AI Assistant Zzz

AI Assistant Zzz — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

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  Dyme (company)

  Dyme is a Dutch fintech start-up and subscription management app that allows users to cancel and renegotiate their recurring costs. In 2019, Dyme was the first independent Dutch company to receive a PSD2 licence from the Netherlands' central bank (DNB). == History == Dyme was founded in 2018 by Joran Iedema, David Knap, David Schogt and Wouter Florijn. The four had previously founded Cycleswap, a bicycle rental platform launched in 2015 and sold to the American platform Spinlister in 2016. The company gained notability in the Netherlands in 2020 when it appeared on Dutch television in Dragons Den, where Pieter Schoen made a €750,000 bid in an attempt to acquire 51.01% of the company. Dyme's Joran Iedema rejected the deal. == Recognition == Wired described Dyme as one of the "hottest start-ups in Europe" in 2021. As of 2021, the company reportedly had 350,000 registered users in the Netherlands and Great Britain.

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  Frederick Jelinek

  Frederick Jelinek (18 November 1932 – 14 September 2010) was a Czech-American researcher in information theory, automatic speech recognition, and natural language processing. He is well known for his oft-quoted statement, "Every time I fire a linguist, the performance of the speech recognizer goes up". Jelinek was born in Czechoslovakia before World War II and emigrated with his family to the United States in the early years of the communist regime. He studied engineering at the Massachusetts Institute of Technology and taught for 10 years at Cornell University before accepting a job at IBM Research. In 1961, he married Czech screenwriter Milena Jelinek. At IBM, his team advanced approaches to computer speech recognition and machine translation. After IBM, he went to head the Center for Language and Speech Processing at Johns Hopkins University for 17 years, where he was still working on the day he died. == Personal life == Jelinek was born on November 18, 1932, as Bedřich Jelínek in Kladno to Vilém and Trude Jelínek. His father was Jewish; his mother was born in Switzerland to Czech Catholic parents and had converted to Judaism. Jelínek senior, a dentist, had planned early to escape Nazi occupation and flee to England; he arranged for a passport, visa, and the shipping of his dentistry materials. The couple planned to send their son to an English private school. However, Vilém decided to stay at the last minute and was eventually sent to the Theresienstadt concentration camp, where he died in 1945. The family was forced to move to Prague in 1941, but Frederick, his sister and mother—thanks to the latter's background—escaped the concentration camps. After the war, Jelinek entered in the gymnasium, despite having missed several years of schooling because education of Jewish children had been forbidden since 1942. His mother, anxious that her son should get a good education, made great efforts for their emigration, especially when it became clear he would not be allowed to even attempt the graduation examination. His mother hoped her son would become a physician, but Jelinek dreamed of being a lawyer. He studied engineering in evening classes at the City College of New York and received stipends from the National Committee for a Free Europe that allowed him to study at the Massachusetts Institute of Technology. About his choice of specialty, he said: "Fortunately, to electrical engineering there belonged a discipline whose aim was not the construction of physical systems: the theory of information". He obtained his Ph.D. in 1962, with Robert Fano as his adviser. In 1957, Jelinek paid an unexpected visit to Prague. He had been in Vienna and applied for a visa, hoping to see his former acquaintances again. He met with his old friend Miloš Forman, who introduced him to film student Milena Tobolová—whose screenplay had been the basis for the movie Easy Life (Snadný život). His flight back to the U.S. had a stopover in Munich, during which he called her to propose. Tobolová was considered a dissident and the authorities were not happy with her film. Jelinek asked for help from Jerome Wiesner and Cyrus Eaton, the latter who lobbied Nikita Khrushchev. Following the inauguration of John F. Kennedy, a group of Czech dissidents were allowed to emigrate in January 1961. Thanks to the lobbying, the future Milena Jelinek was one of them. After completing his graduate studies, Jelinek, who had developed an interest in linguistics, had plans to work with Charles F. Hockett at Cornell University. However these fell through and during the next ten years he continued to study information theory. Having previously worked at IBM during a sabbatical, he began full-time work there in 1972—at first on leave for Cornell, but permanently from 1974. He remained there for over twenty years. Although at first he had been offered a regular research job, upon his arrival he learned that Josef Raviv had recently been promoted to head of the newly opened IBM Haifa Research Laboratory, and became head of the Continuous Speech Recognition group at the Thomas J. Watson Research Center. Despite his team's successes in this area, Jelinek's work remained little known in his home country because Czech scientists were not allowed to participate in key conferences. After the 1989 fall of communism, Jelinek helped establish scientific relationships, regularly visiting to lecture and helping to persuade IBM to establish a computing centre at Charles University. In 1993, he retired from IBM and went to Johns Hopkins University's Center for Language and Speech Processing, where he was director and Julian Sinclair Smith Professor of Electrical and Computer Engineering. He was still working there at the time of his death; Jelinek died of a heart attack at the close of an otherwise normal workday in mid-September 2010. He was survived by his wife, daughter and son, sister, stepsister, and three grandchildren, including Sophie Gold Jelinek. == Research and legacy == Information theory was a fashionable scientific approach in the mid '50s. However, pioneer Claude Shannon wrote in 1956 that this trendiness was dangerous. He said, "Our fellow scientists in many different fields, attracted by the fanfare and by the new avenues opened to scientific analysis, are using these ideas in their own problems ... It will be all too easy for our somewhat artificial prosperity to collapse overnight when it is realized that the use of a few exciting words like information, entropy, redundancy, do not solve all our problems." During the next decade, a combination of factors shut down the application of information theory to natural language processing (NLP) problems—in particular machine translation. One factor was the 1957 publication of Noam Chomsky's Syntactic Structures, which stated, "probabilistic models give no insight into the basic problems of syntactic structure". This accorded well with the philosophy of the artificial intelligence research of the time, which promoted rule-based approaches. The other factor was the 1966 ALPAC report, which recommended that the government should stop funding research into machine translation. ALPAC chairman John Pierce later said that the field was filled with "mad inventors or untrustworthy engineers". He said that the underlying linguistic problems must be solved before attempts at NLP could be reasonably made. These elements essentially halted research in the field. Jelinek had begun to develop an interest in linguistics after the immigration of his wife, who initially enrolled in the MIT linguistics program with the help of Roman Jakobson. Jelinek often accompanied her to Chomsky's lectures, and even discussed the possibility of changing orientation with his adviser. Fano was "really upset", and after the failure of his project with Hockett at Cornell, he did not return to this field of research until starting work at IBM. The scope of research at IBM was considerably different from that of most other teams. According to Mark Liberman, "While [Jelinek] was leading IBM's effort to solve the general dictation problem during the decade or so following 1972, most other U.S. companies and academic researchers were working on very limited problems ... or were staying out of the field entirely". Jelinek regarded speech recognition as an information theory problem—a noisy channel, in this case the acoustic signal—which some observers considered a daring approach. The concept of perplexity was introduced in their first model, New Raleigh Grammar, which was published in 1976 as the paper "Continuous Speech Recognition by Statistical Methods" in the journal Proceedings of the IEEE. According to Young, the basic noisy channel approach "reduced the speech recognition problem to one of producing two statistical models". Whereas New Raleigh Grammar was a hidden Markov model, their next model, called Tangora, was broader and involved n-grams, specifically trigrams. Even though "it was obvious to everyone that this model was hopelessly impoverished", it was not improved upon until Jelinek presented another paper in 1999. The same trigram approach was applied to phones in single words. Although the identification of parts of speech turned out not to be very useful for speech recognition, tagging methods developed during these projects are now used in various NLP applications. The incremental research techniques developed at IBM eventually became dominant in the field after DARPA, in the mid-80s, returned to NLP research and imposed that methodology to participating teams, shared common goals, data, and precise evaluation metrics. The Continuous Speech Recognition Group's research, which required large amounts of data to train the algorithms, eventually led to the creation of the Linguistic Data Consortium. In the 1980s, although the broader problem of speech recognition remained unsolved, they sought to apply the methods developed to other problems; machine translat

