You're Not You When You're Angry: Robust Emotion Features Emerge by Recognizing Speakers
- Award ID(s):
- 1651740
- NSF-PAR ID:
- 10315262
- Date Published:
- Journal Name:
- IEEE Transactions on Affective Computing
- ISSN:
- 2371-9850
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
Voice interfaces are increasingly becoming integrated into a variety of Internet of Things (IoT) devices. Such systems can dramatically simplify interactions between users and devices with limited displays. Unfortunately voice interfaces also create new opportunities for exploitation. Specifically any sound-emitting device within range of the system implementing the voice interface (e.g., a smart television, an Internet-connected appliance, etc) can potentially cause these systems to perform operations against the desires of their owners (e.g., unlock doors, make unauthorized purchases, etc). We address this problem by developing a technique to recognize fundamental differences in audio created by humans and electronic speakers. We identify sub-bass over-excitation, or the presence of significant low frequency signals that are outside of the range of human voices but inherent to the design of modern speakers, as a strong differentiator between these two sources. After identifying this phenomenon, we demonstrate its use in preventing adversarial requests, replayed audio, and hidden commands with a 100%/1.72% TPR/FPR in quiet environments. In so doing, we demonstrate that commands injected via nearby audio devices can be effectively removed by voice interfaces.more » « less
-
In this paper, we describe the results of an online field experiment examining the impacts of messaging about task novelty on the volume of volunteers’ contributions to an online citizen science project. Encouraging volunteers to provide a little more content as they work is an attractive strategy to increase the community’s output. Prior research found that an important motivation for participation in online citizen science is the wonder of being the first person to observe a particular image. To appeal to this motivation, a pop-up message was added to an online citizen science project that alerted volunteers when they were the first to annotate a particular image. Our analysis reveals that new volunteers who saw these messages increased the volume of annotations they contributed. The results of our study suggest an additional strategy to increase the amount of work volunteers contribute to online communities and citizen science projects specifically.more » « less
-
With their ability to embody users in physically distant spaces, telepresence robots have gained popularity in environments including hospitals, schools, and offices. However, with platforms lacking in individuation and social presence, users often personalize telepresence robots with clothing and accessories to increase their recognizability and sense of embodiment. Toward understanding personalization preferences, as well as perceptions of personalized platforms, we conducted a series of five studies that investigate patterns in personalization of a telepresence robot and evaluate the impacts of common personalizations along five dimensions (robot uniqueness, humanness, pleasantness/unpleasantness, and people's willingness to interact with it). Finding a strong preference for the use of clothing and headwear in Studies 1-2 (N=52), we systematically manipulated a robot's appearance using these items and evaluated the qualitative and quantitative impacts on observer perceptions in Studies 3-4 (N=160). Observing that personalization increased perceptions of uniqueness and humanness, but also decreased positive responding, we then investigated the associations between personalization preferences and perceptions via a fifth study (N=100). Across the five studies, tensions emerged between operators' interest in using wigs and interlocutors' dislike of wigs. This result highlights a need to consider both operator and interlocutor perspectives when personalizing telepresence robots.more » « less
-
null (Ed.)In recent years, studies in engineering education have begun to intentionally integrate disability into discussions of diversity, inclusion, and equity. To broaden and advocate for the participation of this group in engineering, researchers have identified a variety of factors that have kept people with disabilities at the margins of the field. Such factors include the underrepresentation of disabled individuals within research and industry; systemic and personal barriers, and sociocultural expectations within and beyond engineering education-related contexts. These findings provide a foundational understanding of the external and environmental influences that can shape how students with disabilities experience higher education, develop a sense of belonging, and ultimately form professional identities as engineers. Prior work examining the intersections of disability identity and professional identity is limited, with little to no studies examining the ways in which students conceptualize, define, and interpret disability as a category of identity during their undergraduate engineering experience. This lack of research poses problems for recruitment, retention, and inclusion, particularly as existing studies have shown that the ways in which students perceive and define themselves in relation to their college major is crucial for the development of a professional engineering identity. Further, due to variation in defining ‘disability’ across national agencies (e.g., the National Institutes of Health, and the Department of Justice) and disability communities (with different models of disability), the term “disability” is broad and often misunderstood, frequently referring to a group of individuals with a wide range of conditions and experiences. Therefore, the purpose of this study is to gain deeper insights into the ways students define disability and disability identity within their own contexts as they develop professional identities. Specifically, we ask the following research question: How do students describe and conceptualize non-apparent disabilities? To answer this research question, we draw from emergent findings from an on-going grounded theory exploration of professional identity formation of undergraduate civil engineering students with disabilities. In this paper, we focus our discussion on the grounded theory analyses of 4 semi-structured interviews with participants who have disclosed a non-apparent disability. Study participants consist of students currently enrolled in undergraduate civil engineering programs, students who were initially enrolled in undergraduate civil engineering programs and transferred to another major, and students who have recently graduated from a civil engineering program within the past year. Sensitizing concepts emerged as findings from the initial grounded theory analysis to guide and initiate our inquiry: 1) the medical model of disability, 2) the social model of disability, and 3) personal experience. First, medical models of disability position physical, cognitive, and developmental difference as a “sickness” or “condition” that must be “treated”. From this perspective, disability is perceived as an impairment that must be accommodated so that individuals can obtain a dominantly-accepted sense of normality. An example of medical models within the education context include accommodations procedures in which students must obtain an official diagnosis in order to access tools necessary for academic success. Second, social models of disability position disability as a dynamic and fluid identity that consists of a variety of physical, cognitive, or developmental differences. Dissenting from assumptions of normality and the focus on individual bodily conditions (hallmarks of the medical model), the social model focuses on the political and social structures that inherently create or construct disability. An example of a social model within the education context includes the universal design of materials and tools that are accessible to all students within a given course. In these instances, students are not required to request accommodations and may, consequently, bypass medical diagnoses. Lastly, participants referred to their own life experiences as a way to define, describe, and consider disability. Fernando considers his stutter to be a disability because he is often interrupted, spoken over, or silenced when engaging with others. In turn, he is perceived as unintelligent and unfit to be a civil engineer by his peers. In contrast, David, who identifies as autistic, does not consider himself to be disabled. These experiences highlight the complex intersections of medical and social models of disability and their contextual influences as participants navigate their lives. While these sensitizing concepts are not meant to scope the research, they provide a useful lens for initiating research and provides markers on which a deeper, emergent analysis is expanded. Findings from this work will be used to further explore the professional identity formation of undergraduate civil engineering students with disabilities. These findings will provide engineering education researchers and practitioners with insights regarding the ways individuals with disabilities interpret their in- and out-of-classroom experiences and navigate their disability identities. For higher education, broadly, this work aims to reinforce the complex and diverse nature of disability experience and identity, particularly as it relates to accommodations and accessibility within the classroom, and expand the inclusiveness of our programs and institutions.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1109/TAFFC.2021.3086050
