G: these changes have to be consistent with what 's in the Like spelling people 's names and so forth .
G: If we make a spelling correction to their name ,
G: like someone had Deborah Tannen 's name mispelled ,
G: and since we know who that is , you know , we could correct it ,
D: You can correct it .
G: but D: Yeah .
G: but we need to make sure we have the mispel
G: If it doesn't get corrected we have to have a pronunciation as a mispelled word in the dictionary .
G: Things like that .
E: Mm - hmm .
D: These are so funny to read .
E: Well , of course now the the Tannen corre the spelling c change .
G: So .
E: Uh , that 's what gets I I picked those up in the frequency check .
G: Right . Right .
G: So if there 's things that get corrected before we get them , it 's it 's not an issue ,
G: but if there 's things that um , we change later , then we always have to keep our the dictionary up to date .
E: Mm - hmm .
G: And then , yeah , in the case of " tickle " I guess we would just have a , you know , word " TCL " which B: Mm - hmm .
D: You add it to the dictionary .
G: which normally would be an acronym ,
G: you know , " TCL "
D: Right .
G: but just has another pronunciation .
D: Yep .
E: " ICSI " is is one of those that sometimes people pronounce and sometimes they say " ICSI . "
D: Mm - hmm .
E: So , those that are l are listed in the acronyms , I actually know
G: Oh yeah .
E: they were said as letters .
E: The others , um , e those really do need to be listened to
E: cuz I haven't been able to go to all the IC ICSI things ,
G: Right , exactly .
E: and <comment> and until they 've been listened to they stay as " ICSI " .
D: Mm - hmm .
G: Right .
F: Don and I were just noticing ,
F: love this one over on page three ,
F: " vocal vocal gesture mimicking sound of screwing something into head to hold mike in place . "
C: That 's great .
D: It 's this , " rrre - rrre - rrre " .
D: It was me .
E: It was !
E: In fact , it was !
E: Yeah !
D: A lot of these are me
E: He he s he said he said get D: the the " beep is said with a high pit high pitch and lengthening . "
A: To head .
E: Yeah , that 's it .
D: That was the I was imitating uh , beeping out F: Beep .
E: Perfect .
G: Oh there is something spelled out " BEEEEEEP "
F: Yeah .
E: Yeah that 's it .
C: Um E: That 's it .
E: Yeah , that 's that 's been changed .
C: Yeah .
G: in the old G: Thank you .
G: Because he was saying , " How many E 's do I have to allow for ? "
C: You need a lot of D: What I meant was " beep " .
C: You need a lot of qualification Adam .
E: That 's been changed .
D: I guess so .
E: So , exactly , that 's where the lengthening comment c came in .
D: Anyway .
G: Right , thanks ,
C: Subtext .
E: s chan brought it down .
G: yeah .
D: So they 're vocalization ,
G: Right .
E: And those of course get get picked up in the frequency check
D: glosses .
E: because you see " beep "
G: Right .
E: and you know I mean it gets kicked out in the spelling ,
G: Right .
E: and it also gets kicked out in the , uh , freq frequency listing .
G: Right .
E: I have the there 're various things like " breathe " versus " breath " versus " inhale " and , hhh ,
E: you know , I don't know .
E: I I think they don't have any implications for anything else
E: so it 's like I 'm tempted to leave them for now
E: an and It 's easy enough to find them when they 're in curly brackets .
E: We can always get an exhaustive listing of these things and find them and change them .
G: Yeah .
F: " Sings finale - type song "
G: Yeah .
C: Yeah , that was in the first meeting .
F: that 's that 's good .
D: Um ,
E: Yeah , but I don't actually remember what it was .
E: But that was Eric did that .
F: Yeah .
E: Yeah .
D: So on F: Tah - dah !
F: I don't know .
E: I think maybe something like that .
F: Something like that
F: maybe , yeah .
E: Well , that 'd qualify .
D: On the glosses for numbers ,
E: Yeah .
D: it seems like there are lots of different ways it 's being done .
E: OK .
E: Interesting question .
D: There 's a E: Yes .
E: OK , now first of all E: Ooo - ooo !
E: Very important .
D: " Ooo - ooo . "
E: Uh Chuck Chuck led to a refinement here
E: which is to add " NUMS " if these are parts of the read numbers .
E: Now you already know i that I had , uh , in places where they hadn't transcribed numbers , I put " numbers " in place of any kind of numbers ,
E: but there are places where they ,
E: um , it th this convention came later
E: an and at the very first digits task in some transcripts they actually transcribed numbers .