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  Noam Slonim

  Noam Slonim (Hebrew: נעם סלונים; born in Jerusalem) is an Israeli computer scientist, specializing in Natural Language Processing and the application of Large language models. He is a Research Scientist at Google Research Israel (since September 2025) and formerly an IBM Distinguished Engineer. He founded and served as Principal Investigator of Project Debater and led Language Model Utilization at IBM Research. Beyond his scientific achievements, Slonim had a writing and media career. He was a writer for Season 4 of The Cameric Five TV comedy show, published a weekly column in Haaretz on brain science, and co-created and wrote the Israeli sitcom Puzzle. He was also the head writer for Seasons 2 and 3 of the sitcom Ha-movilim and featured in the 2020 documentary The Debater. In October 2025, his debut novel, Questionable Memories, was published by Kinneret Publishing Group. == Education and research interests == Slonim graduated from the Hebrew University of Jerusalem in 1996 with a B.S. degree in Computer Science, Physics, and Mathematics. In 2002 he completed Ph.D. summa cum laude at the Interdisciplinary Center for Neural Computation at the Hebrew University, under the supervision of Professor Naftali Tishby. His thesis focused on the theory and applications of the Information Bottleneck method. From 2003 till 2006 he did post-doctoral studies at the Lewis-Sigler Institute for Integrative Genomics at Princeton University, working with Professor Bill Bialek and Professor Saeed Tavazoie. He joined IBM Research in 2007. Slonim holds over 30 patents (granted or pending) and has co-authored more than 100 scientific publications. In 2025, he joined Google Research Israel as a research scientist. == Research activities == From 1998 to 2003 he worked on the theory and applications of the Information Bottleneck method, suggesting various cluster analysis algorithms inspired by this method, and demonstrating the practical value of these algorithms on various domains. From 2003 to 2006 he worked on developing Machine Learning algorithms that rely on Information Theory concepts, and applied these algorithms to the analysis of various types of Genomics data. In 2011 he proposed to develop the first Artificial Intelligence system that can meaningfully participate in a full live debate with an expert human debater. This work gave rise to Project Debater, that debated expert human debaters in several live events during 2018 and 2019. In 2020, Slonim delivered the opening keynote at the EMNLP conference, describing the IBM Research work on developing Project Debater. From 2022 to 2025, he led IBM Research efforts applying large language models to practical use cases; in 2025 he moved to Google Research Israel as a Research Scientist. == Writing and video career == In 1996 Slonim was a writer for Season 4 of The Cameric Five TV comedy show. In 1997–1998 he published a weekly column in Haaretz newspaper, focused on brain science research. In 1997–1999 he co-created and co-wrote the Israeli sitcom, Puzzle. In 2008–2010 he was the head writer of Season 2 and Season 3 of the Israeli Sitcom, Ha-movilim. In 2020 he was featured in the documentary The Debater, an official selection of the 2020 Copenhagen International Documentary Film Festival. In 2025, his debut novel, Questionable Memories, was published by Kinneret Publishing Group.

