Visual Correlates of Disfluency in Swedish

Department of Linguistics and Philology
Språkteknologiprogrammet
(Language Technology Programme)
Master’s thesis in Computational Linguistics
May 11, 2006
Visual Correlates of Disfluency
in Swedish
Mojgan Seraji
Supervisor:
Adj. Professor Bertil Lyberg, Linköping University
Abstract
Speech is usually accompanied by different gestures such as head movements and movements of the eyebrows. These gestures seem to have a significant meaning in human-human
and human-machine communication. Such information is a key component for the progress
in synthesizing naturally looking talking head. This thesis examines the movements of the
head and eyebrows to disfluency and how these movements or gestures are related to speech
signals in spontaneous speech within a communicative situation. The utilized method in this
experiment is “Wavesurfer” for speech and movement analysis. To analyze the correlation
of disfluency and head movements, this experiment was done under natural circumstances. I
recorded several minutes of communication of two subjects; one man and one woman, and
let them talk about an optional topic. Although strength and direction of the movements of
the head and eyebrows vary widely from one speaker to another the results turned out that
both speakers had a correlation of disfluency to the movements of the eyebrows. Disfluency
had also an indirect influence to the head movements.
Contents
Abstract
ii
Contents
iii
List of Figures
v
List of Tables
vii
Preface
viii
1
Introduction
1.1 Aim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 Outline of the Thesis . . . . . . . . . . . . . . . . . . . . . . . . .
1
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2
Background
2.1 Human Speech . . . . . . . . . . . .
2.2 Cognitive Functions . . . . . . . . . .
2.2.1 Broca’s Area . . . . . . . . .
2.2.2 M1-Mouth Area . . . . . . .
2.2.3 Wernicke’s Area . . . . . . .
2.2.4 Auditory Cortex . . . . . . .
2.2.5 Visual Cortex . . . . . . . . .
2.3 Spontaneous Speech . . . . . . . . .
2.4 Conversational Interaction . . . . . .
2.5 Disfluency . . . . . . . . . . . . . . .
2.5.1 Tongue Tips and Slips . . . .
2.6 Research Tools in Speech Science . .
2.6.1 The Narrowband Spectrogram
2.6.2 The Wideband Spectrogram .
2.7 Language and Machines . . . . . . .
2.7.1 Talking Heads . . . . . . . .
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Experimental Design
3.1 Recording . . . . .
3.2 Measurements . . .
3.3 Apparatus . . . . .
3.3.1 Wavesurfer
3.4 Observations . . .
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4
Results of the Evaluation
4.1 Unfilled Pauses (UPs) . . . . . . . . . . . . . . . . . . . . . . . . .
4.1.1 The Correlation of Unfilled Pauses to the Head Movements .
4.1.2 The Correlation of Unfilled Pauses to the Movements of the
Eyebrows . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.2 Filled Pauses (FPs) . . . . . . . . . . . . . . . . . . . . . . . . . .
4.2.1 The Correlation of Filled Pauses to the Head Movements . .
4.2.2 The Correlation of Filled Pauses to the Movements of the
Eyebrows . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.3 Prolongations (PRs) . . . . . . . . . . . . . . . . . . . . . . . . . .
4.3.1 The Correlation of Prolongations to the Head Movements .
4.3.2 The Correlation of Prolongations to the Movements of the
Eyebrows . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4 Truncations (TRs) . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4.1 The Correlation of Truncations to the Head Movements . . .
4.4.2 The Correlation of Truncations to the Movements of the Eyebrows . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.5 Conclusions and Future Development . . . . . . . . . . . . . . . .
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Bibliography
32
A Appendix 1
A.1 Subject 1 . .
A.1.1 file 1
A.1.2 file 2
A.1.3 file 3
A.1.4 file 4
A.1.5 file 5
A.2 Subject 2 . .
A.2.1 file 1
A.2.2 file 2
A.2.3 file 3
A.2.4 file 4
A.2.5 file 5
A.2.6 file 6
A.2.7 file 7
A.3 Subject 3 . .
A.3.1 file 1
A.3.2 file 2
A.3.3 file 3
A.3.4 file 4
A.3.5 file 5
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B Appendix 2
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40
iv
List of Figures
2.1
2.2
2.3
2.4
Functions of the brain, adopted from the final project of the "Biotechnology and Its Social Impact (MOL427/WWS462)" . . . . . . . . . . . .
Narrowband spectrogram . . . . . . . . . . . . . . . . . . . . . . . . .
Wideband spectrogram . . . . . . . . . . . . . . . . . . . . . . . . . .
Synface, adopted from the SYNFACE project at kth . . . . . . . . . . .
4
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3.1
3.2
Spectacles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Wavesurfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
13
Unfilled pause and head movements in three dimensions, the scale of the
y-, z- and x-axis is counted in mm . . . . . . . . . . . . . . . . . . . .
4.2 The movements of the eyebrows before an unfilld pause . . . . . . . . .
4.3 Unfilled pause after the movements of the eyebrows . . . . . . . . . . .
4.4 Filled pause and head movements in three dimensions . . . . . . . . . .
4.5 Filled pause and the movements of the eyebrows . . . . . . . . . . . .
4.6 Prolongation before head movements . . . . . . . . . . . . . . . . . . .
4.7 Head movements after a prolongation . . . . . . . . . . . . . . . . . .
4.8 Prolongation and the movements of the eyebrows . . . . . . . . . . . .
4.9 Truncation and head movements in three dimensions . . . . . . . . . .
4.10 The movements of the eyebrows before a truncation . . . . . . . . . . .
4.11 Truncation after the movements of the eyebrows . . . . . . . . . . . . .
16
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4.1
B.1 Unfilled pause and head movements in three dimensions, when one of
the subjects uttered “... på arbetstid UP Å det var ju inte ...” . . . . . . .
B.2 Unfilled pause and head movements in three dimensions, when one of
the subjects uttered “... mitt öra ju. (UP) Och sen så vaknade jag ...” . .
B.3 Unfilled pause and head movements in three dimensions, when one of
the subjects uttered “... på hela kudden (UP) Och då ...” . . . . . . . . .
B.4 Unfilled pause and head movements in three dimensions, when one of the
subjects uttered “... så fick jag då komma till överläkaren UP Schiratski ...”
B.5 Unfilled pause and head movements in three dimensions, when one of
the subjects uttered “... fem doktorandpoäng (UP) Och då tänkte jag ...”
B.6 Unfilled pause and head movements in three dimensions, when one of
the subjects uttered “... tju ett nu (UP) eh ...” . . . . . . . . . . . . . . .
B.7 Unfilled pause and head movements in three dimensions, when one of
the subjects uttered “... vad man vill så (UP) så får vi se vad det blir ...” .
B.8 Unfilled pause and the movements of the eyebrows, when one of the
subjects uttered “... högst upp på det här UP huset och där ...” . . . . . .
v
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48
B.9 Filled pause and head movements in three dimensions, when one of the
subjects uttered “... Och eh (FP) och så en dag ...” . . . . . . . . . . . .
B.10 Filled pause and the movements of the eyebrows, when one of the subjects uttered “... Eh (FP) går på högskolan ...” . . . . . . . . . . . . . .
B.11 Prolongations and head movements in three dimensions, when one of the
subjects uttered “... Det e om (PR) ”marackesh” ...” . . . . . . . . . . .
B.12 Prolongations and the movements of the eyebrows, when one of the subjects uttered “... när hon började i (PR) Malmö så ...” . . . . . . . . . .
B.13 Truncations and head movements in three dimensions, when one of the
subjects uttered “... den ligger lili TR lite utanför stan inte långt ...” . . .
B.14 Truncations and head movements in three dimensions, when one of the
subjects uttered “... nej hal TR halvtid det jobbar hon bara ...” . . . . . .
B.15 Truncations and the movements of the eyebrows, when one of the subjects uttered “... den ligger lili TR lite utanför stan inte långt ...” . . . .
B.16 Truncations and the movements of the eyebrows, when one of the subjects uttered “... ah nä(TR)när hon kommer hem ...” . . . . . . . . . . .
B.17 Truncations and the movements of the eyebrows, when one of the subjects uttered “... är ju som kyckli(TR)kyckling i sig smakar ju heller ...”
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
vi
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57
List of Tables
4.1
4.2
4.3
4.4
Utterances containing unfilled pauses
Utterances containing filled pauses . .
Utterances containing prolongations .
Utterances containing truncations . . .
vii
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27
Preface
First and foremost, I would sincerely like to thank my supervisor Professor Bertil
Lyberg, for his guidance, encouragement and support during this study. He has been
an endless source of inspiration and his valuable suggestions and knowledge in this
area have been of great help in my thesis. Also I want to express my special gratitude
to his doctoral students Mustapha Skhiri and Sonia Sangari who helped me a lot
in an exciting way with the interviews and the recording parts of this pilot study.
viii
1 Introduction
When we talk despite all ages, cultures, backgrounds we have, we usually move the
head, show various facial expressions and use body language. These gestures aid
the understanding of the communication and they also convey a lot of additional
information, i.e. visual information about the speaker such as the speaker’s mood.