E: And , um ,
E: d
E: Chuck pointed out that this is read speech ,
E: and it 's nice to have the option of ignoring it for certain other prob uh p uh , things .
E: And that 's why there 's this other tag here which occurs a hundred and five or three hundred and five times right now
E: which is just well n n " NUMS " by itself
D: " NUMS " ,
D: yeah .
E: which means this is part of the numbers task .
E: I may change it to " digits " .
E: I mean , i with the sed command you can really just change it however you want
E: because it 's systematically encoded , you know ?
D: Yep .
E: Have to think about what 's the best for for the overall purposes ,
E: but in any case , um , " numbers " and " NUMS " are a part of this digits task thing .
E: Um , now th Then I have these numbers that have quotation marks around them .
E: Um , I didn't want to put them in as gloss comments
E: because then you get the substitution .
E: And actually , th um , the reason I b did it this way was because I initially started out with the other version ,
E: you have the numbers and you have the full form and the parentheses ,
E: however sometimes people stumble over these numbers they 're saying .
E: So you say , " Seve - seventy eight point two " , or whatever .
E: And there 's no way of capturing that if you 're putting the numbers off to the side .
E: You can't have the seven and D: So what 's to the left of these ?
E: The left is i
E: so example the very first one ,
E: it would be , spelled out in words , " point five " .
D: Mm - hmm .
D: OK , that 's what I was asking .
D: Right .
E: Only it 's spelled out in words .
E: So i this is also spelled out in in words .
D: Point FIVE , yeah .
E: " Point five . "
D: Good .
E: And then , in here , " NUMS " ,
E: so it 's not going to be mistaken as a gloss .
E: It comes out as " NUMS quote dot five " .
D: OK now , the other example is , in the glosses right there ,
E: Thank you .
D: " gloss one one one dash one three zero " .
C: Right .
E: Well now D: What what 's to the left of that ?
E: In that case it 's people saying things like " one one one dash so - and - so "
E: or they 're saying uh " two I mean zero " whatever .
D: OK .
E: And in that case , it 's part of the numbers task ,
E: and it 's not gonna be included in the read digits anyway ,
E: so I m in the uh B: So there will be a " NUMS " tag on those lines ?
E: There is .
B: Yeah .
E: Yeah .
E: I 've added that all now too .
D: Good .
C: There 's a " numbers " tag G: Wait .
C: I 'm sorry I 'm I didn't follow that last thing .
E: So , so gloss in the same line that would have " gloss quote one one one dash one thirty " , you 'd have a gloss at the end of the line saying , uh , " curly bracket NUMS curly bracket " .
C: Right .
E: So if you if you did a , uh , a " grep minus V nums "
G: Oh , so you could do " grep minus V nums " .
G: So that 's the E: and you get rid of anything that was read .
G: yeah .
G: So there wouldn't be something like
C: OK .
G: i if somebody said something like , " Boy , I 'm really tired , OK . " and then started reading that would be on a separate line ?
E: Yes .
G: OK great .
G: Cuz I was doing the " grep minus V " quick and dirty
G: and looked like that was working OK ,
E: Mm - hmm .
G: but E: Good .
G: Great .
E: Yep .
G: Now why do we what 's the reason for having like the point five have the " NUMS " on it ?
G: Is that just like when they 're talking about their data or something ?
E: This is more because G: Or E: Yeah .
E: Oh these are all these , the " NUMS point " , this all where they 're saying " point " something or other .
G: These are all like inside the spontaneous E: And the other thing too is for readability of the transcript .
E: I mean if you 're trying to follow this while you 're reading it it 's really hard to read , you know E: eh , " so in the data column five has " , you know , " one point five compared to seventy nine point six " ,
E: it 's like when you see the words it 's really hard to follow the argument .
E: And this is just really a a way of someone who would handle th the data in a more discourse - y way to be able to follow what 's being said .
G: Oh OK .
D: Label it .
G: I see .
E: So this is where Chuck 's , um , overall h architecture comes in ,
E: where we 're gonna have a master file of the channelized data .
E: Um , there will be scripts that are written to convert it into these t these main two uses
E: and th some scripts will take it down th e into a f a for ta take it to a format that 's usable for the recognizer
E: an uh , other scripts will take it to a form that 's usable for the for linguistics an and discourse analysis .
E: And , um , the implication that that I have is that th the master copy will stay unchanged .
E: These will just be things that are generated ,
D: Right
E: and
G: OK .
E: e by using scripts .
D: Master copies of superset .