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  Yorick Wilks

  Yorick Alexander Wilks FBCS (27 October 1939 – 14 April 2023) was a British computer scientist. He was an emeritus professor of artificial intelligence at the University of Sheffield, visiting professor of artificial intelligence at Gresham College (a post created especially for him), senior research fellow at the Oxford Internet Institute, senior scientist at the Florida Institute for Human and Machine Cognition, and a member of the Epiphany Philosophers. In February 2023, Wilks joined WiredVibe as Director of AI and a Board Member, with the goal of commercializing his previous research and ideas. He remained in this role until his death, which occurred shortly before WiredVibe was acquired by AKY X, a company that continues to build on his legacy and contributions. == Biography == Wilks was born in Gerrards Cross, Buckinghamshire in England. He was educated at Torquay Boys' Grammar School, followed by Pembroke College, Cambridge, where he read Philosophy, joined the Epiphany Philosophers and obtained his Doctor of Philosophy degree (1968) under Professor R. B. Braithwaite for the thesis 'Argument and Proof'; he was an early pioneer in meaning-based approaches to the understanding of natural language content by computers. His main early contribution in the 1970s was called "Preference Semantics" (Wilks, 1973; Wilks and Fass, 1992), an algorithmic method for assigning the "most coherent" interpretation to a sentence in terms of having the maximum number of internal preferences of its parts (normally verbs or adjectives) satisfied. That early work was hand-coded with semantic entries (of the order of some hundreds) as was normal at the time, but since then has led to the empirical determinations of preferences (chiefly of English verbs) in the 1980s and 1990s. A key component of the notion of preference in semantics was that the interpretation of an utterance is not a well- or ill-formed notion, as was argued in Chomskyan approaches, such as those of Jerry Fodor and Jerrold Katz. It was rather that a semantic interpretation was the best available, even though some preferences might not be satisfied. So, in "The machine answered the question with a low whine" the agent of "answer" does not satisfy that verb's preference for a human answerer—which would cause it to be deemed ill-formed by Fodor and Katz—but is accepted as sub-optimal or metaphorical, and, now, conventional. The function of the algorithm is not to determine well-formedness at all but to make the optimal selection of word-senses to participate in the overall interpretation. Thus, in "The Pole answered..." the system will always select the human sense of the agent and not the inanimate one if it gives a more coherent interpretation overall. Preference Semantics is thus some of the earliest computational work—with programs run at Systems Development Corporation in Santa Monica in 1967 in LISP on an IBM360—in the now established field of word sense disambiguation. This approach was used in the first operational machine translation system based principally on meaning structures and built by Wilks at Stanford Artificial Intelligence Laboratory in the early 1970s (Wilks, 1973) at the same time and place as Roger Schank was applying his "Conceptual Dependency" approach to machine translation. The LISP code of Wilks' system was in The Computer Museum, Boston. Wilks was elected a fellow of the American and European Associations for Artificial Intelligence, of the British Computer Society, a member of the UK Computing Research Committee, and a permanent member of ICCL, the International Committee on Computational Linguistics. He was professor of artificial intelligence at the University of Sheffield and a senior research fellow at the Oxford Internet Institute. In 1991 he received a Defense Advanced Projects Agency grant on interlingual pragmatics-based machine translation and in 1994 he received a grant by the Engineering and Physical Sciences Research Council to investigate in the field of large-scale information extraction (LaSIE); in the following years he would obtain more grants to carry on exploring the field of information extraction (AVENTINUS, ECRAN, PASTA...). In the 1990s Wilks also became interested in modelling human-computer dialogue and the team led by David Levy and him as chief researcher won the Loebner Prize in 1997. He was the founding director of the EU funded Companions Project on creating long-term computer