These gestures, in other words, nonverbal communications are mostly related to the
subject we are talking about and the situation at hand. For example, some movements
such as body language facilitate turn-taking in a conversation. Hence, gestures play
an important role in language production and comprehensions. (Kelly, 2001)
Many facial expressions and head movements are also linked to the semantic and
prosodic structure of a text. For example, a stress on a word is often accompanied
by a nod of the head or rising the voice at the end of a phrase can be linked to a rise
of the head, possibly combined with rising eyebrows. (Hans Peter Graf, 2002) Many
researches have been done in this field to make animated talking agents (or talking
head) to look more naturally in their nonverbal communication.
1.1
Aim
The aim of this study is to better understand the correlation between movements
of the head and eyebrows and disfluency. A secondary aim is to investigate how
these movements are related to speech signals in spontaneous speech within a communicative situation. In this pilot project only two subjects have participated in the
interviews. I have also used other data collections of one additional subject who had
taken part in another study related to head movements. Therefore, upcoming statements in this paper is based on these three subjects (two men, one woman) I have
observed. All data analysis in this research can be used in construction of animated
talking agents.
1.2
Outline of the Thesis
This thesis covers following chapters: chapter 1 presents a brief introduction to
the concept of nonverbal communications and also introduces the purpose of this
study. Chapter 2 presents the relevant background information which discuss human
speech, cognitive functions, spontaneous speech, conversational interaction, disfluency, research tools in speech science, language and machines. In chapter 3, the
design of this experiment follows and it introduces the interview selection, the measurements and how I utilized the apparatus “Wavesurfer”. Last chapter; chapter 4,
introduces the results of the evaluation which consists of two main studies, i.e. the
1
correlation of disfluency to the head movements and the correlation of disfluency to
the movements of the eyebrows.
2
2 Background
2.1
Human Speech
The fundamental view of human speech is based on the concept of natural sounds.
Early human used to imitate of natural sounds they heard around themselves. For
example: the CAWCAW sound, which have been using in the early man’s history to
refer to an object flew by. Even in all modern languages there are some words which
have almost the same pronunciations as naturally occurring sounds. Some example in
English can be cuckoo, splash, bang, boom, ding-dong, rattle, buzz, hiss, screech and
forms such as bow-wow and the view of this type has been called as the “bow-wow
theory” or the “yo-heave-ho theory” that refer to a person who is under a physical
effort especially when that physical effort involve several people. (Yule, 1985) There
are also other original sounds coming from natural cries of emotion, such as pain,
anger, joy and expressive noises which people make of emotional reaction, such as
Wow, Ugh and Oops contain sounds which are not used in their language but are
counted as source sounds or natural sounds.
Human accompany much of their speech with physical gestures such as pointing
and raising of the arm, bend at the elbow and so on. All these have to do with how
humans use language to interact with each other, socially or emotionally; how they
show friendliness, or hostility, or annoyance, pain or pleasure. (Yule, 1985)
There is an idea regarding the origins of the sounds of language that there is a
link between physical gesture and the production of oral sounds. It seems completely
reasonable that physical gestures, involving the whole body, can indicate a lot of
emotional situations and intentions. Physical gestures, using body, hands, face and
head, are methods or processes of nonverbal communication which still are used
by modern human with developed linguistic skills. Hence, it is said that physical
gestures were developed as a method for communications. On the other hand, the
gestures involving mouth, the movement of tongue, lips and so on were recognized
as oral gestures. The movement of the tongue (oral gesture) in a “goodbye” message
and the waving of the hand or arm (physical gesture) give both a similar message.
(Yule, 1985) In deed, we can use mime or specific gestures to transmit an information
in order to a variety of communicative purposes.
2.2
Cognitive Functions
Speech is, without doubt, one of our most important abilities. We use various features of language to produce and understand linguistic messages. The ability of using language is located in two regions of the human brain that are known to play
important roles in speech production and processing: Broca’s area and Wernicke’s
3
Figure 2.1: Functions of the brain, adopted from the final project of the "Biotechnology and
Its Social Impact (MOL427/WWS462)"
area. These areas were identified through the study of brain damage patients in nineteenth century. Patients with damage to Broca’s area exhibit an inability to produce
grammatical sentences, although they can use single words properly. Patients with
damage to Wernicke’s area, in contrast, produce well-formed but meaningless sentences. (Geschwind, 1965) These areas are localized only in the left hemisphere of
the brain. Brain activity is involved in hearing a word, understanding it, then saying
it, and all these processes follow a definite pattern. When a word is heard and comprehended via Wernicke’s area, this signal is transferred to Broca’s area to do some
preparations for producing it. Finally, a signal is sent to the motor area to physically
articulate the word.
2.2.1
Broca’s Area
Broca’s area described in 1861 by Pierre Paul Broca and is responsible for delivering
a list of words and parts of words to produce meanings, in other words, it is responsible for semantic processing. This area is not exactly a speech area, but is associated
with the process of articulation of speech. It controls not only spoken, but also written
and signed language production. Patients with lesion of this area can understand language and conversation, even complex concepts, but cannot talk coherently. (Keith
A. Johnson, 2000)
2.2.2
M1-Mouth Area
This is the area of the brain is linked to control the physical movements of the mouth
and articulators in producing speech. This part is a part of motor cortex, and controls
the muscles of the face and mouth. The rest of motor cortex controls other parts of
the body’s movement. It is located near Broca’s area and works in speech tasks along
with Broca’s area. (Keith A. Johnson, 2000)
4
2.2.3
Wernicke’s Area
Wernicke’s area is an area of semantic processing. It is associated with memory functions, hearing function and object identification, as well as language comprehension,
in written or spoken language. Wernicke’s area works with Broca’s area, Wernicke’s
area takes care of incoming speech and Broca’s area controls outgoing speech. (Keith
A. Johnson, 2000)
2.2.4
Auditory Cortex
This area of the brain manages recognizing and receiving sound. When people speak
or read words aloud, there is evidence that they listen to themselves as they are speaking in order to make sure they are speaking correctly. (Keith A. Johnson, 2000)
2.2.5
Visual Cortex
This area is also known as the striate cortex and it has responsible for vision. The
visual areas of the brain are the first parts of the brain which are activated in reading
and object naming. Above this visual area there is another region which is associated
with object naming and word reading, and is thought of as supplementary to the
primary visual cortex. (Keith A. Johnson, 2000)
2.3
Spontaneous Speech
Spontaneous or unprepared speech is the most natural form of an interactive communication. This phenomena unlike written text, is online i.e. when speakers say
something which is needed to be repaired, there is a little opportunity to take it back.
In contrast, written text provides always the chance to be revised and rephrased and
that is one of the major difference between spontaneous speech and written text.
In spontaneous speech speakers use unfilled pauses (or silent), filled pauses (such
as err, eh, uh, uhm), truncated words, restarts, mispronunciations, “editing terms” like
oops, sorry, no, I mean and so on. These are referred to as disfluency also dysfluency,
nonfluency, disturbance and discontinuity.
2.4
Conversational Interaction
Conversation is an activity where two or more people speak by turns. Although
speaking turns are not pre-allocated in conversation and it is clear that turn distribution is systematic. But typically, only one person speaks at a time and the others
are expected to keep silence between speaking turns. (Despite the fact that it is not
true in some cultures.) If more than one speaker tries to talk at the same time, one
of them usually stops. Therefore participants wait until one speaker shows that he or
she has finished by signaling a completion point, for example, by pausing at the end
of a phrase or a sentence. But if the speaker wants to keep his or her own turn should
avoid having pause at the end of sentences. Speaker should make sentences run on by
using connectors like and, and then, so, but or by using hesitation markers or filled
pauses such as er, em, uh, ah.
5
If other participants want to talk, they usually indicate it by different ways both
verbal and nonverbal behaviours such as making short sounds usually repeated while
the speaker is talking, shifting their body or using facial expressions to signal that
they have something to say. These signals are defined as turn-taking signals. In this
situation the participants can show their character as “rudeness” (the speaker cut
another speaker) or “shyness” (the speaker keeps waiting for an opportunity to take
a turn and it seems to not occur). (Yule, 1985)
Many attempts to make naturally looking talking heads have focused on turntaking signals to process natural language behaviour in conversational interaction.
2.5
Disfluency
Several approaches have been studied in disfluency or hesitation phenomena in normal speech, for example Freud discussed disfluency from a psychological point of
view as something that opens our inner character or individuality. Within stuttering
research, speech therapists, psychologists and speech pathologists have stated the
difference between pathological speech, like stuttering (or stammering), and normal
disfluencies of human languages. Many researches have also been done in disfluency
from a gender perspective, connected to gestures and body language.