E: When things change then the the script will cham change
E: but the but there won't be stored copies of in different versions of things .
D: Good .
G: So , I guess I 'd have one request here
G: which is just , um , maybe to make it more robust ,
G: th that the tag , whatever you would choose for this type of " NUMS " <comment> where it 's inside the spontaneous speech , is different than the tag that you use for the read speech .
B: Right .
B: Right . That would argue for changing the other ones to be " digits " or something .
G: Um , that way w if we make a mistake parsing , or something , we don't see the " point five " ,
G: or or it 's not there , then we
B: Mm - hmm .
G: a Just an And actually for things like " seven eighths " , or
G: people do fractions too I guess ,
G: you maybe you want one overall tag for sort of that would be similar to that ,
E: Except G: or G: As long as they 're sep as they 're different strings that we that 'll make our p sort of processing more robust .
E: Well G: Cuz we really will get rid of everything that has the " NUMS " string in it .
B: I suppose what you could do is just make sure that you get rid of everything that has " curly brace NUMS curly brace " .
E: Well E: Ex - exactly .
E: Exactly .
B: I mean that would be the E: That was that was my motivation .
G: Yeah .
E: And i these can be changed , like I said .
E: You know , I mean , as I said I was considering changing it to " digits " .
E: And , it just i you know , it 's just a matter of deciding on whatever it is , and being sure the scripts know .
B: Right .
G: It would probably be safer , if you 're willing , to have a separate tag
G: just because um , then we know for sure .
G: And we can also do counts on them without having to do the processing .
G: But you 're right ,
G: we could do it this way ,
G: it it should work .
G: Um ,
B: Yeah , and it makes it I guess the thing about G: but it it 's probably not hard for a person to tell the difference
G: because one 's in the context of a you know , a transcribed word string ,
B: Yeah .
B: Right .
E: The other thing is you can get really so minute with these things
G: and G: So E: and increase the size of the files and the re and decrease the readability to such an extent by simply something like " percent " .
E: Now I I could have adopted a similar convention for " percent " ,
E: but somehow percent is not so hard , you know ?
D: Hmm .
E: i It 's just when you have these points and you 're trying to figure out where the decimal places are E: And we could always add it later .
E: Percent 's easy to detect .
E: Point however is is uh a word that has a couple different meanings .
E: And you 'll find both of those in one of these meetings ,
E: where he 's saying " well the first point I wanna make is so - and - so "
E: and he goes through four points ,
E: and also has all these decimals .
B: So Liz , what does the recognizer do ,
E: So .
B: uh ,
F: Hmm .
B: what does the SRI recognizer output for things like that ?
B: " seven point five " .
B: Does it output the word G: " Seven point five " .
B: Right ,
D: Well , the numbers ?
B: the word " seven " ?
B: The number " seven " ?
G: The word .
B: The word " seven " , OK .
F: Yeah .
G: Yeah .
F: So I 'd so " I 'd like I 'd like to talk about point five " .
G: And and actually , you know the language G: it 's the same point , actually ,
F: Yeah .
G: the the p you know , the word " to " and the word y th " going to " and " to go to "
G: those are two different " to 's "
G: and so there 's no distinction there .
B: Mm - hmm .
G: It 's just just the word " point " has G: Yeah , every word has only one , yeah e one version
G: even if even if it 's G: A actually even like the word " read " <comment> and " read "
G: Those are two different words .
G: They 're spelled the same way , right ?
B: Mm - hmm .
G: And they 're still gonna be transcribed as READ .
F: Right .
B: Mm - hmm .
G: So ,
G: yeah , I I like the idea of having this in there ,
G: I just I was a little bit worried that , um , the tag for removing the read speech G: because i What if we have like " read letters "
G: or , I don't know ,
D: We might wanna just a separate tag that says it 's read .
G: like " read something "
G: like " read "
G: yeah , basically .
C: Mm - hmm .
G: But other than that I it sounds great .
D: Yeah .
D: OK ?
D: Are we done ?
E: Well I wanted to say also regarding the channelized data ,
D: Oh , I guess we 're not done .
E: that , um , Thilo requested , um , that we ge get some segments done by hand to e e s reduce the size of the time bins
B: Yeah .
E: wh like was Chuc - Chuck was mentioning earlier
E: that , um , that , um , if you if you said , " Oh " and it was in part of a really long , s complex , overlapping segment , that the same start and end times would be held for that one
D: Well E: as for the longer utterances ,
D: We did that for one meeting , right ,
E: and D: so you have that data don't you ?
