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1. Age- and Gender-Related Differences in Speech Alignment Toward Humans and Voice-AI

   https://doi.org/10.3389/fcomm.2020.600361  

   Zellou, Georgia ; Cohn, Michelle ; Ferenc Segedin, Bruno ( January 2021 , Frontiers in Communication)

   null (Ed.)

   Speech alignment is where talkers subconsciously adopt the speech and language patterns of their interlocutor. Nowadays, people of all ages are speaking with voice-activated, artificially-intelligent (voice-AI) digital assistants through phones or smart speakers. This study examines participants’ age (older adults, 53–81 years old vs. younger adults, 18–39 years old) and gender (female and male) on degree of speech alignment during shadowing of (female and male) human and voice-AI (Apple’s Siri) productions. Degree of alignment was assessed holistically via a perceptual ratings AXB task by a separate group of listeners. Results reveal that older and younger adults display distinct patterns of alignment based on humanness and gender of the human model talkers: older adults displayed greater alignment toward the female human and device voices, while younger adults aligned to a greater extent toward the male human voice. Additionally, there were other gender-mediated differences observed, all of which interacted with model talker category (voice-AI vs. human) or shadower age category (OA vs. YA). Taken together, these results suggest a complex interplay of social dynamics in alignment, which can inform models of speech production both in human-human and human-device interaction. 

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2. Differences in Gradient Emotion Perception: Human vs. Alexa Voices

   https://doi.org/10.21437/Interspeech.2020-1938  

   Cohn, Michelle ; Raveh, Eran ; Predeck, Kristin ; Gessinger, Iona ; Möbius, Bernd ; Zellou, Georgia ( October 2020 , Proceedings of Interspeech)

   null (Ed.)

   The present study compares how individuals perceive gradient acoustic realizations of emotion produced by a human voice versus an Amazon Alexa text-to-speech (TTS) voice. We manipulated semantically neutral sentences spoken by both talkers with identical emotional synthesis methods, using three levels of increasing ‘happiness’ (0 %, 33 %, 66% ‘happier’). On each trial, listeners (native speakers of American English, n=99) rated a given sentence on two scales to assess dimensions of emotion: valence (negative-positive) and arousal (calm-excited). Participants also rated the Alexa voice on several parameters to assess anthropomorphism (e.g., naturalness, human-likeness, etc.). Results showed that the emotion manipulations led to increases in perceived positive valence and excitement. Yet, the effect differed by interlocutor: increasing ‘happiness’ manipulations led to larger changes for the human voice than the Alexa voice. Additionally, we observed individual differences in perceived valence/arousal based on participants’ anthropomorphism scores. Overall, this line of research can speak to theories of computer personification and elucidate our changng relationship with voice-AI technology. 

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3. Social and Functional Pressures in Vocal Alignment: Differences for Human and Voice-AI Interlocutors

   https://doi.org/10.21437/Interspeech.2020-1335  

   Zellou, Georgia ; Cohn, Michelle ( October 2020 , Proceedings of Interspeech)

   null (Ed.)

   Increasingly, people are having conversational interactions with voice-AI systems, such as Amazon’s Alexa. Do the same social and functional pressures that mediate alignment toward human interlocutors also predict align patterns toward voice-AI? We designed an interactive dialogue task to investigate this question. Each trial consisted of scripted, interactive turns between a participant and a model talker (pre-recorded from either a natural production or voice-AI): First, participants produced target words in a carrier phrase. Then, a model talker responded with an utterance containing the target word. The interlocutor responses varied by 1) communicative affect (social) and 2) correctness (functional). Finally, participants repeated the carrier phrase. Degree of phonetic alignment was assessed acoustically between the target word in the model’s response and participants’ response. Results indicate that social and functional factors distinctly mediate alignment toward AI and humans. Findings are discussed with reference to theories of alignment and human-computer interaction. 

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4. How teachers conceptualise shared control with an AI co‐orchestration tool: A multiyear teacher‐centred design process

   https://doi.org/10.1111/bjet.13372  

   Lawrence, LuEttaMae ; Echeverria, Vanessa ; Yang, Kexin ; Aleven, Vincent ; Rummel, Nikol ( August 2023 , British Journal of Educational Technology)

   Artificial intelligence (AI) can enhance teachers' capabilities by sharing control over different parts of learning activities. This is especially true for complex learning activities, such as dynamic learning transitions where students move between individual and collaborative learning in un‐planned ways, as the need arises. Yet, few initiatives have emerged considering how shared responsibility between teachers and AI can support learning and how teachers' voices might be included to inform design decisions. The goal of our article is twofold. First, we describe a secondary analysis of our co‐design process comprising six design methods to understand how teachers conceptualise sharing control with an AI co‐orchestration tool, calledPair‐Up. We worked with 76 middle school math teachers, each taking part in one to three methods, to create a co‐orchestration tool that supports dynamic combinations of individual and collaborative learning using two AI‐based tutoring systems. We leveraged qualitative content analysis to examine teachers' views about sharing control withPair‐Up, and we describe high‐level insights about the human‐AI interaction, including control, trust, responsibility, efficiency, and accuracy. Secondly, we use our results as an example showcasing how human‐centred learning analytics can be applied to the design of human‐AI technologies and share reflections for human‐AI technology designers regarding the methods that might be fruitful to elicit teacher feedback and ideas. Our findings illustrate the design of a novel co‐orchestration tool to facilitate the transitions between individual and collaborative learning and highlight considerations and reflections for designers of similar systems.

   What is already known about this topic:

   Artificial Intelligence (AI) can help teachers facilitate complex classroom activities, such as having students move between individual and collaborative learning in unplanned ways.

   Designers should use human‐centred design approaches to give teachers a voice in deciding what AI might do in the classroom and if or how they want to share control with it.

   What this paper adds:

   Presents teacher views about how they want to share control with AI to support students moving between individual and collaborative learning.

   Describes how we adapted six design methods to design AI features.

   Illustrates a complete, iterative process to create human‐AI interactions to support teachers as they facilitate students moving from individual to collaborative learning.

   Implications for practice:

   We share five implications for designers that teachers highlighted as necessary when designing AI‐features, including control, trust, responsibility, efficiency and accuracy.

   Our work also includes a reflection on our design process and implications for future design processes.

    

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5. Socially intelligent machines that learn from humans and help humans learn

   https://doi.org/10.1098/rsta.2022.0048  

   Gweon, Hyowon ; Fan, Judith ; Kim, Been ( July 2023 , Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences)

   A hallmark of human intelligence is the ability to understand and influence other minds. Humans engage in inferential social learning (ISL) by using commonsense psychology to learn from others and help others learn. Recent advances in artificial intelligence (AI) are raising new questions about the feasibility of human–machine interactions that support such powerful modes of social learning. Here, we envision what it means to develop socially intelligent machines that can learn, teach, and communicate in ways that are characteristic of ISL. Rather than machines that simply predict human behaviours or recapitulate superficial aspects of human sociality (e.g. smiling, imitating), we should aim to build machines that can learn from human inputs and generate outputs for humans by proactively considering human values, intentions and beliefs. While such machines can inspire next-generation AI systems that learn more effectively from humans (as learners) and even help humans acquire new knowledge (as teachers), achieving these goals will also require scientific studies of its counterpart: how humans reason about machine minds and behaviours. We close by discussing the need for closer collaborations between the AI/ML and cognitive science communities to advance a science of both natural and artificial intelligence. This article is part of a discussion meeting issue ‘Cognitive artificial intelligence’. 

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