When we talk about some topics, we have always a number of choices of words
and the ways of expressing them. The more formal, structured and discipline, the
fewer the options. That is our choice about how we talk and how fluent we are. Eklund
(2004) noted that disfluency production is largely dependent on psychological and
individual factors. He has also noted that disfluency to some degree is under speaker
control. Some disfluencies such as silent or unfilled pauses and filled pauses (uh, ah,
er, and um) are based on the hypothesis of that these pauses or breaks in speech flow
provide the time for the production of speech to search for the next word or phrase.
Eklund (2004) has observed the disfluency phenomena in the following fields:
Unfilled Pauses (UPs) Silent parts in fluent speech, an example would be “I want
a ..... go to school”. Unfilled pauses are not always disfluencies, sometimes we use
pauses to mark sentence boundaries (Deese, 1978) and all silences shorter than 250
ms, are not counted as unfilled pauses, they are more like silences of longer duration.
(Goldman-Eisler, 1968)
Filled Pauses (FPs) Also called “vocalized pauses”, such as “eh, em, er, um, ah,
..”.
Prolongations (PRs) Some phones or segments which are longer than in normal
fluent speech, like “I’m comiiiiiing”.
Truncations (TRs) Cut-off words or syllables, in other words, interrupted words
or syllables, e.g. “li..li..little”.
Mispronunciations (MPs) Words with the wrong pronunciation and it is almost
similar to the term “slip-of-the-tongue” (see next section), such as “black bloxes”
(for “black boxes”).
Repairs (REPs) This term is a kind of self-corrections, sometimes including
substitutions (I want to drink a cup of coffee tea), repetitions (can I can I have a cup
of tea), insertion (I want to have a cup of tea hot tea).
Explicit Editing Terms (EETs) Words or phrases like “sorry”, “you know”,
“opps” and so on.
6
2.5.1
Tongue Tips and Slips
As language users, we all experience occasional difficulty in getting the brain and
speech production to work together. The tip-of-the-tongue phenomenon is when we
know the word but it just won’t come out on the tongue. Researches have shown that
speakers generally have a correct phonological outline of the word, they know the
initial sound of the word and even the number of syllables in the word. It indicates
that our “word-storage” can be partially organized on the phonological information
and some words in that “word-storage” can be easily retrieved than other words. For
example, speakers produced secant, sextet and sexton, when they were asked to name
a type of instrument; sextant.
A similar type of speech error is described as slip-of-the-tongue, also is known as
a Spoonerism, after the Rev. William A. Spooner, an Oxford dean, who was famous
for his tongue-slips.(Yule, 1985) Spoonerism results when a sound is carried over
from one word to the next, in other words, an intended word is replaced by another
word such as the thine sing (for “the sign thing”), black bloxes (for “black boxes”) or
noman numeral (for “roman numeral”). These examples give us a clue to the normal
working of the human brain functions.
2.6
Research Tools in Speech Science
One of the research tools which provides an analysis of the acoustic speech signal
is spectrogram. Moreover, spectrogram (or sonogram) is a visual description of an
acoustic signal and give an analysis of different components of speech. In addition
to spectrogram, pitch contour and waveform of the acoustic signal are other ways to
make sound waves visible. There are two different kinds of spectrograms, the narrowband spectrogram and the wideband spectrogram and both show different things.
2.6.1
The Narrowband Spectrogram
A narrowband spectrogram displays horizontal bands (consider Figure 2.2) which
represent the harmonics of the glottal source. The darker bands represent the harmonics that are closest to peaks of resonance in the vocal tract. The lighter bands
represent harmonics whose frequencies are far away from the resonance peaks. The
bandwidth of the filter used to generate narrowband spectrograms is usually somewhere between 30 and 50 Hz. Narrowband spectrograms are traditionally being used
for measuring the fundamental frequency and intonation. (Gloria J. Borden, 1980)
2.6.2
The Wideband Spectrogram
Wideband spectrograms are broad bands of energy that depict the formants; which
are the actual peak of resonance at a particular moment. They are dark bands on a
wideband spectrogram which correspond to a vocal tract resonance. Different vocal
tract shapes will produce different formant patterns. Formants are conclusive for understanding of vowels. In contrast, formants in consonants are less clear and have
lower intensity.
Wideband spectrograms are used in spectrogram reading because they give us
more information about what is going on in the vocal tract. Speech scientists are more
7
Figure 2.2: Narrowband spectrogram
Figure 2.3: Wideband spectrogram
interested in the changing resonance than the harmonic of the glottal source. Therefore, wideband spectrogram is most appropriate alternative to measure formants compared to the narrowband spectrogram. Wideband spectrogram in Figure 2.3 shows
the horizontal bands of energy that represent the formants are composed of individual vertical lines. The blank spaces of the wideband spectrogram indicate silence,
including pauses and some sort of silent gaps that are generated by voiceless stop
closures. The bandwidth of a filter used to generate wideband spectrograms is between 300 and 500 Hz. Researches who want to measure the duration or the time of
acoustic occurrences use wideband spectrograms. (Gloria J. Borden, 1980)
2.7
Language and Machines
In 1738, Jacques de Vaucanson produced amazing mechanical duck which could perform the act of drinking water and eating grain. The containing was digested and then
excreted via a mysterious chemical process in its stomach. (Yule, 1985) This is one
example of human ambitions that have always tried to create a model of natural or-
8
Figure 2.4: Synface, adopted from the SYNFACE project at kth
ganisms, and natural articulation of speech sounds have always been one interesting
aspect to be modeled by machines. Many devices of talking machines were modeled
from the function of human vocal tract to produce phrases and sentences, pronunciation of individual words, intonation and pausing as well as syntactic rules for the
formation of natural language sentences. However, according George Yule, the development of synthetic speech, would only produce a model of speech articulation not a
model of “speaking”. Having something to say is an attribute of the human’s mental
processes and attempting to model that attribute is, the modeling of intelligence.
2.7.1
Talking Heads
Audio-visual speech synthesis, is based on automatic generation of voice and facial
animation. The visual speech synthesis uses 3D (three dimensional) polygon models which are parametrically articulated and deformed. Researchers main interest in
head and facial movements is to synthesis talking heads which look as naturally as
possible. Munhall (2004) found in his research that head movements contribute people to understand an uttered message more accurately. Cassel (2000) also points out
in his article that a user of an animated talking agent with nonverbal communication
understand better and is more cooperative than an animated talking agent with no
nonverbal communication.
One of the main application of audio-visual speech synthesis is within the sphere
of hearing impaired, in fact, people who have hearing difficulties to communicate
by telephone. These people usually use lip-reading during conversations. However,
it dose not work over the telephone, but this is done in the SYNFACE project which
uses a computer program. A computer that is attached to user’s telephone will show
an artificial face. When the user makes a phone call she or he is able to listen and at
the same time watch the artificial face to lip read it and follow all information.
Figure 2.4 shows a SYNFACE on a computer screen. Users can choose different
faces by clicking on the buttons under the face and there is also another control under
the face to change the volume of the sound. On the right, there is a phonebook and
a keypad for dialing. The user can also attach a face to a telephone number in his or
her phonebook in order to choose the same face every time the user dial that number.
9
As means to make communications easier, SYNFACE can also be used on laptop
computers and mobile phones.
10
3 Experimental Design
To analyze the movements of head and eyebrows in a conversation, this experiment
has been done under natural circumstances. Two native Swedish speakers have participated in the recording of an interview. In order to make the dialogue as spontaneous
as possible, the subjects have been allowed to talk about an optional topic. To get a
wider analysis of spoken dialogue, I have also used other data collections belonging
to one additional subject who had taken part in another study related to head movements. Several minutes of the interview of each subject were listened and various
types of disfluency were localized, measured and analyzed. In total, 22 minutes of
recorded material were analyzed.
3.1
Recording
The participants interviewed one by one in a sound-isolated studio. They wore special spectacles with five hemispherical markers on it, for recording of the head movements. These hemispherical markers have a diameter of 4 mm and is made of a reflecting material. Two markers were also attached to the subject’s eyebrows (one
on each eyebrow) for the purpose of recording the movements of the eyebrows. The
spectacles lack the upper part so that the movements of the eyebrows can be recorded
by the system (figure 3.1).
Moreover, the studio is equipped by a microphone which registers the sound and
four IR cameras (cameras with infrared light) for capturing the movements of the
Figure 3.1: Spectacles
11
markers with a frequency of 60 Hz. In other words, the cameras flash infrared lights1
to the markers and then these lights will be reflected into the cameras to register
the movements. IR cameras can register the light in three dimensions (y-, z-, and xaxis). Each camera catch the light from a certain angle and that can be adjusted by
moving the camera. All movements data are sent via four special video processors to
a Mac computer for storing the data and post preparation. All equipments are from
the manufacture “Qualisys” and both the software which is used in Mac computer and
the system are called “MacReflex”. The recording time of the movements is limited.