companions for people. At his Festschrift in 2007 at the British Computer Society in London a volume of his own papers was presented along with a volume of essays in his honour. He was awarded the Antonio Zampolli prize in honour of his lifetime work at the LREC 2008 conference on 28 May 2008, and the Lifetime Achievement Award at the ACL 2008 conference on 18 June 2008. In 2009, he was awarded the British Computer Society's Lovelace Medal, its annual award for research achievement, and was awarded the Fellowship of the Association for Computing Machinery. In 1998, Wilks became head of the Department of Computer Science of the University of Sheffield, where he had started working in the year 1993 as professor of artificial intelligence, a post he still held. In 1993 he became the founding director of the Institute of Language, Speech and Hearing (ILASH). Wilks also set up the Natural Language Processing Group of the University of Sheffield. In 1994 he (along with Rob Gaizauskas and Hamish Cunningham) designed GATE, an advanced NLP architecture that has been widely distributed. National Life Stories conducted an oral history interview (C1672/24) with Yorick Wilks in 2016 for its Science and Religion collection held by the British Library. Wilks died on 14 April 2023, at the age of 83. == Awards == Wilks received many awards: (2009) Elected Fellow of the Association for Computing Machinery (2009) Lovelace Medal by the British Computer Society (2008) Zampolli Prize (ELRA, awarded at LREC in Marrakech, Morocco) (2008) Lifetime Achievement Award (Association for Computational Linguistics, in Columbus) (2006) Visiting Professor, University of Oxford (2004) Elected to UK Computing Research Committee (2004) Elected Fellow, British Computer Society (2003) Visiting Fellow, Oxford Internet Institute (1998) Elected Fellow of European Association for Artificial Intelligence (1997) Elected Fellow, EPSRC College of Computing (1991) Visiting Fellow, Trinity Hall, Cambridge (1991) Elected Fellow of the American Association for Artificial Intelligence (1983) Royal Society Travel Fellowship (1983) Commonwealth of Australia Visiting Professor (1981) Visiting Sloan Fellow, University of California, Berkeley (1980) Invited Participant in the Nobel Symposium on Language, Stockholm (1979) NATO Senior Scientist Fellowship (1979) Visiting Sloan Fellow, Yale University (1975) SRC Senior Visiting Fellowship, University of Edinburgh == Membership == Wilks was an active member of the following associations: Association for Computational Linguistics Society for the Study of AI and Simulation of Behaviour Association for Computing Machinery Cognitive Science Society British Society for the Philosophy of Science American Association for Artificial Intelligence Aristotelian Society == Selected works == === Books === Wilks, Y. (2019) Artificial Intelligence: Modern Magic or Dangerous Future?.Icon Books. New illustrated edition, 2023, MIT Press. Wilks, Y. (2015) Machine Translation: its scope and limits. Springer Wilks, Y (ed.) (2010) Close Engagements with Artificial Companions: Key Social, Psychological and Design issues. John Benjamins; Amsterdam Wilks, Y., Brewster, C. (2009) Natural Language Processing as a Foundation of the Semantic Web. Now Press: London. Wilks, Y. (2007) Words and Intelligence I, Selected papers by Yorick Wilks. In K. Ahmad, C. Brewster & M. Stevenson (eds.), Springer: Dordrecht. Wilks, Y. (ed. and with introduction and commentaries). (2006) Language, cohesion and form: selected papers of Margaret Masterman. Cambridge: Cambridge University Press. Wilks, Y., Nirenburg, S., Somers, H. (eds.) (2003) Readings in Machine Translation. Cambridge, MA: MIT Press. Wilks, Y.(ed.). (1999) Machine Conversations. Kluwer: New York. Wilks, Y., Slator, B., Guthrie, L. (1996) Electric Words: dictionaries, computers and meanings. Cambridge, MA: MIT Press. Ballim, A., Wilks, Y. (1991) Artificial Believers. Norwood, NJ: Erlbaum. Wilks, Y.(ed.). (1990) Theoretical Issues in Natural Language Processing. Norwood, NJ: Erlbaum. Wilks, Y., Partridge, D. (eds. plus three YW chapters and an introduction). (1990) The Foundations of Artificial Intelligence: a sourcebook. Cambridge: Cambridge University Press. Wilks, Y., Sparck-Jones, K.(eds.). (1984) Automatic Natural Language Processing, paperback edition. New York: Wiley. Originally published by Ellis Horwood. Wilks, Y., Charniak, E. (eds and principal authors). (1976) Computational Semantics—an Introduction to Artificial Intelligence and

