Speech Function Automatic Evaluation System Of Preschool Children Based On Speech Technology

Speech disorder usually refers to a general term for communication problems including language ability,speaking ability and hearing..Among the children in China,the incidence of speech disorders is relatively high,and Studies have shown that speech disorders have a great impact on children's healthy growth,and it is easy to affect the development of children's cognitive function and psychological development,and then have emotional and behavioral problems.But at the same time,many studies have shown that children with functional articulation disorders,which account for the highest proportion of speech disorders,can achieve great improvements or even complete recovery after timely intervention and treatment in the early stage of speech acquisition.Comprehensive objective assessment is essential,and can create opportunities for children to be diagnosed in time,so as to adopt targeted strategies for intervention and rehabilitation.This paper mainly studies the automatic evaluation system of speech function for preschool children.The system is based on speech recognition and speech signal processing technology,and provides a reliable,convenient,and real-time comprehensive assessment of children's articulating and vocal functions.At the same time,the evaluation system is based on speech recognition technology,and research shows that the performance of speech recognition-based automatic speech evaluation system is highly related to the speech recognition system itself.Therefore,according to the characteristics of Chinese children's pronunciation,this system also analyzes the effects of Pitch features,speed perturbation,and volume perturbation on children's speech recognition performance,and further analyzes the impact of these factors on the speech function automatic evaluation system.Finally,based on the sound intensity detection and fundamental frequency detection algorithm,the sound intensity and fundamental frequency distribution of the speech of normal children and children with functional articulation disorders are also counted.Through experiments,it is found that adding the Pitch feature improves the performance of the ASR system of preschool children,and the character error rate decreases on different test sets.For the influence of the evaluation system,although this factor changed the relationship curve between the GOP threshold and the correlation coefficient,it did not increase the peak value.When the test set matches the training set,the speed perturbation and volume perturbation in model training improves the recognition rate of children's speech recognition system to a certain extent.When the test set does not match the training set,such as the test set for children with functional articulation disorders,the recognition rate of the acoustic model after speed perturbation is lower,while the recognition rate of the acoustic model after volume perturbation is significantly increased.For the evaluation system,the effects of the two perturbation factors are exactly opposite.On the basis of the baseline model,the speed perturbation significantly improves the correlation coefficient.The volume perturbation significantly reduces the performance of the evaluation system.In order to analyze the relationship between the articulation score of preschool children and the phone set,we separately evaluate the articulation score of children based on initials and finals,and find that the articulation score of preschool children is more reflected in the pronunciation of initials.Furthermore,we count and analyze the phone error rate of manual annotation and automatic evaluation,and find that the two have a significant correlation in compound finals and initials,which can be used as an objective assessment tool for articulation clarity.Finally,the finals duration,sound intensity and fundamental frequency of typicallydeveloping children and children with functional articulation disorders were statistically found by age and gender,and the simple finals duration of children with functional articulation disorders was longer than that of typically-developing children.Two groups of the same gender and age are significant differences between children in sound intensity and fundamental frequency,but this difference is not consistent.Moreover,Childrens with functional articulation disorders are more dispersed in the distribution of these three statistics,and there are large individual differences.