The movement data is in a special format; TSV (Tab Separated Values) format, in
order that, these formats can be easily read by Wavesurfer.
The sound is recorded and sent to a PC for storing and post preparation. The
sound is recorded in two channels, a sound signal and a sync signal.
The sync signals are used for synchronizing the sound and the movements, these
signals can be filtered out by Wavesurfer. The accuracy of the measurement of the
movements is about 0.1 mm in three dimensions.
3.2
Measurements
The co-ordinates of the markers are measured in order to get the values of the vertical(y), the inclined- (z) and the horizontal (x) movements of the head and also the vertical (y) movements of the eyebrows. The vertical directions (y) exhibit the motions
of “up or down”, the inclined directions (z) exhibit the motions of “front or back”
and the horizontal directions (x) display the motions of “left or right” (Consider
Figure 3.2.) The co-ordinates of the markers at the eyebrows are measured only in
vertical movements which is “up or down” (y-axis) and then are transformed to a coordinate system. The acoustic signals which are synchronized with the movements of
the markers are used as means to see the correlation of disfluency and the movements
of the head and eyebrows.
3.3
Apparatus
3.3.1
Wavesurfer
Wavesurfer is a signal processing program which is utilized as a tool for analysis
of speech signals. Wavesurfer is enormously useful for doing the tasks in speech
research and education, like speech analysis and speech transcription.
In Wavesurfer both acoustic signals and movement signals which have already
been synchronized can be studied in different windows at the same time. The sound
is represented by spectrogram, waveform and pitch contour and the movements are
represented by three windows (each for one type of movements i.e. one for vertical
direction or y-axis, one for inclined direction or z-axis and finally one for horizontal
direction or x-axis) with curves. Rising of a curve indicates movement “up”, “front”
1 Infrared
is the region in the electromagnetic spectrum that falls between radio waves and visible
light. Infrared can’t be seen, but it can be felt as heat given a strong energy source. A camera equipped
with infrared-sensitive film can take pictures of “warm” objects in low-light environments. Most people
are familiar with infrared as implemented in remote control devices.
12
Figure 3.2: Wavesurfer
or “right” and falling of a curve indicates movement “down”, “back” or “left”. Figure 3.2 represents an unfilled pause and the head movements.
3.4
Observations
In this pilot study I have looked at four types of disfluency in relation to movements of the head and eyebrows, i.e. unfilled pauses, filled pauses, prolongations and
truncations. I listened to all sound files in order to trace disfluency and simultaneously studied the related TSV files in three directions (y-, z- and x-axis) for head
movements and in one direction (y-axis) for the movements of the eyebrows in different windows in Wavesurfer. The mentioned types of disfluency were localized and
marked in Wavesurfer and were then measured to see how long that type of disfluency
lasted. Finally, the correlation between disfluency and the movements of the head and
eyebrows were analyzed. I had access to 10 TSV files related to the movements of
the eyebrows of one subject for the observation of the motions of the eyebrows and
13
22 TSV files of the head movements of three subjects for the observation of the head
movements. The result of this analysis will be presented in the following chapter.
14
4 Results of the Evaluation
The speech was transcribed orthographically word-by-word and then after listening
to the all conversations, the correlation of disfluency (according to the disfluency
category described in the following) to the movements of the head and eyebrows
were analyzed. The scales of y-, z- and x-axis of the head movements are counted in
mm and the scale of y-axis of the movements of the eyebrows is counted in a tenth
of mm.
4.1
Unfilled Pauses (UPs)
An unfilled pause refers to a silent part of fluent speech, when a speaker turn silent
for shorter or longer periods of time. Sometimes these silences can barely perceived
but they can be also very long indeed. (Eklund, 2004) Unfilled pauses are the most
problematic type of the disfluency category because all unfilled pauses are not always
disfluencies, sometimes we use pauses to mark sentence boundaries (Deese, 1978)
and all silences shorter than 250 ms, are not counted as unfilled pauses, they are
more like silences of longer duration. (Goldman-Eisler, 1968)
Table 4.1 displays some examples of unfilled pauses which occurred to the subjects during the interview:
Table 4.1: Utterances containing unfilled pauses
Subject
Subject 1
Subject 1
Subject 2
Subject 2
Utterance
... högst upp på det här UP huset och ...
... at the top of this UP house and ...
... jag ska prata lite tydligare UP om mat ...
... I will talk more obvious UP about food ...
... dom har UP beställt tid ...
... they have UP made an appointment ...
... så fick jag då komma till överläkaren UP Schiratski ...
... then I got to come to the doctor UP Schiratski ...
Duration
0.551 ms
1.647 ms
1.26 ms
1.022 ms
However, unfilled pauses were the most common type of the disfluency category
in this pilot study and I found 121 unfilled pauses compared to 71 filled pauses,
45 prolongations and 17 truncations. The quite common location for unfilled pauses
was right before the head of the phrase, in other words, this hesitation phenomena
occurred mostly before the important items in a phrase. Unfilled pauses also occurred
inside words, an example in this case would be:
• “... studentUPlägenhet ...”, “... studentUPflat ...”.
15
Figure 4.1: Unfilled pause and head movements in three dimensions, the scale of the y-, zand x-axis is counted in mm
Another types of unfilled pauses were, when they occurred between grammatically complete forms, for example:
• “... så fick jag då komma till överläkaren, UP Schiratski ...”, “... then I came to
the doctor, UP Schiratski ...”.
The last types of unfilled pauses that I discovered in this experiment were UPs
that speakers employed in order to make a plan for pursuing their meaning, like:
• “... hon bor hemma UP och vet inte vad hon vill göra ...”, “... she lives at home
(or she lives with us) UP and she does not know what to do ...”.
16
Figure 4.2: The movements of the eyebrows before an unfilld pause
17
4.1.1
The Correlation of Unfilled Pauses to the Head
Movements
The localized areas of unfilled pauses were studied as means to determine whether
there were any head movements related to the unfilled pauses. In this experiment I
found out that there was no significant relation between them. However, the speakers
held back and froze their gestures when they got disfluent and then head movements
occurred later on. In other words, first there was an unfilled pause while the speakers
held still and then the head movements occurred.
Figure 4.1 displays the head movements and an unfilled pause for one of the
speakers uttering the sentence “... Karlsson och Granström var UP assistenter och
hade labbarna ...”, “ ... Karlsson and Granström were UP assistants and took care of
the labs ...”. As is shown in this figure, first an unfilled pause takes place while the
speaker freezes his gestures and then strong head movements occur. (Head movements in y- and z-axis)
4.1.2
The Correlation of Unfilled Pauses to the Movements of
the Eyebrows
The analysis of the correlation of unfilled pauses to the movements of the eyebrows
showed that there were strong movements before unfilled pauses occurred, i.e. first
the movements of the eyebrows happened and then the motions went down to unfilled
pauses.
The movements of the eyebrows in the relation with unfilled pauses can introduce
the case of focal accent, i.e. the speaker may signal a focal accent in a sentence. In
this case, unfilled pauses can be completely dependent on the semantic content.
Figure 4.2 illustrates the movements of the eyebrows when one of the subjects
uttered the sentence “... hon ville ha en annan lägenhet som UP nu har hon fått ...”,
“... she wanted to have another apartment as UP she now has got ...”. In this figure,
first strong motions of the eyebrows appear, which can signal a focal accent, and then
the movements are followed by an unfilled pause, which is displayed in Figure 4.3.
18
Figure 4.3: Unfilled pause after the movements of the eyebrows
19
Table 4.2: Utterances containing filled pauses
Subject
Subject 1
Subject 1
Subject 2
Subject 2
4.2
Utterance
... hon eh FP hade tur för när ...
... she eh FP was lucky because when ...
... emigration och eh FP vad heter den kursen eller ...
... emigration and eh FP what is called that course or ...
... det var lite annorlunda på den tiden eh FP och jag ...
... it was a little different at that time eh FP and I ...
... så ska vi beställa tid till eh FP överläkaren ...
... so we are going to make an appointment with eh FP the doctor ...
Filled Pauses (FPs)
Filled pauses or vocalized pauses describe “eh, em, er, ah, um”. Filled pauses were
the second most common type of disfluency category. (71 filled pauses were found
in this experiment.)
Table 4.2 shows some utterances which include filled pauses that subjects produced during the interview.
Mostly, filled pauses signal that there are many options available to the speaker
but no commitment has yet been made by the speaker and sooner or later he or she
will choose one of the available alternatives.
4.2.1
The Correlation of Filled Pauses to the Head Movements
The filled pauses were analyzed to find out if there was any relation between these
pauses and head movements. I discovered no crucial relation between filled pauses
and head movements. On the other hand, filled pauses were employed as a sort of
place-holders for the next word or to continue on, to the next sentence. Somehow,
filled pauses signaled that the speakers had many options available of which they
elected one to continue their speech. Speakers employed these hesitation sounds to
indicate uncertainty or to maintain control of the conversation while thinking of what
to say next. Consequently, filled pauses did not add any new information to the conversations.
