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Fine-tuning pre-trained models for Automatic Speech Recognition: experiments on a fieldwork corpus of Japhug (Trans-Himalayan family)
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In: https://halshs.archives-ouvertes.fr/halshs-03647315 ; 2022 (2022)
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Fine-tuning pre-trained models for Automatic Speech Recognition: experiments on a fieldwork corpus of Japhug (Trans-Himalayan family)
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In: https://halshs.archives-ouvertes.fr/halshs-03647315 ; 2022 (2022)
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LeBenchmark: A Reproducible Framework for Assessing Self-Supervised Representation Learning from Speech
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In: INTERSPEECH 2021: Conference of the International Speech Communication Association ; https://hal.archives-ouvertes.fr/hal-03317730 ; INTERSPEECH 2021: Conference of the International Speech Communication Association, Aug 2021, Brno, Czech Republic (2021)
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LeBenchmark: A Reproducible Framework for Assessing Self-Supervised Representation Learning from Speech
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In: INTERSPEECH 2021: ; INTERSPEECH 2021: Conference of the International Speech Communication Association ; https://hal.archives-ouvertes.fr/hal-03317730 ; INTERSPEECH 2021: Conference of the International Speech Communication Association, Aug 2021, Brno, Czech Republic (2021)
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LeBenchmark: A Reproducible Framework for Assessing Self-Supervised Representation Learning from Speech
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In: INTERSPEECH 2021: ; INTERSPEECH 2021: Conference of the International Speech Communication Association ; https://hal.archives-ouvertes.fr/hal-03317730 ; INTERSPEECH 2021: Conference of the International Speech Communication Association, Aug 2021, Brno, Czech Republic (2021)
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Investigating the Impact of Gender Representation in ASR Training Data: a Case Study on Librispeech
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In: Proceedings of the 3rd Workshop on Gender Bias in Natural Language Processing ; 3rd Workshop on Gender Bias in Natural Language Processing ; https://hal.univ-grenoble-alpes.fr/hal-03472117 ; 3rd Workshop on Gender Bias in Natural Language Processing, Aug 2021, Online, France. pp.86-92, ⟨10.18653/v1/2021.gebnlp-1.10⟩ (2021)
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Proximité rythmique entre apprenants et natifs du français Évaluation d'une métrique basée sur le CEFC
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In: Actes de la 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole ; 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole ; https://hal.archives-ouvertes.fr/hal-02798525 ; 6e conférence conjointe Journées d'Études sur la Parole (JEP, 33e édition), Traitement Automatique des Langues Naturelles (TALN, 27e édition), Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RÉCITAL, 22e édition). Volume 1 : Journées d'Études sur la Parole, 2020, Nancy, France. pp.118-126 (2020)
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Gender Representation in Open Source Speech Resources
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In: LREC 2020 proceedings ; 12th Conference on Language Resources and Evaluation (LREC 2020) ; https://halshs.archives-ouvertes.fr/halshs-02899402 ; 12th Conference on Language Resources and Evaluation (LREC 2020), May 2020, Marseille, France. pp.6599-6605 (2020)
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Exploration des compétences langagières en maternelle
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In: https://hal.archives-ouvertes.fr/hal-03534211 ; 2020 (2020)
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Coarticulatory Aspects of the Fluent Speech of French and Italian People Who Stutter Under Altered Auditory Feedback
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In: Front Psychol (2020)
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Atividade docente e Educação Especial: dos encaminhamentos históricos ao contraponto Histórico-Cultural
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Abstract:
O presente estudo teórico desenvolve uma reflexão sobre a constituição histórica da atividade docente na educação especial, a partir das contribuições da teoria da Psicologia Histórico-Cultural que se alicerça nos fundamentos teórico-metodológicos do materialismo histórico-dialético. A reflexão visa alcançar a realidade concreta do objeto investigado, para além da descrição da aparência imediata do fenômeno. Discute-se, portanto, a particularidade do modo como essa docência ocorre, situando-a no quadro das relações universais em que se constitui, pois no trabalho singular do professor estão postas as relações dialéticas entre singular-particular-universal. Para tanto, a análise supera a perspectiva biologicista e naturalizada das condições do sujeito, dadas como imutáveis. Focaliza nas possibilidades concretas de existência, das relações estabelecidas com outros sujeitos na produção dos meios e bens requeridos às suas necessidades em determinada sociedade, por meio da atividade de trabalho e, por uma educação escolar organizada, intencional e rica de possibilidades de mediações na apropriação do que há de mais elaborado na cultura humana. Sob tais diretrizes, consideramos o desenvolvimento histórico de proposições voltadas à educação das pessoas com deficiência, para o que se aplicou a análise das condições materiais de organização da educação regular, da criação e expansão da educação especial, com destaque para a atividade docente realizada, o que pressupôs compreendê-la em sua processualidade e no desvelamento de sua concretude. Tal entendimento possibilitou compreender que o trabalho do professor nesta modalidade de ensino é um produto do devir, do processo histórico e, desse modo, carrega as marcas de como se constituiu ao longo da história, cuja prática docente ainda se restringe a atividades repetitivas e preparatórias do desenvolvimento sensorial de habilidades básicas, elementares, muito mais restritas a vigiar, cuidar e assistir do que em oferecer diversas e ampliadas possibilidades de apropriação do conhecimento. Assim, com