JLP315Assignment1PraatInstructions
.pdf
School
University of Toronto, Mississauga**We aren't endorsed by this school
Course
JLP 315
Subject
Computer Science
Date
Jan 13, 2025
Pages
7
Uploaded by ChiefIronMole27
1 Praat Assignment Assignment 1, JLP315H5, Language Development, Fall 2024 For Assignment 1, you will analyze a recording of a young child interacting with their mom. You will use Praat to transcribe the child’s speechand calculate their MLU (Morpheme Length Utterance). Then, there are several questions about this data and process. Due Date:Assignment 1 is due September 27that 11:59pm. Before you get started, you will need to: •Follow the instructions in the Praat Basics document to download Praat. •Download the .wav file from Quercus (isadora.wav). •Download the Praat script: output_annotations.praat If you cannot understand a part of a child’s utterances, insert ‘XX.’ Any utterances containing an XX will not count towards your MLU calculation. Note that you are meant to do these transcriptions on your own (although you are welcome to talk to your classmates about how to install and use Praat, and general strategies for transcribing the utterances). Follow the instructions below for doing the transcription. Once you complete the transcription, you will be asked to paste your results in the first page of an Excel sheet, and answer the questions on the second sheet of the Excel sheet. This sheet is available on Quercus (JLP315_Assignment1_Praat). Please rename this filewith your last name before you submit it: lastname_JLP315_Assignment1_Praat. This file must be formatted as a .csv, .xls, or .xlsx to submit it on Quercus. 1.Getting Started •Open Praat (see Praat Basics for instructions on getting started with Praat). Two windows will pop up. Close the one that says ‘Praat Picture.’•Click Open > Open long sound file. Find and open the first sound file (the sound file should appear in the Praat objects window.
2 •Create a text grid to accompany the sound file by clicking Annotate > To text grid. Change the labels so they match the image on the right bottom (delete ‘bell’ and replace the line starting with ‘Mary’). Your new text grid should appear after clicking OK. •Holding down on the control (command on Mac) key, click on both the sound and the text grid and then click ‘View and Edit.’•Select a region of the wave form and click on the rectangle below (circled in red) to play the selection or press the TAB key. You can use the ‘in’ and ‘out’ buttons at the lower left of the screen (green circle) to zoom in and out. If you hit ‘sel’, you will zoom in on what you have highlighted (see Praat Basics for more tips on using Praat). •Click on the beginning of an utterance in the wave form window on top, and you will see a line appear with circles in the text grid windows below (circled in red). This is where you will type in what was said in each utterance (Transcription), and how many morphemes the utterance contains (Count).
3 •To mark an utterance boundary, click on the 3 vertically aligned hollow circles and a blue line will appear. Then, go to the wave form window and click on the end of the utterance and do the same thing to create a second marker line in your text grid. You will now have the start and end of an utterance marked. You can click and drag the blue lines to adjust the boundaries. •Click on the squares in the text box tiers to add information. In the first tier, note what is said. Use XX for whatever portion you cannot understand. In the second tier, include a morpheme count. •Reminder that you only need to transcribe the child’sutterances, not her mother’s.•When you have finished transcribing the .wav file, make sure to save your TextGrid as a text file in the same location on your computer as the Praat script (output_annotations.praat).
4 3.Running the Praat Script •Make sure you have the Praat script and the TextGrid text file downloaded and saved in the same folder on your computer. •Open the Praat script with Praat. •You will see your Praat script open in the middle. Click Run > Run.
5 •A window will pop up and ask you which file you would like to transcribe. Type in the name of the file and click ‘Continue.’•Select all the text and paste it into the first sheet in the Excel assignment file (JLP315_Assignment 1_Praat). •Select all the text and paste it into the first sheet in the Excel assignment file. •Relabel the columns appropriately. Tier 1:Transcription Tier 2:Number of Morphemes •Answer the questions on the second sheet of the Excel workbook.
6 4.Transcription Guidelines What counts as an utterance? •One turn in a conversation is not necessarily equal to an utterance. If someone says multiple sentences in their turn, they are producing multiple utterances. •Utterances are often separated by pauses. •Yes/No Responses:If a question is posed, the yes/no response should be considered a separate utterance when followed by a complete utterance (has a subject and a verb). So, if the parent asked something like, “Is that the teacher” and the child says, “Yes, that’s my teacher,” there would be 2 utterances: “Yes” and “that’s my teacher” since “that’s my teacher” is a complete utterance. If the yes/no response is followed by an incomplete utterance (e.g., “yeah, a dog” in response to “Do you have any pets” should be considered 1 utterance). •Sentence fragments to questions or prompts are counted as separate utterances (e.g., if the child says “shopped” in response to “What did you do next?”, count “shopped” as an utterance). What counts as a morpheme and what doesn’t?•Count the plural -s as a morpheme. So, cats would be 2 morphemes (cat and -s). •Count the -ed past tense marker as a morpheme. So, walked would be 2 morphemes (walkand -ed). •Count the -ing on the end of verbs as a morpheme. So, walking would be 2 morphemes (walkand -ing). •Count the -s on the end of verbs as a morpheme. So, Bob walks fast has 4 morphemes: Bob, walk, -s, and fast. •Count the possessive ‘s as a morpheme. Mommy’s hatwould be 3 morphemes: Mommy, ‘s, and hat. •Count compound words (fireman), reduplications (choo-choo), and proper names (Big Bird) as single morphemes, and not multiple morphemes. •Count irregular past tense verbs (e.g., took, went) and irregular plurals (mice, men) as single morphemes. •Catenatives (e.g., gonna, wanna, hafta) count as one morpheme. •Contractions should count as two morphemes (e.g., she’s, he’ll, they’re, what’s, she’d, we’ve, can’t, aren’t), not one. BUT, count let’s, don’t, and won’tas one morpheme each, not two. •Do not count false starts, reformulations, or repetitions as morphemes. For example, if the child says, “then, then we went outside,” there would only be 4 morphemes: then, we, went, and outside. •Do not count filler words (e.g., um, oh, well, hmm) as morphemes.
7 •The ending n’tat the end of words counts as a morpheme, but not when the root word soundis different in the contracted form. So, didn’t has two morphemes because the root didsounds the same with or without the n’t. Words like won’t and don’tare just one morpheme because the roots sound different when they don’t have n’t(‘doh’ vs. ‘dew’ and ‘woe’ vs. ‘will’).