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  Pronunciation assessment

  Automatic pronunciation assessment uses computer speech recognition to determine how accurately speech has been pronounced, instead of relying on a human instructor or proctor. It is also called speech verification, pronunciation evaluation, and pronunciation scoring. This technology is used to grade speech quality, for language testing, for computer-aided pronunciation teaching (CAPT) in computer-assisted language learning (CALL), for speaking skill remediation, and for accent reduction. Pronunciation assessment is different from dictation or automatic transcription, because instead of determining unknown speech, it verifies learners' pronunciation of known word(s), often from prior transcription of the same utterance; ideally scoring the intelligibility of the learners' speech. Sometimes pronunciation assessment evaluates the prosody of the learners' speech, such as intonation, pitch, tempo, rhythm, and syllable and word stress, although those are usually not essential for being understood in most languages. Pronunciation assessment is also used in reading tutoring, for example in products from Google, Microsoft, and Amira Learning. Automatic pronunciation assessment can also be used to help diagnose and treat speech disorders such as apraxia. == Intelligibility == Intelligibility refers to how well a learner's utterance is understood by a listener, rather than how much it sounds like a native speaker. This is separate from measures of fluency, such as so-called "Goodness of Pronunciation" (GoP) scores, which estimate how closely an utterance aligns with those of native speakers. Intelligibility is widely regarded as the most important communicative goal in pronunciation teaching and assessment. For example, in the Common European Framework of Reference for Languages (CEFR) assessment criteria for "overall phonological control", intelligibility outweighs formally correct pronunciation at all levels. Studies in applied linguistics have shown that accent reduction does not always increase intelligibility because listeners can often comprehend heavily accented speech without difficulty. Pronunciation assessment systems often rely on acoustic methods such as GoP which compare learner speech to reference models to produce phoneme-level scores, which are in turn aggregated to produce word and phrase scores. While these methods are effective for identifying deviations from native speakers' utterances, they do not effectively measure how understandable speech is to human listeners. Intelligibility is influenced by broader linguistic and contextual factors such as stress placement, speech rate, and coarticulation, which are not represented in purely segmental scores. The earliest work on pronunciation assessment avoided measuring genuine listener intelligibility, a shortcoming corrected in 2011 at the Toyohashi University of Technology, and included in the Versant high-stakes English fluency assessment from Pearson and mobile apps from 17zuoye Education & Technology, but still missing in 2023 products from Google Search, Microsoft, Educational Testing Service, Speechace, and ELSA. Assessing authentic listener intelligibility is essential for avoiding inaccuracies from accent bias, especially in high-stakes assessments; from words with multiple correct pronunciations; and from phoneme coding errors in machine-readable pronunciation dictionaries. In 2022, researchers found that some newer speech-to-text systems, based on end-to-end reinforcement learning to map audio signals directly into words, produce word and phrase confidence scores (from 10-25ms audio frame logit aggregation) closely correlated with genuine listener intelligibility. Others have been able to assess intelligibility using Levenshtein or dynamic time warping distance measures from Wav2Vec2 representation of good speech. Further work through 2025 has focused specifically on measuring intelligibility. A 2025 study of 42 pronunciation and speech coaching apps (32 mobile and 10 web) found that none offered intelligibility assessment. Instead, most provided only segmental and accent-focused scoring. About two-thirds of the apps provided some form of specific pronunciation feedback, usually with phonetic transcriptions, but accompanied by visual cues (such as animations of the vocal tract or the lips and tongue from the front) in only about 5% of the apps. Less than a third provided feedback on learner perception of exemplar speech. == Evaluation == Although there are as yet no industry-standard benchmarks for evaluating pronunciation assessment accuracy, researchers occasionally release evaluation speech corpuses for others to use for improving assessment quality. Such evaluation databases often emphasize formally unaccented pronunciation to the exclusion of genuine intelligibility evident from blinded listener transcriptions. As of mid-2025, state of the art approaches for automatically transcribing phonemes typically achieve an error rate of about 10% from known good speech. The International Speech Communication Association (ISCA) 2025 Workshop on Speech and Language Technology in Education (SLaTE) administered a Speak & Improve Challenge: Spoken Language Assessment and Feedback, introducing benchmarks for evaluating pronunciation assessment and remediation systems across languages, accents, and learner populations. The challenge emphasized cross-lingual generalization and alignment with human intelligibility judgments, for more robust and interpretable assessment systems. Ethical issues in pronunciation assessment are present in both human and automatic methods. Authentic validity, fairness, and mitigating bias in evaluation are all crucial. Diverse speech data should be included in automatic pronunciation assessment models. Combining human judgments, especially blinded transcriptions from a wide diversity of listeners, with automated feedback can improve accuracy and fairness. Second language learners benefit substantially from their use of widely available speech recognition systems for dictation, virtual assistants, and AI chatbots. In such systems, users naturally try to correct their own errors evident in speech recognition results that they notice. Such use improves their grammar and vocabulary development along with their pronunciation skills. The extent to which explicit pronunciation assessment and remediation approaches improve on such self-directed interactions remains an open question. Similarly, automatic dictation results have been shown to reflect intelligibility about as well as human scorers. == Recent developments == During 2021–22, a smartphone-based CAPT system was used to sense articulation through both audible and inaudible signals, providing feedback at the phoneme level. Some promising areas for improvement which were being developed in 2024 include articulatory feature extraction and transfer learning to suppress unnecessary corrections. Other interesting advances under development include "augmented reality" interfaces for mobile devices using optical character recognition to provide pronunciation training on text found in user environments. In 2024, audio multimodal large language models were first described as assessing pronunciation. That work has been carried forward by other researchers in 2025 who report positive results. Subsequently, researchers demonstrated pronunciation scoring by providing a language model with textual descriptions of speech, including the speech-to-text transcript, phoneme sequences, pauses, and phoneme sequence matching; this approach can achieve performance similar to multimodal LLMs that analyze raw audio while avoiding their higher computational cost. In 2025, the Duolingo English Test authors published a description of their pronunciation assessment method, purportedly built to measure intelligibility rather than accent imitation. While achieving a correlation of 0.82 with expert human ratings, very close to inter-rater agreement and outperforming alternative methods, the method is nonetheless based on experts' scores along the six-point CEFR common reference levels scale, instead of actual blinded listener transcriptions. Further promising work in 2025 includes assessment feedback aligning learner speech to synthetic utterances using interpretable features, identifying continuous spans of words for remediation feedback; synthesizing corrected speech matching learners' self-perceived voices, which they prefer and imitate more accurately as corrections; and streaming such interactions. On January 21, 2026, Educational Testing Service's TOEFL iBT high-stakes English language test, required by US university admissions and employers from English as a foreign language applicants more often than all other internet-based tests combined, changed its speaking assessments. While official rubrics claim that the new scoring will be based primarily on intelligibility, the new test's technical description indicates that it ju

