Lip Reading Using Neural Network and Deep Learning
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Speechreading for Information Gathering
Speechreading for information gathering: A survey of scientific sources1 Ruth Campbell Ph.D, with Tara-Jane Ellis Mohammed, Ph.D Division of Psychology and Language Sciences University College London Spring 2010 1 Contents 1 Introduction 2 Questions (and answers) 3 Chronologically organised survey of tests of Speechreading (Tara Mohammed) 4 Further Sources 5 Biographical notes 6 References 2 1 Introduction 1.1 This report aims to clarify what is and is not possible in relation to speechreading, and to the development of speechreading skills. It has been designed to be used by agencies which may wish to make use of speechreading for a variety of reasons, but it focuses on requirements in relation to understanding silent speech for information gathering purposes. It provides the main evidence base for the report : Guidance for organizations planning to use lipreading for information gathering (Ruth Campbell) - a further outcome of this project. 1.2 The report is based on published, peer-reviewed findings wherever possible. There are many gaps in the evidence base. Research to date has focussed on watching a single talker’s speech actions. The skills of lipreaders have been scrutinised primarily to help improve communication between the lipreader (typically a deaf or deafened person) and the speaking hearing population. Tests have been developed to assess individual differences in speechreading skill. Many of these are tabulated below (section 3). It should be noted however that: There is no reliable scientific research data related to lipreading conversations between different talkers. There are no published studies of expert forensic lipreaders’ skills in relation to information gathering requirements (transcript preparation, accuracy and confidence). -
Fault Tolerance and Re-Training Analysis on Neural Networks
FAULT TOLERANCE AND RE-TRAINING ANALYSIS ON NEURAL NETWORKS by ABHINAV KURIAN GEORGE B.Tech Electronics and Communication Engineering Amrita Vishwa Vidhyapeetham, Kerala, 2012 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Science, Computer Engineering, College of Engineering and Applied Science, University of Cincinnati, Ohio 2019 Thesis Committee: Chair: Wen-Ben Jone, Ph.D. Member: Carla Purdy, Ph.D. Member: Ranganadha Vemuri, Ph.D. ABSTRACT In the current age of big data, artificial intelligence and machine learning technologies have gained much popularity. Due to the increasing demand for such applications, neural networks are being targeted toward hardware solutions. Owing to the shrinking feature size, number of physical defects are on the rise. These growing number of defects are preventing designers from realizing the full potential of the on-chip design. The challenge now is not only to find solutions that balance high-performance and energy-efficiency but also, to achieve fault-tolerance of a computational model. Neural computing, due to its inherent fault tolerant capabilities, can provide promising solutions to this issue. The primary focus of this thesis is to gain deeper understanding of fault tolerance in neural network hardware. As a part of this work, we present a comprehensive analysis of fault tolerance by exploring effects of faults on popular neural models: multi-layer perceptron model and convolution neural network. We built the models based on conventional 64-bit floating point representation. In addition to this, we also explore the recent 8-bit integer quantized representation. A fault injector model is designed to inject stuck-at faults at random locations in the network. -
Early Intervention: Communication and Language Services for Families of Deaf and Hard-Of-Hearing Children
EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN Our child has a hearing loss. What happens next? What is early intervention? What can we do to help our child learn to communicate with us? We have so many questions! You have just learned that your child has a hearing loss. You have many questions and you are not alone. Other parents of children with hearing loss have the same types of questions. All your questions are important. For many parents, there are new things to learn, questions to ask, and feelings to understand. It can be very confusing and stressful for many families. Many services and programs will be available to you soon after your child’s hearing loss is found. When a child’s hearing loss is identified soon after birth, families and professionals can make sure the child gets intervention services at an early age. Here, the term intervention services include any program, service, help, or information given to families whose children have a hearing loss. Such intervention services will help children with hearing loss develop communication and language skills. There are many types of intervention services to consider. We will talk about early intervention and about communication and language. Some of the services provided to children with hearing loss and their families focus on these topics. This booklet can answer many of your questions about the early intervention services and choices in communication and languages available for you and your child. Understanding Hearing Loss Timing: The age when a hearing loss has occurred is known as “age of onset.” You also might come across the terms prelingual and postlingual. -
