B: OK we 're on
A: OK .
C: Yes .
B: and we seem to be working .
C: One , two , three , four , f
A: OK .
B: We didn't crash we 're not crashing anymore
B: and it really bothers me .
G: I do .
A: Yeah ?
C: No crashing .
G: I crashed when I started this morning .
B: You crashed crashed this morning ?
C: Yeah ?
B: I did not crash this morning .
A: Oh !
A: Well maybe it 's just , you know , how many t u u u u how many times you crash in a day .
G: Really ?
G: Yeah .
G: Maybe , yeah .
A: First time first time in the day ,
A: you know .
G: Or maybe it 's once you 've done enough meetings <comment> it won't crash on you anymore .
E: Yeah .
C: No ?
F: Yeah .
G: It 's a matter of experience .
E: Yeah .
A: Yeah .
F: Self - learning , yeah .
A: That 's that 's great .
G: Yeah .
C: Yeah .
A: Uh .
A: Do we have an agenda ?
A: Liz Liz and Andreas can't sh can't uh , can't come .
B: I do .
A: So , they won't be here .
B: I have agenda
G: Did B: and it 's all me .
B: Cuz no one sent me anything else .
G: Did they send , uh , the messages to you about the meeting today ?
B: I have no idea
B: but I just got it a few minutes ago .
G: Oh .
G: Oh .
B: Right when you were in my office it arrived .
G: OK , cuz I checked my mail . I didn't have anything .
B: So , does anyone have any a agenda items other than me ?
B: I actually have one more also which is to talk about the digits .
A: Uh , right , so so I I was just gonna talk briefly about the NSF ITR .
C: Mm - hmm . Yeah .
B: Oh , great .
A: Uh ,
A: and then , you have F: Can w
A: I mean , I won't say much ,
A: but <comment> uh , but then , uh , you said wanna talk about digits ?
B: I have a short thing about digits
B: and then uh I wanna talk a little bit about naming conventions ,
B: although it 's unclear whether this is the right place to talk about it .
B: So maybe just talk about it very briefly
B: and take the details to the people who for whom it 's relevant .
A: Right .
C: Yeah .
F: I could always say something about transcription .
F: I 've been  but but uh , well A: Well if we Yeah , we shouldn't add things in just to add things in .
A: I 'm actually pretty busy today ,
F: Yeah .
A: so if we can <comment> we F: Yeah , yeah , yeah .
A: a short meeting would be fine .
F: This does sound like we 're doing fine ,
F: yeah .
F: That won't do .
B: So the only thing I wanna say about digits is , we are pretty much done with the first test set .
B: There are probably forms here and there that are marked as having been read that weren't really read .
B: So I won't really know until I go through all the transcriber forms
B: and extract out pieces that are in error .
B: So I wa Uh . Two things .
B: The first is what should we do about digits that were misread ?
B: My opinion is , um , we should just throw them out completely ,
B: and have them read again by someone else .
B: You know , the grouping is completely random ,
C: Uh - huh .
B: so it it 's perfectly fine to put a a group together again
B: of errors
B: and have them re - read ,
B: just to finish out the test set .
F: Oh ! By throw them out completely ?
B: Um , the other thing you could do is change the transcript to match what they really said .
B: So those are those are the two options .
F: Mm - hmm .
C: Yeah .
A: But there 's often things where people do false starts .
A: I know I 've done it , where I say say a B: What the transcribers did with that is if they did a correction , and they eventually did read the right string , <comment> you extract the right string .
G: Oh , you 're talking about where they completely read the wrong string and didn't correct it ?
E: Yeah .
B: Yeah . And didn't notice .
G: Ah .
E: Yeah .
B: Which happens in a few places .
C: Yeah .
F: Well , and s and you 're talking string - wise ,
B: So so F: you 're not talking about the entire page ?
E: Yeah .
B: Correct .
F: I get it .
B: And so the the two options are change the transcript to match what they really said ,
B: but then but then the transcript isn't the Aurora test set anymore .
B: I don't think that really matters
B: because the conditions are so different .
B: And that would be a little easier .
G: Well how many are how how often does that happen ?
B: Mmm , five or six times .
G: Oh , so it 's not very much .
B: No , it 's not much at all .
G: Seems like we should just change the transcripts
E: Yeah .
B: OK .
G: to match .
