D: How about question mark ?
A: The question marks , yeah .
E: Question mark is punctuation .
A: What are those ?
E: So it they said that @ @ D: Oh .
C: Mm - hmm .
E: um , " DC ? "
D: So they so it 's " PLP ? "
A: Ah .
E: Exactly .
E: Exactly .
E: Yeah , so the only E: Well , and I do have a stress marker here .
E: Sometimes the contrastive stress is showing up ,
E: and , um F: I 'm sorry , I I got lost here .
F: What - w what 's the difference between the parenthesized acronym and the non - parenthesized ?
E: The parenthesized is something that the transcriber thought was ANN , but wasn't entirely sure .
E: So I 'd need to go back or someone needs to go back , and say , you know , yes or no ,
F: Ah .
G: Right .
E: and then get rid of the parentheses .
E: But the parentheses are used only in that context in the transcripts , of of noti noticing that there 's something uncertain .
D: Yeah , P - make is G: Yeah I mean cuz they they have no idea ,
D: That 's a good one .
D: That 's correct .
G: right .
G: If you hear CTPD , I mean , they do pretty well
F: Yeah .
C: Mm - hmm .
G: but it 's F: I I don't recognize a lot of these .
G: you know how are how are they gonna know ?
D: I know !
F: I D: I I was saying that I think a lot of them are the Networks meeting .
C: Yeah .
E: I think that 's true .
F: Maybe .
E: Yeah , absolutely .
G: Yeah .
E: NSA ,
D: I see a few .
E: a lot of these are are coming from them .
E: I listened to some of that .
D: Although I see I see plenty of uh
C: Yeah , we don't have that many acronyms comparatively in this meeting .
E: Yeah .
E: Yeah . I agree .
C: It 's not so bad .
G: Right .
E: And Robustness has a fair amount ,
E: but the NSA group is just very very many .
A: Yeah .
C: Mmm .
G: The recognizer , it is funny .
G: Kept getting PTA for PDA .
G: This is close ,
F: Yeah .
D: Yeah , that 's pretty close .
G: right ,
G: and the PTA was in these , uh , topics about children ,
C: That 's not bad .
E: Yeah .
G: so , anyway .
E: That 's interesting .
G: Is the P - PTA working ?
E: Right and sometimes , I mean , you see a couple of these that are actually " OK 's "
E: so it 's it 's may be that they got to the point where I mean it was low enough understandable E: understandability that they weren't entirely sure the person said " OK . "
E: You know , so it isn't really necessarily a an undecipherable acronym ,
E: but just n needs to be double checked .
C: There 's a lot of " OK 's " .
E: Now we get to the comments .
F: The number to the left is the number of incidences ?
E: This D: Count .
E: Number of times out of the entire database ,
D: Yep .
F: Uh - huh .
E: w except for that last thirty minutes I haven't checked yet .
F: So CTS is really big here ,
D: Yeah , I wonder what it is .
F: yeah .
F: Yeah .
A: So what is the difference between " papers rustling " and " rustling papers " ?
F: IP ,
F: I know what IP is .
E: I 'd have to listen .
E: I I I agree .
E: I w I 'd like to standardize these down farther
E: but , um , uh ,
E: uh , to me that sounds equivalent .
A: Yeah .
E: But , I I 'm a little hesitant to to collapse across categories unless I actually listen to them .
A: Seems so .
F: OK .
D: Oh I 'm sure we 've said XML more than five times .
E: Well , then , at least now .
F: S s six now , yeah .
A: Now it 's at least six times , yeah .
E: Yeah .
E: Six .
E: OK well F: Wh - the self - referential aspect of these these p
G: I 'm wai
D: Yes , it 's very bad .
C: Yeah .
G: Well this is exactly how people will prove that these meetings do differ because we 're recording , right ?
D: Yes .
G: Y no normally you don't go around saying , " Now you 've said it six times .
D: Yeah <comment> that 's right .
G: Now you 've said "
E: But did you notice that there were seven hundred and eighty five instances of " OK " ?
E: And that 's just without the without punc punctuation .
D: Yep .
F: No , I didn't .
A: Seven hundred eighty - five instances .
C: Yeah .
F: Yeah .
D: And that 's an underestimate
E: Extra forty one if it 's questioned .
D: cuz they 're
B: Where 's that ?
F: So th
D: Yep .
E: On the page two of acronyms .
F: Yeah .
C: Is this after like did you do some uh replacements for all the different form of " OK " to this ?
F: Seven hundred eighty .
E: Yeah .
E: Of " OK " , yes .
C: OK .
E: Mm - hmm .
E: So that 's the single existing convention for " OK " .
B: Wait a minute ,
B: w s
F: So now we 're up to seven hundred and eighty eight .