In-Datacenter Performance Analysis of a Tensor Processing Unit
In-Datacenter Performance Analysis of a Tensor Processing Unit Presented by Josh Fried Background: Machine Learning Neural Networks: ● Multi Layer Perceptrons ● Recurrent Neural Networks (mostly LSTMs) ● Convolutional Neural Networks Synapse - each edge, has a weight Neuron - each node, sums weights and uses non-linear activation function over sum Propagating inputs through a layer of the NN is a matrix multiplication followed by an activation Background: Machine Learning Two phases: ● Training (offline) ○ relaxed deadlines ○ large batches to amortize costs of loading weights from DRAM ○ well suited to GPUs ○ Usually uses floating points ● Inference (online) ○ strict deadlines: 7-10ms at Google for some workloads ■ limited possibility for batching because of deadlines ○ Facebook uses CPUs for inference (last class) ○ Can use lower precision integers (faster/smaller/more efficient) ML Workloads @ Google 90% of ML workload time at Google spent on MLPs and LSTMs, despite broader focus on CNNs RankBrain (search) Inception (image classification), Google Translate AlphaGo (and others) Background: Hardware Trends End of Moore’s Law & Dennard Scaling ● Moore - transistor density is doubling every two years ● Dennard - power stays proportional to chip area as transistors shrink Machine Learning causing a huge growth in demand for compute ● 2006: Excess CPU capacity in datacenters is enough ● 2013: Projected 3 minutes per-day per-user of speech recognition ○ will require doubling datacenter compute capacity! Google’s Answer: Custom ASIC Goal: Build a chip that improves cost-performance for NN inference What are the main costs? Capital Costs Operational Costs (power bill!) TPU (V1) Design Goals Short design-deployment cycle: ~15 months! Plugs in to PCIe slot on existing servers Accelerates matrix multiplication operations Uses 8-bit integer operations instead of floating point How does the TPU work? CISC instructions, issued by host. -
Abstractions for Programming Graphics Processors in High-Level Programming Languages
Abstracties voor het programmeren van grafische processoren in hoogniveau-programmeertalen Abstractions for Programming Graphics Processors in High-Level Programming Languages Tim Besard Promotor: prof. dr. ir. B. De Sutter Proefschrift ingediend tot het behalen van de graad van Doctor in de ingenieurswetenschappen: computerwetenschappen Vakgroep Elektronica en Informatiesystemen Voorzitter: prof. dr. ir. K. De Bosschere Faculteit Ingenieurswetenschappen en Architectuur Academiejaar 2018 - 2019 ISBN 978-94-6355-244-8 NUR 980 Wettelijk depot: D/2019/10.500/52 Examination Committee Prof. Filip De Turck, chair Department of Information Technology Faculty of Engineering and Architecture Ghent University Prof. Koen De Bosschere, secretary Department of Electronics and Information Systems Faculty of Engineering and Architecture Ghent University Prof. Bjorn De Sutter, supervisor Department of Electronics and Information Systems Faculty of Engineering and Architecture Ghent University Prof. Jutho Haegeman Department of Physics and Astronomy Faculty of Sciences Ghent University Prof. Jan Lemeire Department of Electronics and Informatics Faculty of Engineering Vrije Universiteit Brussel Prof. Christophe Dubach School of Informatics College of Science & Engineering The University of Edinburgh Prof. Alan Edelman Computer Science & Artificial Intelligence Laboratory Department of Electrical Engineering and Computer Science Massachusetts Institute of Technology ii Dankwoord Ik wist eigenlijk niet waar ik aan begon, toen ik in 2012 in de cata- comben van het Technicum op gesprek ging over een doctoraat. Of ik al eens met LLVM gewerkt had. Ondertussen zijn we vele jaren verder, werk ik op een bureau waar er wel daglicht is, en is het eindpunt van deze studie zowaar in zicht. Dat mag natuurlijk wel, zo vertelt men mij, na 7 jaar. -
In This Issue: Speech Day 10
Soundwave 2016 The Mary Hare Magazine June 2016 maryhare.org.ukmaryhare.org.uk In this issue: Speech Day 10 HRH Princess Royal visits 17 Sports Day 28 Ski Trip 44 Hare & Tortoise Walk 51 Head Boy & Head Girl 18 Primary News 46 SLT & Audiology 53 1 Soundwave 2016 The Mary Hare Magazine June 2016 maryhare.org.uk Acknowledgements Contents Editors, Gemma Pryor and Sammie Wilkinson Looking back and looking forward The Mary Hare Year 4–20 by Peter Gale Getting Active 21–28 Cole’s Diner 29–30 Welcome to this wonderful edition of Soundwave – Mr Peter Gale a real showcase of the breadth and diversity of experiences Arts News 31–33 which young people at Mary Hare get to enjoy. I hope you Helping Others 34–35 will enjoy reading it. People News 35–39 This has been a great year but joined us for our whole school under strict control and while Our Principal one with a real sadness at its sponsored walk/run and a they are substantial, they only Alumni 40–41 heart – the death of a member recent visit from Chelsea allow us to keep going – to of staff. Lesley White made a Goalkeeper Asmir Begovic who pay the wages and heat the Getting Around 42–45 huge contribution to Mary Hare presented us with a cheque school and to try to keep on and there is a tribute to her on for £10,000 means that the top of the maintenance of two Mary Hare Primary School 46–48 page 39. swimming pool Sink or Swim complex campuses. -