Figure 4.4 displays the head movements in three dimensions and a filled pause
when one of the subjects uttered the sentence “... så att eh FP men jag kunde ...”, “...
so eh FP but I could ...”. There is clearly no relation between filled pauses and head
movements.
4.2.2
The Correlation of Filled Pauses to the Movements of the
Eyebrows
In this experiment I found no significant relation between filled pauses and the movements of the eyebrows.
In Figure 4.5, the movements of the eyebrows and a filled pause are displayed for
one of the subjects uttering “... språket är ju mera eh FP det är ju inte just ...”, “... the
language is more like eh FP it is not just ...”.
20
Duration
0.239 ms
0.571 ms
1.943 ms
1.258 ms
Figure 4.4: Filled pause and head movements in three dimensions
21
Figure 4.5: Filled pause and the movements of the eyebrows
22
4.3
Prolongations (PRs)
Prolongations describe phones or syllables which are longer than in normal fluent
speech. Prolongations were the third most common type of disfluency category. (45
prolongations discovered in this study)
Table 4.3 presents some examples of prolongations which occurred to the subjects during the interview:
Table 4.3: Utterances containing prolongations
Subject
Subject 1
Subject 1
Subject 2
Subject 2
Utterance
... köper man dem iii PR bitar ...
... you can buy them iiin PR pieces ...
... utan det äää PR sexton grader ...
... but also it iiis PR sixteen degree ...
... det var fullt iii PR väntrummet ...
... it was full iiin PR the waiting room ...
... Schiratski som dååå PR tittade på det här ...
... Schiratski who theeen PR looked at this ...
Duration
0.385 ms
508 ms
0.400 ms
0.633 ms
Prolongations can be seen as another way of hesitating without being silent. In
this case, speakers hesitated by drawling phones to continue their speech without
being silent.
4.3.1
The Correlation of Prolongations to the Head Movements
The analysis of the correlation of prolongations to the head movements showed that
there was no relation between them. Instead, the speakers held back and froze their
motions when they got disfluent and then a head movement took place. In other
words, first a prolongation occurred while the speakers held off, without any acting
and then head movements appeared.
Figure 4.6 illustrates the head movements and a prolongation for one of the
speakers uttering the sentence “... 40 poäng i alltsååå PR språkdelen i fonetik ...”,
“... 40 points in that is to saaay PR language field in phonetics ...”. This figure shows
no correlation of prolongations to the head movements.
As is shown in Figure 4.7, head movements appear after a prolongation, which is
displayed in the previous figure (Figure 4.6.)
4.3.2
The Correlation of Prolongations to the Movements of
the Eyebrows
I found no crucial relation between prolongations and the movements of the eyebrows.
Figure 4.8 displays the movements of the eyebrows and a prolongation for one
of the subjects uttering “... hon läser ju dååå PR det blir mycket ...”, “... she studies
theeen PR it becomes too much ...”.
23
Figure 4.6: Prolongation before head movements
24
Figure 4.7: Head movements after a prolongation
25
Figure 4.8: Prolongation and the movements of the eyebrows
26
4.4
Truncations (TRs)
Truncations are also called cut-off words or syllables, in other words, they are not
fully executed or finished but they will be completed later, after an unfilled pause.
Some truncations occur due to interlocutor interruptions but in this pilot study I have
observed the truncations which speakers produced by themselves without any interruptions from the interlocutor. Here, the total number of truncations was 17.
Table 4.4 introduces some utterances which include truncations that subjects produced during the interview:
Table 4.4: Utterances containing truncations
Subject
Subject 1
Subject 1
Subject 2
Subject 2
4.4.1
Utterance
... den ligger liliTRlite utanför stan inte långt ...
... it is located a liliTRlittle outside of the town not far ...
... det blir mycket att hon joTRjobbar mot ...
... it becomes too much that she woTRworks against ...
... Ericsson som då haTRhade hållt på med telekommunikation ...
... Ericsson which at that time waTRwas working with telecommunications ...
... jag fick ju ggTRgå alltså jag fick faktiskt gå på den här kursen ...
... I got to ggTRgo as a matter of fact I got to take this couse ...
The Correlation of Truncations to the Head Movements
To find out whether there were any head movements related to the truncations, the
localized truncation areas were studied and I discovered no specific relation between
them. The correlation of truncations to the head movements was quite similar to the
correlation of unfilled pauses and prolongations to the head movements, the speakers
froze and held back their gestures when they got disfluent and then at the end of
the truncations, head movements occurred. In other words, at the beginning of the
truncations speakers held still and at the end of the truncations and even after that,
head movements occurred.
Figure 4.9 displays the head movements and a truncation for one of the speakers
uttering the sentence “... den ligger liliTRlite utanför stan inte långt ...”, “... it is
located a liliTRlittle outside of the town not far ...”. As is shown in this figure, at
the beginning of the truncation speaker freezes her gestures but at the end of the
truncation quite strong head movements appear.
4.4.2
The Correlation of Truncations to the Movements of the
Eyebrows
Contrary to the results concerning the correlation between truncations and head
movements, there were strong eyebrow movements before truncations occurred, i.e.
first, the movements of the eyebrows appeared and then the movements went down
with the truncation. These movements in relation to truncations can present the case
of focal accent, i.e. the speaker may signal a focal accent in a sentence. In this case,
truncations, like unfilled pauses, can be totally dependent on the semantic content.
27
Duration
1.668 ms
0.887 ms
0.335 ms
0.875 ms
Figure 4.9: Truncation and head movements in three dimensions
28
Figure 4.10: The movements of the eyebrows before a truncation
29
Figure 4.11: Truncation after the movements of the eyebrows
Figure 4.10 illustrates strong movements of the eyebrows when one of the subjects uttered the sentence “... nej hal TR halvtid det jobbar hon bara ...”, “... no hal
TR half time she just works ...”. First, strong motions of the eyebrows occur which
may signal a focal accent and then the movements end up with a truncation, which is
displayed in the next figure (figure 4.11 ).
4.5
Conclusions and Future Development
To sum up, I have analyzed the correlation of some types of disfluency such as unfilled pauses, filled pauses, prolongations and truncations to the movements of the
head and eyebrow in spontaneous speech.
Unfilled pauses, prolongations and truncations did not seem to have a crucial
connection to the head movements. On the other hand, the speakers froze their gestures when they got disfluent and head movements occurred later on. In the case of
truncations, the head movements started at the end of the truncations and even after
30
that.
Filled pauses were not either directly related to the head movements, but they
played a role as place-holders for the next word or to continue on, to the next sentence. Filled pauses were also employed to maintain control of a conversation while
thinking of what to say next.
Filled pauses and prolongations did not have any relation to the movements of
the eyebrows.
However, unfilled pauses and truncations had indeed a significant meaning in
the relation with the movements of the eyebrows. There were strong movements
of the eyebrows before unfilled pauses or truncations occurred. The movements of
the eyebrows in relation with unfilled pauses and truncations can be linked to the
concept of focal accent, i.e. the speaker may signal a focal accent in the conversation
and in this case, unfilled pauses and truncations can be completely dependent on the
semantic content.
The experiment described here is done in a limited domain. The next step of
research in this field would be to employ several more subjects to perceive if it is
possible to generalize these results in spontaneous speech, especially concerning the
correlation of unfilled pauses and truncations to the movements of the eyebrows.
Another interesting step of research in this field can be also to retrieve other visual
information, for instance eye movement: is there any simultaneous correlation of
disfluency to eye movements?
31
Bibliography
Cassel, Justine. Verbal communication: Using approximate sound propagation to
design an inter-agents communication language, 2000.
Deese, James. Thought into speech. american scientist, 1978.
Eklund, Robert. Disfluency in Swedish human-human and human-machine travel
booking dialogues. Institute of Technology Linköping University, 2004.
Geschwind, N. Disconnexion syndromes in animals and man, brain, 1965.
Gloria J. Borden Katherine S. Harris, Lawrence J. Raphael. SPEECH SCIENCE
PRIMER. Library of Congress Cataloging-in-Publication Data, 1980.
Goldman-Eisler, Frieda.
1968.
Psycholinguistics: Experiments in spontaneous speech,
Hans Peter Graf, Eric Cosatto Volker Storm Fu Jie Huang.
Visual
prosody:
Facial
movements
accompanying
speech.
http://www.cstr.ed.ac.uk/downloads/publications/2002/paper.vtts.pdf, 2002.
Keith A. Johnson M.D., J. Alex Becker Ph.D.
Atlas: The whole brain.
http://www.med.harvard.edu/AANLIB/home.html, 2000.
Kelly, Spencer D. Does gesture play a special role in the brain’s processing of language?, 2001.
Munhall, Kevin G. Visual prosody and speech intelligibility, 2004.
