Dictation

Abstract: Attention-based encoder-decoder architectures such as Listen, Attend, and Spell (LAS), subsume the acoustic, pronunciation and language model components of a traditional automatic speech recognition (ASR) system into a single neural network. In previous work, we have shown that such architectures are comparable to state-of-the-art ASR systems on dictation tasks, but it was not clear if such architectures would be practical for more challenging tasks such as voice search. In this work, we explore a variety of structural and optimization improvements to our LAS model which significantly improve performance. On the structural side, we show that word piece models can be used instead of graphemes. We also introduce a multi-head attention architecture, which offers improvements over the commonly-used single-head attention. On the optimization side, we explore synchronous training, scheduled sampling, label smoothing, and minimum word error rate optimization, which are all shown to improve accuracy. We present results with a unidirectional LSTM encoder for streaming recognition. On a 12, 500 hour voice search task, we find that the proposed changes improve the WER from 9.2% to 5.6%, while the best conventional system achieves 6.7%; on a dictation task our model achieves a WER of 4.1% compared to 5% for the conventional system.

Abstract: Automated speech recognition (ASR) systems, which use sophisticated machine-learning algorithms to convert spoken language to text, have become increasingly widespread, powering popular virtual assistants, facilitating automated closed captioning, and enabling digital dictation platforms for health care. Over the last several years, the quality of these systems has dramatically improved, due both to advances in deep learning and to the collection of large-scale datasets used to train the systems. There is concern, however, that these tools do not work equally well for all subgroups of the population. Here, we examine the ability of five state-of-the-art ASR systems—developed by Amazon, Apple, Google, IBM, and Microsoft—to transcribe structured interviews conducted with 42 white speakers and 73 black speakers. In total, this corpus spans five US cities and consists of 19.8 h of audio matched on the age and gender of the speaker. We found that all five ASR systems exhibited substantial racial disparities, with an average word error rate (WER) of 0.35 for black speakers compared with 0.19 for white speakers. We trace these disparities to the underlying acoustic models used by the ASR systems as the race gap was equally large on a subset of identical phrases spoken by black and white individuals in our corpus. We conclude by proposing strategies—such as using more diverse training datasets that include African American Vernacular English—to reduce these performance differences and ensure speech recognition technology is inclusive.

Abstract: The purpose of this study was to investigate how different methods of text production affect the writing processes and products of LD students. Eleven fifth and sixth grade LD students, selected for their experience with word processing, composed and revised stories using handwriting, dictation, and word processing. Dictated stories were significantly longer, were of higher quality, and had fewer grammatical errors than handwritten or word processed stories. The handwritten and word processed stories did not differ on any of the product measures, including length, quality, story structure, mechanical or grammatical errors, vocabulary, or mean T-unit length. However, differences between handwriting and word processing were found on the process measures of composing rate and revisions. Implications for writing in struction with LD students are discussed.