A: Yeah , that 's the training data .
E: And he requested that there be , uh , similar , uh , samples done for five minute stretches c involving a variety of speakers and overlapping secti sections .
E: He gave me he did the very nice , he he did some shopping through the data
A: Yeah .
E: and found segments that would be useful .
E: And at this point , all four of the ones that he specified have been done .
E: In addition the I 've I have the transcribers expanding the amount that they 're doing actually .
A: Oh great .
E: So right now , um , I know that as of today we got an extra fifteen minutes of that type ,
E: and I 'm having them expand the realm on either side of these places where they 've already started .
A: Oh great .
A: OK .
E: But if if you know , and I and he 's gonna give me some more sections that that he thinks would be useful for this purpose .
A: Yeah .
A: Yeah .
E: Because it 's true ,
E: I mean , if we could do the the more fine grained tuning of this , uh , using an algorithm , that would be so much more efficient .
E: And , um .
E: So this is gonna be useful to expand this .
A: So I I thought we we sh we sh perhaps we should try to to start with those channelized versions
A: just to just to try it .
A: Give it Give one tr transcriber the the channelized version of of my speech - nonspeech detection
A: and look if if that 's helpful for them ,
A: or just let them try if if that 's better
A: or If they if they can E: You mean to start from scratch f in a brand new transcript ?
A: Yeah . Yeah .
A: Yeah .
E: That 'd be excellent .
E: Yeah , that 'd be really great .
E: As it stands we 're still in the phase of sort of , um , cleaning up the existing data
E: getting things , uh , in i m more tight tightly time uh , aligned .
E: I also wanna tell um , I also wanted to r raise the issue that OK so , there 's this idea we 're gonna have this master copy of the transcript ,
E: it 's gonna be modified by scripts t into these two different functions .
E: And actually the master B: Two or more .
B: Two or more different functions .
E: Two two or more .
E: And that the master is gonna be the channelized version .
B: Right .
E: So right now we 've taken this i initial one , it was a single channel basically the way it was input .
E: And now , uh , thanks to the advances made in the interface , we can from now on use the channelized part ,
E: and , um , any changes that are made get made in the channelized version kind of thing .
E: But I wanted to get all the finished all the checks B: Yeah , so that has implications for your script .
C: Yeah .
C: So , uh , have those e e the vis the ten hours that have been transcribed already , have those been channelized ?
E: Yes , they have .
C: And I know I 've seen @ @ I 've seen they 've been channelized ,
D: All ten hours ?
E: Except for the missing thirty minutes .
C: but
D: Great .
C: have they uh have they been has the time have the time markings been adjusted , uh , p on a per channel E: Uh , for for a total of like twenty m
E: f for a total of E: Let 's see , four times E: total of about an  thirty minutes .
E: That 's that 's been the case .
C: So ,
E: And plus the training , whatever you have .
C: I guess , I mean , I don't know if we should talk about this now , or not ,
C: but I
D: Well it 's just we 're missing tea .
C: Yeah , I know .
D: So .
C: No , but I mean my question is like should I wait until all of those are processed , and channelized ,
C: like the time markings are adjusted before I do all the processing ,
C: and we start like branching off into the into the our layer of uh transcripts .
E: Well , you know the problem the problem is that some some of the adjustments that they 're making are to bring are to combine bins that were time bins which were previously separate .
E: And the reason they do that is sometimes there 's a word that 's cut off .
C: Right .
E: And so , i i i it 's true that it 's likely to be adjusted in the way that the words are more complete .
E: And ,
C: OK .
E: so I it 's gonna be a more reliable thing
C: No I know I know that adjusting those things are gonna is gonna make it better .
E: and I 'm not sure E: Yeah .
C: I mean I 'm sure about that ,
C: but do you have like a time frame when you can expect like all of it to be done ,
C: or when you expect them to finish it , or E: Well partly it depends on how um , how e effective it will be to apply an algorithm
E: because i this takes time ,
C: Yeah .
E: you know , it takes a couple hours t to do , uh , ten minutes .
C: Yeah .
C: Yeah , I don't doubt it .
C: Um , so .
B: So right now the what you 're doing is you 're taking the uh , the o original version
B: and you 're sort of channelizing yourself , right ?
C: Yeah . I 'm doing it myself .
C: I mean i if the time markings aren't different across channels ,
C: like the channelized version really doesn't have any more information .
B: Mm - hmm .
C: So , I was just I mean , originally I had done before like the channelized versions were coming out .
B: Right .