Research and Evidence 40 Years On
Cued Speech – research and evidence 40 years on In 2016 Cued Speech (CS) celebrates its 40 year anniversary with a conference in America which will be attended by academics and researchers from around the world. In the past 39 years a wide range of evidence has grown which demonstrates its effectiveness and yet there’s still confusion in the minds of many people in the UK as to what exactly CS is. The name ‘Cued Speech’ probably doesn’t help matters. Many people believe that the French name Langage Parlé Complété (LPC) or ‘completed spoken language’ paints a clearer picture and has helped to bring about the situation where every deaf child is offered the option of visual access to French through LPC. CS is a visual version of the spoken language in which it is used. Why then, the name Cued Speech? For hearing children the speech of parents / carers is both how they develop language and the first expression of language, then, when children start school, they have the language they need to learn to read, and then they learn yet more language through reading. For deaf children, CS does the job of speech; it is your speech made visible. When you use the 8 handshapes and 4 positons which are the ‘cues’ of CS, you turn the 44 phonemes of your speech into visible units which can, like sounds, be combined into words, sentences and, as a result, full language. Just as hearing children learn a full language thorough listening to speech, so deaf children can learn a full language through watching speech which is ‘cued’. -
P1360R0: Towards Machine Learning for C++: Study Group 19
P1360R0: Towards Machine Learning for C++: Study Group 19 Date: 2018-11-26(Post-SAN mailing): 10 AM ET Project: ISO JTC1/SC22/WG21: Programming Language C++ Audience SG19, WG21 Authors : Michael Wong (Codeplay), Vincent Reverdy (University of Illinois at Urbana-Champaign, Paris Observatory), Robert Douglas (Epsilon), Emad Barsoum (Microsoft), Sarthak Pati (University of Pennsylvania) Peter Goldsborough (Facebook) Franke Seide (MS) Contributors Emails: [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] Reply to: [email protected] Introduction 2 Motivation 2 Scope 5 Meeting frequency and means 6 Outreach to ML/AI/Data Science community 7 Liaison with other groups 7 Future meetings 7 Conclusion 8 Acknowledgements 8 References 8 Introduction This paper proposes a WG21 SG for Machine Learning with the goal of: ● Making Machine Learning a first-class citizen in ISO C++ It is the collaboration of a number of key industry, academic, and research groups, through several connections in CPPCON BoF[reference], LLVM 2018 discussions, and C++ San Diego meeting. The intention is to support such an SG, and describe the scope of such an SG. This is in terms of potential work resulting in papers submitted for future C++ Standards, or collaboration with other SGs. We will also propose ongoing teleconferences, meeting frequency and locations, as well as outreach to ML data scientists, conferences, and liaison with other Machine Learning groups such as at Khronos, and ISO. As of the SAN meeting, this group has been officially created as SG19, and we will begin teleconferences immediately, after the US thanksgiving, and after NIPS. -
The Language Skills of Singaporean Deaf Children Using Total Communication Mandy Phua Su Yin National University of Singapore 20
THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN NATIONAL UNIVERSITY OF SINGAPORE 2003 THE LANGUAGE SKILLS OF SINGAPOREAN DEAF CHILDREN USING TOTAL COMMUNICATION MANDY PHUA SU YIN (B.A.(Hons.), NUS) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF SOCIAL SCIENCE (PSYCHOLOGY) DEPARTMENT OF SOCIAL WORK AND PSYCHOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2003 i Acknowledgements I would like to express my gratitude to: ❖ A/P Susan Rickard Liow, Department of Social Work and Psychology, National University of Singapore, for your advice and patient guidance. ❖ The Principal, Mrs Ang-Chang Kah Chai, staff and students of the Singapore School for the Deaf for participating in this study and for teaching me much about the Deaf community. ❖ A/P Low Wong Kein, Head, Department of Otolaryngology, Singapore General Hospital, and colleagues in the Listen and Talk Programme for always being quick to provide instrumental aid. ❖ Ms Wendy Tham and Mr Tracey Evans Chan for your helpful suggestions and comments on the thesis. ii Table of Contents Acknowledgements i Table of Contents ii List of Tables vi List of Figures vii Summary viii Chapter 1 Introduction 1 1.1. Deaf Education Worldwide 1 1.1.1. Definitions and Terminology 1 1.1.2. Language and Literacy 2 1.1.3. Approaches to Deaf Education and Programmes 3 1.1.3.1. Auditory-Verbal Approach 4 1.1.3.2. Bilingual-Bicultural Approach 4 1.1.3.3. Cued Speech 5 1.1.3.4. Oral Approach 5 1.1.3.5. Total Communication 5 1.2. -
An Auditory Processing Disorder (APD) Refers to a Variety of Conditions That Affect the Way the Brain Processes Auditory Information
