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Iris Zhou

Publications and source records attributed to Iris Zhou.

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LCS-CTC: Leveraging Soft Alignments to Enhance Phonetic Transcription Robustness

Phonetic speech transcription is crucial for fine-grained linguistic analysis and downstream speech applications. While Connectionist Temporal Classification (CTC) is a widely used approach for such tasks due to its efficiency, it often falls short in recognition performance, especially under unclear and nonfluent speech. In this work, we propose LCS-CTC, a two-stage framework for phoneme-level speech recognition that combines a similarity-aware local alignment algorithm with a constrained CTC training objective. By predicting fine-grained frame-phoneme cost matrices and applying a modified Longest Common Subsequence (LCS) algorithm, our method identifies high-confidence alignment zones which are used to constrain the CTC decoding path space, thereby reducing overfitting and improving generalization ability, which enables both robust recognition and text-free forced alignment. Experiments on both LibriSpeech and PPA demonstrate that LCS-CTC consistently outperforms vanilla CTC baselines, suggesting its potential to unify phoneme modeling across fluent and non-fluent speech.

eess.AS

"It Can Relate to Real Lives": Attitudes and Expectations in Justice-Centered Data Structures & Algorithms for Non-Majors

Prior work has argued for a more justice-centered approach to postsecondary computing education by emphasizing ethics, identity, and political vision. In this experience report, we examine how postsecondary students of diverse gender and racial identities experience a justice-centered Data Structures and Algorithms designed for undergraduate non-computer science majors. Through a quantitative and qualitative analysis of two quarters of student survey data collected at the start and end of each quarter, we report on student attitudes and expectations. Across the class, we found a significant increase in the following attitudes: computing confidence and sense of belonging. While women, non-binary, and other students not identifying as men (WNB+) also increased in these areas, they still reported significantly lower confidence and sense of belonging than men at the end of the quarter. Black, Latinx, Middle Eastern and North African, Native American, and Pacific Islander (BLMNPI) students had no significant differences compared to white and Asian students. We also analyzed end-of-quarter student self-reflections on their fulfillment of expectations prior to taking the course. While the majority of students reported a positive overall sentiment about the course and many students specifically appreciated the justice-centered approach, some desired more practice with program implementation and interview preparation. We discuss implications for practice and articulate a political vision for holding both appreciation for computing ethics and a desire for professional preparation together through iterative design.

cs.CY