Search arXivSearch

arXiv · 2406.06401

INTERSPEECH 2009 Emotion Challenge Revisited: Benchmarking 15 Years of Progress in Speech Emotion Recognition

Abstract

We revisit the INTERSPEECH 2009 Emotion Challenge -- the first ever speech emotion recognition (SER) challenge -- and evaluate a series of deep learning models that are representative of the major advances in SER research in the time since then. We start by training each model using a fixed set of hyperparameters, and further fine-tune the best-performing models of that initial setup with a grid search. Results are always reported on the official test set with a separate validation set only used for early stopping. Most models score below or close to the official baseline, while they marginally outperform the original challenge winners after hyperparameter tuning. Our work illustrates that, despite recent progress, FAU-AIBO remains a very challenging benchmark. An interesting corollary is that newer methods do not consistently outperform older ones, showing that progress towards `solving' SER is not necessarily monotonic.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Andreas Triantafyllopoulos, Anton Batliner, Simon Rampp, Manuel Milling, Björn Schuller. 2024-06-10. INTERSPEECH 2009 Emotion Challenge Revisited: Benchmarking 15 Years of Progress in Speech Emotion Recognition. https://doi.org/10.21437/interspeech.2024-97

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

What is the Role of Small Models in the LLM Era: A Survey

Large Language Models (LLMs) have demonstrated remarkable capabilities in various reasoning tasks, which leads to the development of increasingly large models. However, scaling up model sizes results in significantly higher computational costs and energy consumption, which makes these models impractical for academic researchers and businesses with limited resources. At the same time, Small Models (SMs) are frequently used in practical settings, although their significance is currently underestimated. This raises important questions about the role of small models in the era of LLMs, a topic that has received limited attention in prior surveys. In this work, we systematically examine the relationship between LLMs and SMs from two key perspectives: Collaboration and Competition (or Complementarity). We hope this survey provides valuable insights for practitioners, fostering a deeper understanding of the contribution of small models and promoting more efficient use of computational resources.

cs.CL

SG-FSM: A Self-Guiding Zero-Shot Prompting Paradigm for Multi-Hop Question Answering Based on Finite State Machine

Large Language Models with chain-of-thought prompting, such as OpenAI-o1, have shown impressive capabilities in natural language inference tasks. However, Multi-hop Question Answering (MHQA) remains challenging for many existing models due to issues like hallucination, error propagation, and limited context length. To address these challenges and enhance LLMs' performance on MHQA, we propose the Self-Guiding prompting Finite State Machine (SG-FSM), designed to strengthen multi-hop reasoning abilities. Unlike traditional chain-of-thought methods, SG-FSM tackles MHQA by iteratively breaking down complex questions into sub-questions, correcting itself to improve accuracy. It processes one sub-question at a time, dynamically deciding the next step based on the current context and results, functioning much like an automaton. Experiments across various benchmarks demonstrate the effectiveness of our approach, outperforming strong baselines on challenging datasets such as Musique. SG-FSM reduces hallucination, enabling recovery of the correct final answer despite intermediate errors. It also improves adherence to specified output formats, simplifying evaluation significantly.

cs.CL

A Course Intelligence Platform for Higher Education: Lessons from AI-Assisted Course Evaluation

The rapid adoption of generative AI has created new opportunities for teaching, learning, and quality assurance. Existing applications, however, remain largely student-facing, with comparatively limited attention to institution-level needs. This paper presents a course intelligence platform deployed across more than 100 universities and serving over 10,000 instructors in China. By linking competency requirements, knowledge structures, teaching activities, and assessment evidence, it establishes a shared foundation for knowledge organization, instructional design, learning assessment, and quality evaluation. The course evaluation module is examined as a representative institution-facing application of the platform, which integrates national evaluation standards, structured educational evidence, customized prompting strategies, and domain-adapted LLMs to generate quantitative scores and qualitative feedback. A case study involving 100 authentic university courses is conducted to evaluate its alignment with expert judgments and the interpretability of its outputs. Statistical analyses show substantial agreement between AI-generated assessments and expert ratings, while qualitative results highlight the credibility of the feedback. The findings further suggest that AI-assisted evaluation requires not only capable models but also structured domain knowledge and transparent criteria. In this context, human ratings should be treated as an informative reference rather than an error-free gold standard, and the objective is to achieve consistent, interpretable, and defensible judgments instead of merely replicating expert scores.

cs.CL