Auditory Processing Disorders (APD) An Auditory Processing Disorder (APD) refers to a variety of conditions that affect the way the brain processes auditory information. APD is different from a hearing impairment, in that individuals with APD generally have normal hearing ability. Rather, an individual with APD cannot process the information they hear in the same way that others do. This can lead to difficulties in recognizing and interpreting sounds, especially the sounds involved in speech. Approximately 2-3% of children are affected with APD. Males are twice as likely as females to be affected by the disorder. The ultimate causes of APD are unknown. The Committee of UK Medical Professionals Steering the UK Auditory Processing Disorder Research Program have developed the following working definition of Auditory Processing Disorders: "APD results from impaired neural function and is characterized by poor recognition, discrimination, separation, grouping, localization, or ordering of non-speech sounds. It does not solely result from a deficit in general attention, language or other cognitive processes." APD can be difficult to diagnose in children. Often times, children who present with symptoms of APD are misdiagnosed as having ADD/ADHD, Asperger’s syndrome, or other forms of autism. Though it is different from these disorders, it shares some overlap and common characteristics with dyslexia and specific language impairment (SLI). When individuals with APD experience an inability to process verbal information, they do not process what is being said to them. Because people with APD are used to guessing to fill in the processing gaps, they may not even be aware that they have misunderstood something. -
American Sign Language
• HOME • INFORMATION & REFERRAL • AMERICAN SIGN LANGUAGE American Sign Language • What is American Sign Language? • Five (5) common misconceptions people have about ASL • Where can I take sign language (ASL) classes in Rhode Island? • Where can I find additional information about ASL? • For Parents: Where can I find information and resources for my deaf child? What Is American Sign Language (ASL)? ASL, short for American Sign Language, is the sign language most commonly used by the Deaf and Hard of Hearing people in the United States. Approximately more than a half-million people throughout the US (1) use ASL to communicate as their native language. ASL is the third most commonly used language in the United States, after English and Spanish. Contrary to popular belief, ASL is not representative of English nor is it some sort of imitation of spoken English that we use on a day-to-day basis. For many, it will come as a great surprise that ASL has more similarities to spoken Japanese and Navajo than to English. When we discuss ASL, or any other type of sign language, we are referring to what is called a visual-gestural language. The visual component refers to the use of body movements versus sound. Because “listeners” must use their eyes to “receive” the information, this language was specifically created to be easily recognized by the eyes. The “gestural” component refers to the body movements or “signs” that are performed to convey a message. A Brief History of ASL ASL is a relatively new language, which first appeared in the 1800s’ with the founding of the first successful American School for the Deaf by Thomas Hopkins Gallaudet and Laurent Clerc (first Deaf Teacher from France) in 1817. -
Speech-Reading Intervention for Profoundly Deaf Child the Case of Hosanna School for the Deaf, Ethiopia
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 23, Issue 6, Ver. 7 (June. 2018) PP 26-42 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org Speech-reading Intervention for Profoundly Deaf Child The Case of Hosanna School for the Deaf, Ethiopia Dr. Tesfaye Basha Dilla University, Ethiopia Corresponding Author: Dr. Tesfaye Basha Abstract: The objective of this intervention was to develop functional speech reading skillsand to increase response of correct speech reading skill. To attain the objective of the study single subject experimental design is used. Four critical elements of methods such as selection of the target, establishment of a baseline, repeated measurement with positive reinforcement, and intervention are used in thestudy. The research design used the steps of the A-B-A-B design. The participant client is profoundly deaf. Intervention of speech reading therapy presented for six weeks. This particular intervention consists of five days in a week and half hour intervention sessions. Long experienced speech therapist teacher was selected for the intervention. Amharic vowels served as the stimulus materials and Amharic one syllable words are instrument materials used for intervention.The finding revealed that 91.77% of the one syllable words at the highest level of success in lip reading and 91.67% similar success of vowels. The client word sound levels appeared to be the best ranging from 83.66% to 100% of the time correct responses and 66.66% to 100% of the vowels sounds correct responses. The result of these words and vowels correct response improvement occurred through continuous practice under proper guidance and intervention.