Analysis of engagement behavior in children during dyadic interactions using prosodic cues.
Analysis of engagement behavior in children during dyadic interactions using prosodic cues.
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DOI：
10.1016/j.csl.2015.09.003
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发表时间：
2016-05
影响因子：
4.3
通讯作者：
Narayanan S
中科院分区：
文献类型：
--
作者：
Gupta R;Bone D;Lee S;Narayanan S
儿童参与被定义为儿童以适合情境的方式与其环境的互动。儿童的参与行为与社会情感和认知状态评估有关，参与程度的提高与技能的提高有关。然而，绝大多数研究仅仅依赖于，而且往往是隐含的，对参与的主观感知措施。对自动量化的访问可以帮助研究人员/临床医生客观地解释关于目标行为或状况的参与，并且进一步告知用于改善各种设置中的参与的机制。在本文中，我们提出了一个参与预测系统的基础上完全观察到的声音线索结构化的互动过程中，一个孩子和一个心理学家，涉及几个任务。具体来说，我们得到韵律线索，捕捉在各种任务的参与程度。我们的实验表明，一个孩子的参与不仅反映在发声，但也在语音的互动心理学家。此外，我们表明，韵律线索是信息的参与现象不仅在整个任务的特点（即，全局线索），而且在短期模式中（即，本地线索）。我们进行了一个分类实验，分配到三个离散的水平实现未加权的平均召回率为55.8%（机会是33.3%）的儿童的参与。虽然使用全局线索和局部线索的系统在预测参与方面都具有统计学意义，但我们在融合这两个组件后获得了最佳结果。我们在本地和全球层面的线索进行进一步的分析，以实现特定的韵律模式的参与现象的见解。我们观察到，虽然我们的模型的性能随任务设置和交互心理学家而变化，但存在反映参与的普遍韵律模式。
Child engagement is defined as the interaction of a child with his/her environment in a contextually appropriate manner. Engagement behavior in children is linked to socio-emotional and cognitive state assessment with enhanced engagement identified with improved skills. A vast majority of studies however rely solely, and often implicitly, on subjective perceptual measures of engagement. Access to automatic quantification could assist researchers/clinicians to objectively interpret engagement with respect to a target behavior or condition, and furthermore inform mechanisms for improving engagement in various settings. In this paper, we present an engagement prediction system based exclusively on vocal cues observed during structured interaction between a child and a psychologist involving several tasks. Specifically, we derive prosodic cues that capture engagement levels across the various tasks. Our experiments suggest that a child’s engagement is reflected not only in the vocalizations, but also in the speech of the interacting psychologist. Moreover, we show that prosodic cues are informative of the engagement phenomena not only as characterized over the entire task (i.e., global cues), but also in short term patterns (i.e., local cues). We perform a classification experiment assigning the engagement of a child into three discrete levels achieving an unweighted average recall of 55.8% (chance is 33.3%). While the systems using global cues and local level cues are each statistically significant in predicting engagement, we obtain the best results after fusing these two components. We perform further analysis of the cues at local and global levels to achieve insights linking specific prosodic patterns to the engagement phenomenon. We observe that while the performance of our model varies with task setting and interacting psychologist, there exist universal prosodic patterns reflective of engagement.
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