a propriedade privada dos meios de produção, os sujeitos (professores e alunos) são despojados das apropriações das objetivações humanas genéricas, resultando na limitação das possibilidades de desenvolvimento pleno dos mesmos, o que pudemos ver nas proposições políticas de atuação e formação de professores. Por fim, consideramos que a Psicologia Histórico-Cultural, à luz do materialismo histórico-dialético, pode oferecer os instrumentos teórico-metodológicos fundamentais à formação dos professores, em prol de uma atuação que priorize o desenvolvimento de potencialidades e da compreensão da realidade para além de sua aparência e em favor da emancipação humana, enquanto um projeto social e histórico. ; This theoretical study develops a reflection on the historical constitution of the teaching activity in special education underlay the contributions of the theory of Historical-Cultural Psychology, which in turn is based on theoretical and methodological foundations of historical-dialectical materialism. The reflection aims to achieve the concrete reality of the investigated object, beyond the description of the immediate appearance of the phenomenon. Therefore, it is under discussion the peculiarity of the way this teaching takes place, placing it in the context of universal relations in which it is, since in the teacher´s singular work of the dialectical relationship among the single-particular-universal. For this purpose, the analysis overcomes biologicist and naturalized perspective of the subject's condition, given as immutable. It focuses on concrete possibilities of existence from the relationships established with other subjects in the production of the means and assets required to their needs in a given society, by work activity as well as an organized school education, which is purposeful and full of mediation possibilities related to the appropriation of what is more elaborate in human culture. Under these guidelines, we consider the historical development of proposals, which gives priority to education of persons with disabilities. So that, the analysis of the organization of the material conditions of regular education, the creation and expansion of special education was applied highlighting the carried out teaching activity, which assumed to understand it in its processuality and the unveiling of its concreteness. This understanding enabled us to understand that the teacher's work in this type of education is becoming the product of the historical process and, thus, it is marked by how it set up throughout history, whose teaching practice is still confined to repetitive and preparatory activities of sensory development of basic and fundamental skills. Consequently, more restricted to watch, to take care and to watch instead of offering diverse and increased possibilities of knowledge appropriation. In addition, with the private ownership of the means of production, the subjects (teachers and students) are deprived from the appropriations of generic human objectivations, resulting in limiting the full development possibilities of the same, which we could see in the political propositions on the teachers’ performance and formation. At the end, we believe that the Historical-Cultural Psychology, in the light of historical-dialectical materialism, can offer the theoretical and methodological tools, which are essential to the teachers´ formation, for a performance whose priority is the potentialities development and the reality understanding beyond their appearance and in favor of human emancipation as a social and historical project. ; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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Keyword:
Atividade docente; Deficiência; Disability; Educação Especial; Emancipação humana; Historical-Cultural Psychology; Human emancipation; Psicologia Histórico-Cultural; Special Education; Teaching activity; Trabalho; Work
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URL: http://acervodigital.unesp.br/handle/11449/133984
http://hdl.handle.net/11449/133984
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Why do syllable onsets attract consonant(s)?
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In: ISSN: 1120-2726 ; EISSN: 0390-6809 ; Italian Journal of Linguistics / Rivista di linguistica ; https://hal.archives-ouvertes.fr/hal-01212119 ; Italian Journal of Linguistics / Rivista di linguistica, Pacini Editore S.p.A, 2015, 27 (1), pp.133-160 (2015)
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Structures syllabiques et caractéristiques du cycle mandibulaire : une étude articulatoire des asymétries
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In: JEP 2014 - 30e Journées d'Etudes sur la Parole ; https://hal.archives-ouvertes.fr/hal-01017075 ; JEP 2014 - 30e Journées d'Etudes sur la Parole, Jun 2014, Le Mans, France. pp.29 (2014)
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O ensino da escrita e o desenvolvimento das pessoas com deficiência intelectual
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Bégaiement chez des adultes bègues français et italiens. Aspects disfluents et fluents dans deux conditions perceptives
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In: Bilinguisme et biculture : nouveaux défis ? ; https://hal.archives-ouvertes.fr/hal-00835404 ; Sous la direction Peggy Gatignol & Sylvia Topouzkhanian. Responsables scientifiques des XIIèmes Rencontres Internationales d'Orthophonie. Bilinguisme et biculture : nouveaux défis ?, Ortho Edition, pp.117-143, 2012, 978-2-36235-039-9 (2012)
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La produzione di sillabe nella balbuzie in condizioni di feedback uditivo normale e alterato
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In: International Conference on Stuttering ; https://hal.archives-ouvertes.fr/hal-00835401 ; International Conference on Stuttering, Jun 2012, Rome, Italy. pp.177-188 (2012)
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Speaker verification by inexperienced and experienced listeners vs. speaker verification system
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In: IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP) ; https://hal.archives-ouvertes.fr/hal-01317620 ; IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP), May 2011, Prague, Czech Republic. ⟨10.1109/ICASSP.2011.5947707⟩ (2011)
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