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  EuroMatrixPlus

  The EuroMatrixPlus is a project that ran from March 2009 to February 2012. EuroMatrixPlus succeeded a project called EuroMatrix (September 2006 to February 2009) and continued in further development and improvement of machine translation (MT) systems for languages of the European Union (EU). == Project objectives == EuroMatrixPlus focused on achieving several goals: To continue advance of MT technology (create MT systems for all official EU languages and provide other MT researchers with existing data and infrastructure). To continually expand and investigate different MT approaches and techniques; to stay open to novel combinations of methods of MT. To bring MT to the users. Users post-edit output of statistical models and the system learns from the feedback and improves itself. Two groups of users were aimed at: Professional translators and translation agencies Users who voluntarily translate texts into their native language To contribute to MT research in Europe. To produce sample application for automatic translation of news and web pages and make that application freely accessible. == Outcome == EuroMatrixPlus contributed to MT field in several ways. It continued in development of an open source statistical MT engine Moses. The project worked on research in hybrid approaches to MT (combination of rule-based and statistical techniques). Several “MT Marathons” and annual evaluation campaigns were organized by the project. The project also resulted in releasing of 196 scientific publications. The results of the work were arranged into ten work packages: WP1: Rich Tree-Based Statistical Translation WP2: Hybrid Machine Translation WP3: Advanced Learning Methods for MT WP4: Open Source Tools and Data WP5: "WikiTrans" Translation Environments WP6: Integrated Localisation Workflow WP7: Evaluation Campaign WP8: Project Management and Dissemination WP9: Integrating Slovak Language Resources WP10: HPSG-based Statistical Translation === Software and data === Here is a list of software and data that were released by the project: Appraise – an open source tool for manual evaluation of MT output BURGER – Bulgarian Resource BulTreeBank – Treebank of Bulgarian CSLM toolkit – free tool for training continuous space language models (CSLM) to large tasks Caitra – tool for post-editing MT results Europarl – European Parliament parallel corpus IRSTLM toolkit – tool for training language models Joshua – an open-source statistical machine translation decoder for hierarchical and syntax-based MT MT Server Land – an open-source architecture for MT Moses – statistical MT MultiUN Corpora – parallel corpus extracted from the United Nations Website PCEDT 2.0 – Prague Czech-English Dependency Treebank PEDT 2.0 – English part of the Prague Czech-English Dependency Treebank Slovak corpora – English-Slovak and Czech-Slovak as well as a Slovak-English and a Slovak-Czech parallel corpus Slovak treebank – A dependency treebank TermEx – RBMT-Suited Statistical Terminology Extraction Tool Treex, TectoMT == Funding == The EuroMatrixPlus project was sponsored by EU Information Society Technology program. Total cost of the project was 5 942 121 €, from which the European Union contributed 4 266 896 €. == Project members == To ensure advance in MT, several organizations that are experts in various disciplines (linguistics, computer science, mathematics, translation) were brought together to cooperate on EuroMatrixPlus. The consortium consisted of academic as well as commercial partners. Academic partners were the University of Edinburgh (United Kingdom), DFKI – German Research Centre for Artificial Intelligence (Germany), Charles University (Czech Republic), Johns Hopkins University (United States), University of Le Mans (France), Fondazione Bruno Kessler (Italy), Dublin City University (Ireland). Two institutions joined about one year into the project. These were the L'udovít Štúr Institute of Linguistics (Slovak Republic) and IICT – Institute of Information and Communication Technologies at the Bulgarian Academy of Sciences (Bulgaria). Commercial partners included Lucy Software and Services GmbH (Germany) and CEET s.r.o. (Czech Republic). Coordination of the project was in hands of DFKI with its Language Technology Lab in Saarbrücken. The principal investigator and scientific coordinator was Hans Uszkoreit, a professor of Computational Linguistics at Saarland University.