E: Yeah that 's C: Although , what 's there 's one with a slash after it .
C: That 's kind of disturbing .
E: Yeah .
E: That 's that 's I looked for that one .
D: Yeah , we 'll have to look at it you know .
G: Yeah .
C: Anyway .
E: I actually explicitly looked for that one ,
C: Mm - hmm .
E: and I think that , um ,
E: I I 'm not exactly sure about that .
B: Was that somewhere where they were gonna say " new speaker " or something ?
E: No , I looked for that ,
E: but that doesn't actually exist .
E: And it may be ,
E: I don't I can't explain that .
C: That 's alright .
C: I 'm just pointing that out .
E: I i it 's the only C: There 's E: it 's the only pattern that has a slash after it ,
G: Well there 's not @ @ .
E: and I think it 's it 's an epiphenomenon .
D: So I 'll just I was just looking at the bottom of page three there ,
D: is that " to be " or " not to be " .
E: Yeah .
E: Oh that 's cute .
B: There 's no tilde in front of it ,
B: so .
E: That 's funny .
E: Yeah .
E: OK .
D: OK anyways , sorry .
E: There is th one D: " Try to stay on topic , Adam . "
E: Y well , no , that 's r that 's legitimate .
E: So now , uh , comments , you can see they 're listed again ,
E: same deal , with exhaustive listing of everything found in everything except for these final th thirty minutes .
D: OK so , um , on some of these QUALs ,
E: Yeah .
D: are they really QUALs ,
D: or are they glosses ?
D: So like there 's a " QUAL TCL " .
E: " TCL " .
E: Where do you see that ?
D: Uh
E: Oh , oh .
E: The reason is because w it was said " tickle " .
F: What 's a QUAL ?
D: Oh I see , I see .
C: Hmm .
D: So it 's not gloss .
D: OK , I see .
E: Yep .
D: It wasn't said " TCL " .
C: Sh - shouldn't it be " QUAL TICKLE " or something ?
D: Of course .
C: Like it 's not E: On the in the actual script in the actual transcript , I s I E: So this this happens in the very first one .
C: Mm - hmm .
E: I actually wrote it as " tickle " .
C: OK .
E: Because we they didn't say " TCL " , they said " tickle " .
C: Yeah .
G: Right .
E: And then , following that is " QUAL TCL " .
C: Oh I see .
F: I f I forget ,
C: OK .
F: what 's QUAL ?
E: Qual - qualifier .
B: It 's just comment about what they said .
E: Comment .
C: Yeah .
E: Comment or contextual comment .
C: It 's not something you wanna replace with
B: So they didn't mean " tickle " as in Elmo ,
C: but F: Yeah .
A: Tickle ?
B: they meant " tickle " as in D: Yeah .
G: Huh .
F: Right .
G: But at some point I mean , we probably shoul
D: We 'll probably add it to the language model .
G: But we should add it to the dictionar
G: No , to the pronunciation model .
D: Yeah .
D: What did I say ?
G: Language , uh A: To the language model model .
D: Well both .
D: We can go on lan lan add it to both dictionary and language model .
G: Oh lan Oh OK - we OK
B: Add what , Liz ?
A: Yeah .
G: it 's in the language model ,
G: w
G: yeah , but it so it 's the pronunciation model that has to have a pronunciation of " tickle " .
D: Well " tickle " was pronounced " tickle " .
D: Right ?
B: What are you saying ?
D: It 's pronounced the same it 's pronounced the same as the verb .
A: " tickle " is pronounced " tickle " ?
G: I 'm sorry !
D: So I think it 's the language model that makes it different .
G: Oh , sorry .
G: What I meant is that there should be a pronunciation " tickle " for TCL as a word .
D: Oh I see .
G: And that word in the in , you know , it stays in the language model wherever it was .
A: Yeah .
F: Mm - hmm .
D: Right .
D: Right .
G: Yeah you never would put " tickle " in the language model in that form ,
F: Right .
G: yeah .
D: Right .
G: Right .
G: There 's actually a bunch of cases like this with people 's names and B: So how w there 'd be a problem for doing the language modeling then with our transcripts the way they are .
G: Yes .
G: Yeah .
G: Yeah so th th there there 's a few cases like that where the um , the word needs to be spelled out in in a consistent way as it would appear in the language ,
G: but there 's not very many of these .
G: Tcl 's one of them .
D: And and you 'll ha you 'll have to do it sychronously .
G: Um ,
G: y yeah .
D: Right , so y so , whoever 's creating the new models , will have to also go through the transcripts and change them synchronously .
C: It 's just disturbing .
G: Right .
G: Right .
G: We have this there is this thing I was gonna talk to you about at some point about , you know , what do we do with the dictionary as we 're up updating the dictionary ,
B: Hmm .