Yule, George. THE STUDY OF LANGUAGE. Press Syndicate of the University of
Cambridge, 1985.
32
A Appendix 1
When interviewer has taken part in the conversation, it has marked with an I. File
related to the subject number 3 is belong to another study related to the head movements which I have also employed in this thesis in order to obtain a wider analysis of
spontaneous speech.
A.1
A.1.1
Subject 1
file 1
Så *skratt, I: SÅ VI PRATAR OM FRITIDEN. Hum (UP) ju (PR) men det här väl så
då att min fritid (UP) går mycket då till den stugan em (FP) om (UP) jaha vad sa jag
berätta mera? Jag kan berätta om mina barn. I: Ja. Eh (FP) dem är två stycken och eh
(FP) min äldsta är ju (PR) tjugofy(TR)tjugofy ah hon fyllde tjugo fyra åring (UP)
bor i malmö, (UP) I: OKEJ. Em (FP) går på högskolan där och har just fått lägenhet.
I: AH BRA. Ah ja jätte bra. Hon eh (FP) hade tur för när hon började i (PR) Malmö
så eh (FP) så hade dem byggt om ett stort sjukhus till student(UP)lägenheten eh
(FP) men så hade hon fått den lägenhet dä(TR)där högst upp på det här (UP) huset
och där (UP) läckte det in vatten. I: JASÅ. Så att där har hon kört på nu när (UP)
hon vill ha en annan lägenhet. Som (UP) nu har hon fått nytt i stan, den här (UP)
lägenheten den ligger lili(TR)lite utanför stan inte långt eller utanför stan den (UP)
låg inte mitt i centrum. I: VAD LÄSER HON? Men (PR) eh (FP) nu då så fick hon
en ny lägenhet det är ju med att (UP) det läckte lite då (UP) hon körde mycket på det.
*skratt. I: LÄSER HON ALLTSÅ PLUGGAR HON? Ah precis. I: VAD PLUGGAR
HON? På eh eh (FP) emigration emigration och eh (FP) vad heter den kursen eller
program? eh (FP) den heter eh (FP) sve det var språk och emigration. I: SPRÅK
OCH EMIGRATION? DET HÄR HAR JAG INTE HÖRT FÖRUT MEN DET ÄR
LIKSOM SPÄNNANDE. Ah precis så att eh (FP) hon läser ju då eh (FP) det blir
mycket att hon jo(TR)jobbar mot...
A.1.2
file 2
Eh det är det eh (FP) språket är ju mera eh (FP) det är ju inte just att du läser engelska eller så utan det är ju eh (FP) kommunikativ språk har dem hum. I: JA, DET
HÄR LÅTER SPÄNNANDE. Hum, hon trivs jätte bra, nu som hon har läst till (PR)
filkand då men hon ska fortsätta till magister. I: DU HAR JU ETT BARN TILL. Ah
jag har ett barn till. Hon bor hemma (UP) och vet inte vad hon vill göra *skratt. Hon
är tju hon fyller tju ett nu. (UP) Em (FP) och hon lä(TR)läser eh (FP) på halvfart
i norrköping (UP) på (PR) eh (FP) I: VAD LÄSER HON? religionsvetenskap. I:
33
KUL. och sen har hon fått en anställning på posten som (UP) brevbärare. I: I NORRKÖPING? Nej här i stan. Ja sen jobbar (PR) borta vid ”gekholmen”. (UP) *skratt.
I: MEN HON BOR HEMMA. Hon bor hemma, hum, hon tycker att det är jätte bra
jätte bra. I: VISST. Sa du visst I: JA VISST VARFÖR INTE? *skratt. Ah ja så att jag
vet inte men nu har jag sagt åt att hon måste tag i livet. (UP) Efter sommarn (UP) det
går inte å gå omkring å (PR) liksom inte vet vad man vill så (UP) så får vi se vad det
blir med det ah. I: DET ÄR SVÅRT NU FÖRTIDEN FÖR UNGDOMAR. Ja det är
det. (UP) hon haft jätte tur vet du som har (UP) hon jobbat eh (FP) jag tror att hon
jobbar mer än 50 procent på posten. I: VA BRA. Hum och få just att få en anställning utan å annars tar dem i bara in där (UP) när det behövs så som extra men nu
har hon fått en anställning, så att det e det e jätte bra. I: H ELTIDSANSTÄLLNING
KANSKE. Nej hal(TR)halvtid det jobbar hon bara um (FP) men det är ju ah ...
A.1.3
file 3
Anställning i (UP) posten eh (FP) I: HON TRIVS PÅ JOBBET? Ja det är klart det är
bra. I: CYKLAR HON MYCKET? Cyklar mycket? Hum det gör hon mycket ramlar
mycket omkull varje dag *skratt. Drar hon upp sina knäna. Antingen cyklar omkull
eller annars har hon ramlat genom trapp. I: JAG HAR SETT ALLTSÅ DEM DET
FINNS VÄL SMÅ BILAR LIKSOM SOM DE KÖR KANSKE DET E SMIDIGARE
Å HA EN SÅN I STÄLLET FÖR CYKEL. Ja precis. Hon (PR) jobbar ju mera (PR)
i (PR) (UP) vad heter det i (PR) ”gekholmen” å (UP) ”berga” heter det (UP) så de
mycket såna hus då (PR) springer dem upp igenom trappan då får dem bara cykel.
I: JA VISST. (UP) Okej (UP) ska vi prata om något annat. Ja (PR) I: OM JOBBET.
Jag ska prata lite tydligare (UP). Om mat (UP) *skratt. Vi ska prata om mat. Jaha.
*skratt. Eh (FP) I: ÄR DU, ÄTER DU KÖTT? Ja jag e kött, jag äter kött, däremot
min dotter då min äldsta dotter hon e vegetarian. Mycket svårt å jag trodde att det
skulle gå över när hon var stor men det har inte gått över. Så hon äter aldrig kött.
I: DET E SVÅRT ATT LAGA MAT, HITTA PÅ NÅGOT. Precis det e ju mycket
(PR) vi köper som (UP) färdig korn (UP) såna du vet svampar ser ju ut som köttfärs
egentligen som man köper fryst men det är svamp å så köper man dem i (PR) bitar
det är också korn ...
A.1.4
file 4
Det finns i (PR) bland det vegitariska man måste krydda jätte mycket I: ANNARS
SMAKAR DET INGENTING. Nej nej precis men som kött om eh (FP) köttfärs sås
till exempel med korn då (UP) så är det (UP) helt okej (UP), men man få ta e lök å
svamp å så I: ÄTER NI SAMMA MAT MED HENNE? Ah nä(TR)när hon kommer
hem så gör vi faktiskt det. I: ALLTSÅ NI, INGEN KLAGAR PÅ? *skratt Nej nej
det e jag tycker att det smakar ungefär som som kött. Ja, det gör det och just (UP)
dem kött bi eller de bitarna är ju som kyckli(TR)kyckling i sig smakar ju heller inte så
mycket om man tar bara kycki(TR)kyckling om man inte krydda. I: MEN HON VET
ATT HON MÅSTE VARA FÖRSIKTIG LIKSOM ATT TA PROTEIN BEHÖVER
HON. Ah precis men det e något lite si å så med det. Jah det är det är sånt som man
har tjatat om (UP) mycket. Det finns många som ja det finns mer folk som vegetariska
och sen finns det mera alternativ alltså mer eh att välja på. Ju det finns jätte det är
jätte stor skillnad hon började när (UP) det var väl mest att det var mode när hon
var 15, 16 år. Hum, men nu är det egentligen eh oj nu kommer ju massa folk å tittar
34
massa student. I: GYMNASISTER FRÅN NYKÖPING DE HAR STUDIEBESÖK,
DE BARA SER LIKSOM Å BERTIL KOMMER ATT BERÄTTA OM LABBEN.
Okej. Ja. Ha. *skratt. I: JAG VET INTE HUR LÄNGE SKA VI PRATA ...
A.1.5
file 5
Vi ska fortsätta å prata ett tag lite. I: JA PRECIS VI SKULLE VARA HÄR OCH
PRATA EN LITE STUND TILL. En lite stund var det faktia. *skratt. (UP) Vad ska
vi prata om igen? Ju vi kan prata om att jag ska till ”marocko” . Det ska jag göra
om 14 dar. I: VA SPÄNNANDE. Så jag åker o(TR)om två vecker idag. Hum, eh
(FP) I: JAG HAR ALDRIG VARIT DÄR MEN JAG HAR SETT PÅ TV. Ikväll det
är i i packat och klart. Det e om (PR) ”marackesh” (UP) å det ska du åka. I: HUR
LÄNGE SKA DU STANNA DÄR? En vecka. I: ÄR DET ”MAROCKO” SOM DU
SKA TILL ELLER VILKEN STAD? Ti ”agadir” ja (UP) så vi trodde att det skulle
bli sol och mycket värme (UP) så och vi tittar på karta varje dag min kompis (UP)
vi är 4 styck eller vi är 8 stycken som åker. I: Å VA HÄRLIGT. Ah (UP) Och det
är inte sol utan det är (PR) sexton grader och kallt och regn har det värt 14 dar
nu (UP). I: MEN DET KAN MAN INTE, DU SKA ÅKA OM TVÅ VECKER. Ja
precis. Ah, men vi säger d(TR)det får bli det kolturella den här gången (UP). Vi bor
precis vid havet I: OJOJOJ. Fast det e väl inte värmt men (PR) vi har som temprerad
bas(TR)bassäng. I: MAN KAN HITTA PÅ. Ja. I: EN VECKA ÄR INTE SÅ LÅNG.