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  StarDict

  StarDict, developed by Hu Zheng (胡正), is a free GUI released under the GPL-3.0-or-later license for accessing StarDict dictionary files (a dictionary shell). It is the successor of StarDic, developed by Ma Su'an (馬蘇安), continuing its version numbers. According to StarDict's earlier homepage on SourceForge, the project has been removed from SourceForge due to copyright infringement reports. It moved to Google Code and then back to SourceForge, while development is now seemingly continued on GitHub. == Supported platforms == StarDict runs under Linux, Windows, FreeBSD, Maemo and Solaris. Dictionaries of the user's choice are installed separately. Dictionary files can be created by converting dict files. Several programs compatible with the StarDict dictionary format are available for different platforms. For the iPhone, iPod Touch and iPad, applications available in the App Store include GuruDic, TouchDict, weDict, Dictionary Universal, Alpus and others, as well as the free iStarDict, which is available for the Cydia Store. == Dictionaries available == One can find here the partial list of FreeDict dictionaries which can be converted to the StarDict format. These include, in particular, some older versions of Webster's dictionary and many dictionaries for various languages. == Features == While StarDict is in scan mode, results are displayed in a tooltip, allowing easy dictionary lookup. When combined with Freedict, StarDict will quickly provide rough translations of foreign language websites. On September 25, 2006, an online version of Stardict began operation. This online version includes access to all the major dictionaries of StarDict, as well as Wikipedia in Chinese. Previous versions of StarDict were very similar to the PowerWord dictionary program, which is developed by a Chinese company, KingSoft. Since version 2.4.2, however, StarDict has diverged from the design of PowerWord by increasing its search capabilities and adding lexicons in a variety of languages. This was assisted by the collaboration of many developers with the author. == sdcv == Evgeniy A. Dushistov produced a command line version of StarDict called sdcv. It employed all the dictionary files that belong to StarDict. It is written in C++ and licensed under the terms of the GNU General Public License. sdcv runs under Linux, FreeBSD, and Solaris. As in StarDict, dictionaries of the user's choice have to be installed separately. At the end of 2006, software developer Hu Zheng cited personal financial problems as an excuse to charge users for downloading dictionary files from his website, which temporarily aroused strong doubts and dissatisfaction in the Linux community. In the end, under the pressure of public opinion, the charging plan was forced to be canceled and ended hastily.

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  The Best Free AI Blog Writer for Beginners

  Looking for the best AI blog writer? An AI blog writer is software that uses machine learning to help you get more done — it can save you hours every week by automating repetitive work. Most options offer a generous free tier, with paid plans unlocking higher limits, faster processing, and team features. Whether you are a beginner or a pro, the right AI blog writer slots into your workflow and pays for itself fast. Read on for hands-on impressions, pricing tiers, and the standout features that matter.

