker} we could do that but that would mean changing the code .
PhD D: So .
PhD E: Yeah .
Grad A: I mean this isn't a program we wrote .
Professor C: Yeah .
Grad A: This is a program that we got from someone else , and we 've done patches on .
PhD D: OK .
Postdoc B: Mm - hmm .
PhD D: OK . Well , I 'll talk to you about it and we can see
Grad A: So .
Professor C: Cou - i e I mean , y
PhD E: Yeah .
Grad A: Yeah .
PhD D: but it 's definitely {pause} great to have the other one .
Professor C: If there was some {disfmarker} Is there some way to {pause} have someone write patches in something faster and {disfmarker} and {disfmarker} link it in , or something ?
PhD D: That 's {disfmarker}
Grad A: Not easily .
Professor C: Or is that {disfmarker}
Grad A: I mean y yes we could do that . You could {disfmarker} you can write widgets in C . And try to do it that way but I just don't think {disfmarker} it {disfmarker}
Professor C: Yeah .
Grad A: Let 's try it with Dan 's and if that isn't enough , we can do it otherwise .
PhD D: Right .
Grad A: I think it is , cuz when I was playing with it , the mixed signal has it all in there . And so it 's really {disfmarker} It 's not too bad to find places in the {disfmarker} in the stream where things are happening .
PhD D: OK .
Grad A: So I {disfmarker} I don't think it 'll be bad .
Postdoc B: And it 's also {disfmarker} also the case that {disfmarker} that uh this multi - wave thing {pause} is proposed to the {disfmarker}
PhD E: Hmm ?
Postdoc B: So . Dan proposed it to the Transcriber central people , and it 's likely that uh {disfmarker} So . And {disfmarker} and they responded favorably looks as though it will be incorporated in the future version .
PhD D: Oh .
Postdoc B: They said that the only reason they hadn't had the multi the parallel uh stream one before was simply that {pause} they hadn't had time to do it . And uh {pause} so it 's likely that this {disfmarker} this may be entered into the ch this central @ @ .
PhD E: Yeah .
Grad A: And if {disfmarker} if {disfmarker}
Professor C: They may well have not had much demand for it .
Postdoc B: Well that 's {disfmarker} that 's {disfmarker} that 's true , too .
Professor C: Yeah .
Postdoc B: This is a {disfmarker} {pause} a useful thing for us .
PhD D: So . You mean they could {disfmarker} they could do it and it would be {pause} fast enough if they do it ?
PhD E: Yeah .
Grad A: Depends on how much work they did .
Postdoc B: Oh . No . I just mean {disfmarker} I just mean that it 's {disfmarker} that {disfmarker} that his {disfmarker}
PhD D: Or {disfmarker} ?
PhD E: Oh .
Postdoc B: So . {pause} This one that we now have does have the status of {pause} potentially being incorporated l likely being incorporated into the central code .
PhD D: Mm - hmm . OK .
Postdoc B: Now , tha Now , if we develop further then , y uh , I don't {disfmarker}
Grad A: I think if {disfmarker} if {disfmarker} if one of us sat down and coded it , so that it could be displayed fast enough I 'm sure they would be quite willing to incorporate it .
Postdoc B: I mean it 's {disfmarker} I think it 's a nice feature to have it {disfmarker} set that way . Mm - hmm .
Grad A: But it 's not a trivial task .
Postdoc B: Mm - hmm . Yeah .
PhD D: OK .
Postdoc B: I just like the idea of it being something that 's , you know , tied back into the original , so that other people can benefit from it .
Grad A: Yeah .
Postdoc B: Yeah . However . I also understand that you can have {pause} widgets that are very useful for their purpose and that you don't need to always go that w route . Yeah .
PhD E: OK .
Grad A: anyway , shall we do digits ?
Postdoc B: Yeah .
Professor C: Yeah . Let 's do digits , uh , and then we 'll turn off the mikes , and then I have one other thing to discuss .
Postdoc B: OK .
Grad A: OK .
PhD D: I actually have to leave . So . Um . I mean {pause} I had to leave at three thirty ,
Postdoc B: Uh - oh .
Grad A: OK .
Professor C: Oh .
PhD D: so I can {disfmarker} {vocalsound} Well , I can wait {pause} for the digits but I can't stay for the discussion
Grad A: Well , you want to go first ? Or .
PhD D: I c {pause} I have to make a call .
Professor C: OK .
PhD D: So .
Postdoc B: Well , should we {disfmarker} e should we switch off the g
Professor C: Well , we 'll talk to you about it {disfmarker} {vocalsound} Uh
Grad A: Do you wanna go do digits or do you wanna just skip digits ?
PhD D: Um . No , I can do digits if {disfmarker} if {disfmarker} But I don't wanna butt in , or something .
Grad A: Then {disfmarker} Alright . You go ahead .
PhD D: But if there 's something on the rest of the {disfmarker} I 'm {disfmarker} I 'll be around just have to make call before quarter of . So .
PhD E: Mm - hmm .
PhD D: So I {disfmarker} Or we can talk about it .
Postdoc B: Ke
Grad A: Why don't you read the digits ?
Professor C: Yeah , why don't you read the digits and then you can {pause} go .
PhD D: OK . {vocalsound} Alright . Oh , this is the new one .
Grad A: Yeah , don't {disfmarker} Don't read the old one .
Professor C: Yeah .
PhD D: Alright . The {disfmarker} And the time is . OK .
Grad A: OK
Postdoc B: Turn it off .
Professor C: OK .
Postdoc B: But wait till he {disfmarker} OK .
Grad A: And