Nej, precis. Nej. Egentligen så skulle man väl åka längre men. I: OM TVÅ VECKER
BLIR DET ALLTS, VI NÄRMAR OSS VÅREN. Ja. I: 21 MARS ÄR DET, FÖRSTA
VÅREN. Ja vår dag jämning ja. I: DET NÄRMAR SIG BÄTTRE SÅ DET HOPPAS.
Vi får hoppas på det bästa. I: JAG HÅLLER TUMMARNA. Ja. *skratt.
A.2
A.2.1
Subject 2
file 1
Okej då kör vi igång här ifrån Ericsson igen som då ha(TR)hade hållt på med
telekommunikation. Jo, jag fick ju gg(TR)gå alltså jag fick faktiskt gå på den här
kursen på arbetstid. (UP) Å det var ju inte, ja det var väl en eller två gånger i veckan
som jag stack på eftermiddagen Och det var Gunnar Fant som höll kursen (UP) i huvudsak och Karlsson och Granström var (UP) assistenter och hade labbarna. (UP) Så
att eh (FP) och eh (FP) så hade han ju lite gästföreläsare också då Gunnar Fant. Men
på den tiden fanns ju inte syntes och igenkänning, utan (UP) det handlade om (UP)
hur tillämpar man fyrpolteori eller hur allt sitt (UP) matematiska arsenal på att räkna
på käften. (UP) Det var liksom det som (UP) kursen. Sen så var det då perception
och en av han som (UP) pratade om perception det var Å-G Möller och han var på
fysiologen på Karolinska. (UP) Och det är rätt kul med den här killen, han han börja
som (UP) fonetiker (UP) och då tyckte han att han kunde för lite...
A.2.2
file 2
..så tyckte han kunde för lite om det medicinska, så nu är han medicinare (UP), ja
*skratt*. Och sen så (PR) höll han på me med med och följde (UP) talet från (UP)
det perifera hörselorganet alltså öronen och så upp till hjärnan. Och så mä(TR)mätte
35
signalen me(TR)med elektroder på vägen alltså små kapilär elektroder. Dom hade
dom på katter. Man lyfte på locket till hjärnan och så körde ma in och så följde man
(UP) hela vägen upp alltså. Och det var (UP) otroligt spännande tyckte jag, han var ju
lika bra svänga upp ån eh (FP) ekvationer som aldrig. jag var otroligt imponerad av
den där karln alltså. Så det var lite annorlunda på den tiden. eh, (FP) och jag kommer
ihåg att att jag missa eller vad säger jag jag missa tentamen i det här, eller jag körde
inte, jag missa den. Därför att (UP) jag fick problem med mitt öra.
A.2.3
file 3
..öra. Och eh eh (FP) och så en dag, men sen när jag kom till Stockholm då försökte
jag ringa, ja det var ju omöjligt att få nån tid för att kolla mitt öra ju. (UP) Och sen
så vaknade jag en natt och då var det blod på hela kudden. (UP) Och då eh (FP) då
ringde jag (UP) sjukvårdsupplysningen och fick ju naturligtvis ett annat nummer till
(PR) eh (FP) ja. Och då kommer jag fram till en tant då som sa: (UP) jaha, har ni
försökt att sätta bomull i öronen? *skratt* Det blödde ju ut. (UP) Så iallafall så fick
jag en tid att komma direkt på morgonen alltså klockan åtta. Och eh (FP) den här
tanten, eller vad säger jag den här sköterskan då som när jag kom dit där så var det
fullt i (PR) väntrummet på öronkliniken där ju så sa hon: (UP) Dom människorna
där, dom har (UP) beställt tid, du har inte beställt tid du får vänta hela dan *skratt*
och så fick jag, så fick jag.
A.2.4
file 4
Det roligaste var då, då tittade den här läkaren: va fan har hänt med det här örat är
det eh (FP) är det eh (FP), ja vi får nog sätta in pencillin, ja det rann ju inte blod då
va. Vi får nog sätta in pencillin för det kanske är någon infektion och så vidare. Och
vi ska nog, eh (FP) vi får sätta in pencillin så får vi se hur det blir och sen så ska vi
beställa tid till eh (FP) överläkaren. (UP) Och så fick jag då komma till överläkaren,
(UP) Schiratski, som då (PR) titta på det här: såna här öraon kan man inte hålla på
med och gå med. (UP) Det här måste vi operera. Han var säkert, han höll på med
sin doktorsavhandling *skratt* och eh (FP) då eh (FP) så att eh (FP) men jag kunde
ju själv bestämma ändå va. men det var detta som gjorde att jag kunde inte gå upp i
tentamen i talöverföring. Så jag jag fick upp på (UP) omtentan, så vi var två stycken
som tenterade talöverföring.
A.2.5
file 5
...på det här. Och det är ett stort steg när man jobbar på industrin faktiskt. (UP) Så då
eh (FP) gick jag och fundera och sånt eh (FP) om man kunde gå andra kurser och det
visade sig att man kunde, läste man (UP) 40 poäng i alltså (PR) eh (FP) språkdelen i
fonetik så fick man fem doktorandpoäng. (UP) Och då tänkte jag att då kan jag börja
där va. Och eh (FP) och då var det så va eh (FP) efter operationen, jag fick ju operera
ett öra då jo. ja det är ju också en speciell seans. Han ville jag skulle operera, det här
måste man operera och så vidare och rekonstruera och greja va. Och sp kom ju då
(PR) dan innan dom opererar så kollar dom ju (PR) eh (FP) att man kan överleva
operationen. Lyssnar på hjärtat och allt sånt där och tittar dom i örat och då säger då
den här underläkaren: varför ska vi operera det här, det ser ju fint konserverat ut (UP)
och då säger överläkaren: jag känner fallet sen tidigare.
36
A.2.6
file 6
Och det var ju faktiskt så , det är så snyggt gjort att (UP) vanliga eh (FP) läkare tror
ju inte att det är opererat. Alltså han har ju ändå (UP) bytt eh (FP) hörselben och
hela skiten alltså. Ah (FP) ah (FP) så det ja eh (FP) och det var ju (UP) precis i den
skarv då man börja göra detta, tidigare så gjorde man bara en radikal håla. Så att det
inget skulle kunna bli infektioner, alltså ing. alltså ingen trumhinna. Bara låt liksom
det läka ihop som ett hål in va. (UP) Men här ser det ut som med en riktig trumhinna
och så var där en stigbygelplattan var kvar och så var det eh (FP) (UP) hammaren
var borta. Städet fanns kvar å hängde och dingla. Så tog han och satte städet (UP)
direkt mot trumhinnan och så mot stigbygelplattan och så fixerade det här. (UP) i alla
fall och då när jag var konvalecent då tänkte jag ja jag mådde ju jättebra jag varju
sjukskriven en hel månad, då gick jag på fonetik (UP) i Stockholm.
A.2.7
file 7
...Som man gjorde på den tiden. Utan att anmäla sig utan att anmäla, sa han då att
(UP) sa han: ja dom håller på (PR) tentera idag, (UP) första kursen. jaha sa ja, när är
det omtentamen? ja, det var vekcan efter. Ja då anmäler jag mig till den, sa jag. (UP)
Och så gick jag upp och skrev omtentamen, alltså den gången (UP) eh (FP) ja. Och
så började jag. Så jag läste fu(TR)full hastighet i fonetik (UP) vid sidan om jobbet
så att säga. (UP) Men på den tiden kunde man läsa på kvällstid. (UP) Dom hade alla
kurser på, alltså många ämnen hade dom parallellt hela kursen på kvällstid. (UP) Och
dom hade då både halvfart och helfart. (UP) I: VAR DU DOKTORAND DÅ? Nej
nej, jag var tvungen att snickra ihop min filkand ju. Annars så annars så skulle jag bli
doktorand på fonetik då hade man vart tvungen ta dispans, börja läst nåt annat. Men
(PR) utan jag hade min (PR) ryska va.