A: Yeah , it 's five or six times out of thousands ?
C: Yeah .
B: Four thousand .
C: Four thous Ah ! Four thousand .
A: Four thousand ?
G: Yeah ,
G: it 's A: Yeah , I would , uh , tak do the easy way ,
G: Yeah .
B: OK .
A: yeah .
C: Yeah .
A: It it 's kinda nice C: Mmm .
A: I mean , wh who knows what studies people will be doing on on speaker - dependent things
A: and so I think having having it all C: Yeah .
A: the speakers who we had is is at least interesting .
G: So you um , how many digits have been transcribed now ?
B: Four thousand lines .
B: And each line is between one and about ten digits .
G: Four thousand lines ?
B: I didn't I didn't compute the average .
B: I think the average was around four or five .
A: So that 's a couple hours of of , uh , speech , probably .
G: Wow .
B: Yep .
B: Yep .
A: Which is a yeah reasonable reasonable test set .
C: Mm - hmm .
G: Mm - hmm .
B: And , Jane , I do have a set of forms which I think you have copies of somewhere .
F: Mm - hmm . Yeah , true .
B: Oh you do ?
F: Mm - hmm . Mm - hmm .
B: Oh OK , good , good .
B: Yeah , I was just wond
B: I thought I had had all of them back from you .
F: No , not yet .
B: And then the other thing is that , uh , the forms in front of us here that we 're gonna read later , were suggested by Liz
B: because she wanted to elicit some different prosodics from digits .
C: Mm - hmm .
B: And so , uh , I just wanted people to , take a quick look at the instructions
E: Eight eight two two two nine .
B: and the way it wa worked and see if it makes sense
B: and if anyone has any comments on it .
A: I see .
A: And the decision here , uh , was to continue with uh the words rather than the the numerics .
B: Uh , yes ,
B: although we could switch it back .
B: The problem was O and zero .
B: Although we could switch it back and tell them always to say " zero " or always to say " O " .
F: Oh A: Or neither .
C: Yeah .
A: But it 's just two thing ways that you can say it .
B: Mm - hmm .
A: Right ?
F: Oh .
B: Sure .
E: Yeah .
A: Um um ,
A: that 's the only thought I have
A: because if you t start talking about these , you know u tr
A: She 's trying to get at natural groupings ,
B: Right .
A: but it there 's there 's nothing natural about reading numbers this way .
A: I mean if you saw a telephone number you would never see it this way .
B: The the problem also is she did want to stick with digits .
B: I mean I 'm speaking for her since she 's not here .
A: Yeah .
B: But , um , the other problem we were thinking about is if you just put the numerals , <comment> they might say forty - three instead of four three .
E: Yeah .
G: Mmm .
C: Yeah .
E: Yeah .
C: Yeah .
F: Well , if there 's space , though , between them .
F: I mean , you can F: With when you space them out they don't look like , uh , forty - three anymore .
E: Yeah .
B: Well , she and I were talking about it ,
A: Yeah .
B: and she felt that it 's very , very natural to do that sort of chunking .
A: She 's right . It 's it it 's a different problem .
A: I mean it 's a it 's a it 's an interesting problem A: I mean , we 've done stuff with numbers before ,
A: and yeah sometimes people A: If you say s " three nine eight one " sometimes people will say " thirty - nine eighty - one "
A: or " three hundred three hundred eighty - nine one " ,
C: Yeah .
A: or I don't think they 'd say that ,
A: but B: Not very frequently
A: but th
A: no B: but , they certainly could .
A: But A: Yeah .
A: Uh , th thirty - eight ninety - one is probably how they 'd do it .
B: So . I mean , this is something that Liz and I spoke about
A: But B: and , since this was something that Liz asked for specifically , I think we need to defer to her .
A: I see .
A: Mm - hmm .
C: Yeah .
A: OK . Well , we 're probably gonna be collecting meetings for a while
A: and if we decide we still wanna do some digits later we might be able to do some different ver different versions ,
B: Do something different ,
B: yeah .
A: but this is the next suggestion ,
A: so .
A: OK .
A: OK , so uh e l I guess , let me , uh , get my my short thing out about the NSF .
A: I sent this A: actually this is maybe a little side thing .
A: Um , I I sent to what I thought we had , uh , in some previous mail , as the right joint thing to send to ,