A.3
A.3.1
Subject 3
file 1
I: DU KAN JU.. Nu ska vi prata på *skratt*, jag kan berätta om (PR) eh (FP) när vi
åkte till Österrike här nu senast i (PR) eh (FP) vecka sex. En resa som jag i vanliga
fall ordnar lite senare under våren. eh (FP) Vi hyr in en buss och så åker vi ner ett
gäng, förhoppningsvis upp till 30-40 personer, kompisar, släktingar såna saker. Nu
eh (FP) valde vi att lägga det lite tidigare på året för att det har varit lite dåligt med
snö sådär sent i april. Så att för att få lite bättre snö nere i dalen la vi det tidigare. Vi
blev inte riktigt så många som vi räknat med det här året, utan vi fick åka tåg istället
från Linköping. I: GAMLA BAKANTA ELLER? Ja jamensan, nej men det är väldigt
mycket kompisar, vi försöker samla ihop, det är jag och en kompis som ordnar det
här eh (FP). Eftersom vi var så få så bokade vi ingen egen buss utan vi körde tåg då
ner till Malmö. Det är väl dina hemtrakter va skulle jag gissa. I: HELSINGBORG. ja
i närheten *skratt*. Nej men Och i Malmö så bytte vi då till och hoppade på en buss
som gick ner reguljärt istället ner till (UP) Sel Am See, där vi bor.
37
A.3.2
file 2
Ja (PR) nu var vi bara tolv så då var det inte så. Men (UP) i vanliga fall hyr vi in hela
ja, det stämmer. eh (FP) Så kom vi ner och det var en (PR) solig och vacker dag. en
fantastisk fin dag, vi kom ner på eftermiddagen. Och då visade det sig att det var bara
den andra fina dagen man haft på flera veckor egentligen. Så (UP) det kom lagom till
vi kom ner (UP). Och sen åkte vi skidor dan efter då och det va precis lika fint väder
både den dan och även (UP) dom samtliga kommande dagar faktiskt som följde.
(UP) så att vi varierade oss så mycket som möjligt i dom olika (UP) skidområdena
som finns där nere. det finns ju ganska mycket i Sell Am See trakten. Har du vart där
själv? I: NEJ ALDRIG. Aldrig. Har du åkt skidor da? (UP) I: JA DET HAR GJORT.
mm I: MEN DET ÄR MÅNGA ÅR SEDAN. Nej men då får du testa det här, för det
är en riktig höjdare. Svenska fjällen är inte helt fel. Nej men här nere så finns det ju
många olika områden, det finns Sell Am See, du har (UP) Kitsbühl, det ligger bara
bara (UP) ett par mil därifrån, ja kanske bara en mil. Det är ju en klassisk..
A.3.3
file 3
Saalbach där har till exempel har varit VM-91 är, en jättetrevlig ort att var i och åka
skidor. Saalbach hinterglenn. MarieAlm är ett stort område som också ligger inom
(PR) eh (FP) väldigt nära avstånd från detta. Och så finns det en glaciär som heter
(UP) Kithssteinhohl som ligger ovanför den lilla byn Kaprun som alltid är snösäkert.
Väldigt trevligt område. Så att eh (FP) vi varierade oss ganska så bra där nere. Och
(PR) höll oss till dom här olika områdena, å trivdes bra med det. Badderstein ligger
också där i härheten. Och där var vi också. I: FINNS DET NÅN BRA BAR? va sa
du? I: FINNS DET NÅN BRA BAR OCKSÅ? Nån bra bar. ja, det brukar många
*skratt* det brukar va många som efterfrågar det, nej men vi vi fokuserar faktiskt
på skidåkningen. Det är skidåkningne som är det viktigaste i det hela och (UP) vi
hoppas att eh (FP) dom som följer med är riktiga skidentusiaster också. Att dom eh
(FP) delar det stora intresset som vi har för den biten av det hela också. Se skadar
det aldrig med en öl heller efter en (PR) eh (FP) hel dags skidåkning. Utan det blir
ganska bra. Men det är också, det finns ju också väldigt mycket olika goda sorter
också.
A.3.4
file 4
Det var vecka sex. Det var en (PR) fantastisk vecka. eh (FP) Härlig skidåkning. å
(PR) I:LÅNGT FÖRE SPORTLOVET. Ja, ett par veckor före sportlovet blev det. Vi
hade faktiskt en kille med (UP) som (PR) ska åka vasaloppet här nu i helgen som
kommer. Så att han hade me sig längdskidorna också då. Gav sig upp på 3000 meter.
Vid ett ett höghöjdsspår som ligger där uppe. Och föresatte sig att han skulle åka 50
varv i den här slingan som gick, det blev väl 8 till slut men å andra sidan var slingan
betydligt längre än vad han trodde så att han klarade av en hel del mil däruppe. så vi
får se här nu hur det går för honom nästa vecka. Å sen hann ja va hemma en (PR)
fyra dar, sen åkte jag iväg igen. (UP) Till alperna till samma ställe faktiskt. En ny
resa till (PR) eh (FP) precis samma hotell och allting sånt också. Med ett gäng nya
människor. (UP) Och det här var en rätt så anorlunda upplevelse den vekan. Det var
ungefär lika bra väder, vi åkte till ungefär samma områden men för första gången på
38
väldigt många år där nere så fick jag uppleva en riktigt allvarlig skada. Inte jag själv
utan en...
A.3.5
file 5
Vi hade väl (UP) eh (FP) tyckt att det var väldigt väldigt bra, förutsättningar för
skidåkning den här dan så vi föresatte oss att vi skulle köra (UP) stenhårt. Och inte
vänta eller pausa på nån. Utan det var jag och den här killen som åkte upp och ner i
en och samma backe som var väldigt bra just för tillfället och (PR) eh (FP) vi hade
väl precis hoppat av liften och gett oss av neråt. Å jag var före, han låg straxt efter
mig. När jag kom ner till (PR) eh (FP) liftstationen å skulle åka upp så vände jag
mig om bara för att kolla att han var med, men det var han inte utan 200 meter upp
i backen var det två stycken åkare och skidor spridda överallt som låg runt där. I:
HADE DOM KÖRT PÅ HAN? Dom hade krockat i en eh mycket kraftig kollision.
För att (UP) dom åkte fort båda två (UP). Så jag åkte upp och kollade hur det var,
han Per som han heter han låg och hade väldigt ont i knät (UP) visade det sig. Och
han ville inte flytta på det och den andra killen var orörlig. Jag var orolig för att han
var medvetslös först men han (PR) var (UP) vid medvetande men hade, visade det
sig, brutit le. lårbenet.
39
B Appendix 2
40
Figure B.1: Unfilled pause and head movements in three dimensions, when one of the subjects uttered “... på arbetstid UP Å det var ju inte ...”
41
Figure B.2: Unfilled pause and head movements in three dimensions, when one of the subjects uttered “... mitt öra ju. (UP) Och sen så vaknade jag ...”
42
Figure B.3: Unfilled pause and head movements in three dimensions, when one of the subjects uttered “... på hela kudden (UP) Och då ...”
43
Figure B.4: Unfilled pause and head movements in three dimensions, when one of the subjects uttered “... så fick jag då komma till överläkaren UP Schiratski ...”
44
Figure B.5: Unfilled pause and head movements in three dimensions, when one of the subjects uttered “... fem doktorandpoäng (UP) Och då tänkte jag ...”
45
Figure B.6: Unfilled pause and head movements in three dimensions, when one of the subjects uttered “... tju ett nu (UP) eh ...”
46
Figure B.7: Unfilled pause and head movements in three dimensions, when one of the subjects uttered “... vad man vill så (UP) så får vi se vad det blir ...”
47
Figure B.8: Unfilled pause and the movements of the eyebrows, when one of the subjects
uttered “... högst upp på det här UP huset och där ...”
48
Figure B.9: Filled pause and head movements in three dimensions, when one of the subjects
uttered “... Och eh (FP) och så en dag ...”
49
Figure B.10: Filled pause and the movements of the eyebrows, when one of the subjects
uttered “... Eh (FP) går på högskolan ...”
50
Figure B.11: Prolongations and head movements in three dimensions, when one of the subjects uttered “... Det e om (PR) ”marackesh” ...”
51
Figure B.12: Prolongations and the movements of the eyebrows, when one of the subjects
uttered “... när hon började i (PR) Malmö så ...”
52
Figure B.13: Truncations and head movements in three dimensions, when one of the subjects
uttered “... den ligger lili TR lite utanför stan inte långt ...”
53
Figure B.14: Truncations and head movements in three dimensions, when one of the subjects
uttered “... nej hal TR halvtid det jobbar hon bara ...”
54
Figure B.15: Truncations and the movements of the eyebrows, when one of the subjects
uttered “... den ligger lili TR lite utanför stan inte långt ...”
55
Figure B.16: Truncations and the movements of the eyebrows, when one of the subjects
uttered “... ah nä(TR)när hon kommer hem ...”
56
Figure B.17: Truncations and the movements of the eyebrows, when one of the subjects
uttered “... är ju som kyckli(TR)kyckling i sig smakar ju heller ...”
57