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  AI literacy

  AI literacy or artificial intelligence literacy is "a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace." AI is employed in a variety of applications, including self-driving automobiles, virtual assistants and text generation by generative AI models. Users of these tools should be able to make informed decisions. AI literacy may have an impact on students' future employment prospects. With the rise of generative AI platforms, AI literacy has become a topic of conversation in the field of education. Some think AI literacy is essential for school and college students, while others restrict or prohibit the use of AI in assignments, viewing it as a form of academic dishonesty. However, many researchers and educational institutions promote a more nuanced approach, encouraging critical engagement with AI while developing policies that balance academic integrity with opportunities for learning. == Definitions == Other definitions of AI literacy include the ability to understand, use, monitor, and critically reflect on AI applications. That use of the term usually refers to teaching skills and knowledge to the general public, particularly those who are not adept in AI and the ability to understand, use, evaluate, and ethically navigate AI. As research into AI literacy is still emerging and focused on developing context-specific skills, there is not yet a single, broadly agreed-upon definition. AI literacy is linked to other forms of literacy. AI literacy requires digital literacy, whereas scientific and computational literacy may inform it. Data literacy also significantly overlaps with it. == Categories == AI literacy encompasses multiple categories, including a theoretical understanding of how artificial intelligence works, the usage of artificial intelligence technologies, and the critical appraisal of artificial intelligence, and its ethics. === Know and understand AI === Knowledge and understanding of AI refers to a basic understanding of what artificial intelligence is and how it works. This includes familiarity with machine learning algorithms and the limitations and biases present in AI systems. Users who know and understand AI should be familiar with various technologies that use artificial intelligence, including cognitive systems, robotics and machine learning. This includes recognizing that large language models (LLMs) are machine learning models trained on extensive datasets which generate new text rather than retrieving pre-written responses. === Use and apply AI === Using and applying AI refers to the ability to use AI tools to solve problems and perform tasks such as programming and analyzing big data. Some consider prompt engineering, the practice of designing effective prompts to guide generative AI platforms more effectively, as another competency within AI literacy. === Evaluate and create AI === Evaluation and creation refers to the ability to critically evaluate the quality and reliability of AI systems. It also refers to designing and building fair and ethical AI systems. To evaluate correctly, users should also learn in which areas AI is strong, and in which areas it is weak. === AI ethics === AI ethics refers to understanding the moral implications of AI, and the making informed decisions regarding the use of AI tools. This area includes considerations such as: Accountability: Hold AI actors accountable for the operation of AI systems and adherence to ethical ideals. Accuracy: Identify and report sources of error and uncertainty in algorithms and data. Auditability: Enable other parties to audit and assess algorithm behavior via transparent information sharing. Explainability: Make sure that algorithmic judgments and the underlying data can be presented in simple language. Fairness: Prevent biases and consider varied viewpoints. To do so, increase the diversity of researchers in the field. Human Centricity and Well-being: Prioritize human well-being in AI development and deployment. Human rights Alignment: Ensure that technology do not infringe internationally recognized human rights. Inclusivity: Make AI accessible to everyone. Progress: Choose high value initiatives. Responsibility, accountability, and transparency: Foster trust via responsibility, accountability, and fairness. Robustness and Security: Make AI systems safe, secure, and resistant to manipulation or data breach. Sustainability: Choose implementations that generate long-term, useful benefits. Environmental Implications: How this tool impacts the environment, any restrictions or laws, if this impact is worth the effects or not. === Enabling AI === Support AI by developing associated knowledge and skills such as programming and statistics. == Promoting AI literacy == Several governments have recognized the need to promote AI literacy, including among adults. Such programs have been published in the United States, China, Germany and Finland. Programs intended for the general public usually consist of short and easy to understand online study units. Programs intended for children are usually project-based. Programs for students at colleges and universities often address the specific professional needs of the student, depending on their field of study. Beyond the education system, AI literacy can also be developed in the community, for example in museums. === Schools === Schools use diverse pedagogies to promote AI literacy. These include: Performing a Turing test with an intelligent agent Creating chatbots Building apps using Blockly-based programming Project-based learning Building robots Data visualization Training AI models Artificial intelligence curricula can improve students' understanding of topics such as machine learning, neural networks, and deep learning. === Higher education === Before the second decade of the 21st century, artificial intelligence was studied mainly in STEM courses. Later, projects emerged to increase artificial intelligence education, specifically to promote AI literacy. Most courses start with one or more study units that deal with basic questions such as what artificial intelligence is, where it comes from, what it can do and what it can't do. Most courses also refer to machine learning and deep learning. Some of the courses deal with moral issues in artificial intelligence. In Ireland, the Higher Education Authority published Generative AI in Higher Education Teaching & Learning: Policy Framework in December 2025, which encouraged higher education institutions to embed AI literacy across programmes as a core graduate attribute. ==== Disciplinary policy ==== As a response to the increase of generative AI use in education, several disciplines formed committees or task forces to examine context-specific approaches toward AI literacy. In spring 2025, the Modern Language Association and Conference on College Composition and Communication Joint Task Force finished development of three working papers, a guide on AI literacy for students, and a collection of resources addressing AI use in writing. The task force emphasized the need for "a culture of critical AI literacy" and included guidelines not only for students but also educators and institutions, highlighting the need for modeling ethical AI use in planning processes. Similarly, a committee formed by the American Historical Association Council published "Guiding Principles for Artificial Intelligence in History Education" which encouraged "clear and transparent engagement with generative AI." The guidelines demonstrate the value of criticality when working with generative AI in thinking and research.

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  Is an AI Photo Editor Worth It in 2026?

  Shopping for the best AI photo editor? An AI photo editor is software that uses machine learning to help you get more done — it keeps getting smarter as the underlying models improve. Pricing, accuracy, and the size of the model behind the tool are the three factors that most affect daily usefulness. Whether you are a beginner or a pro, the right AI photo editor slots into your workflow and pays for itself fast. Below we compare features, pricing, and real output so you can choose with confidence.

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  The Best Free AI Website Builder for Beginners

  In search of the best AI website builder? An AI website builder is software that uses machine learning to help you get more done — it turns a rough idea into a polished result in seconds. When choosing one, weigh output quality, pricing, export formats, and how well it fits the tools you already use. Whether you are a beginner or a pro, the right AI website builder slots into your workflow and pays for itself fast. Below we compare features, pricing, and real output so you can choose with confidence.

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  How to Choose an AI Text-to-image Tool

  Curious about the best AI text-to-image tool? An AI text-to-image tool is software that uses machine learning to help you get more done — it combines speed, accuracy, and an interface that just works. Hands-on testing shows real-world results vary, so a short free trial is the smartest way to decide. Whether you are a beginner or a pro, the right AI text-to-image tool slots into your workflow and pays for itself fast. Read on for hands-on impressions, pricing tiers, and the standout features that matter.

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  And–or tree

  An and–or tree is a graphical representation of the reduction of problems (or goals) to conjunctions and disjunctions of subproblems (or subgoals). == Example == The and–or tree: represents the search space for solving the problem P, using the goal-reduction methods: P if Q and R P if S Q if T Q if U == Definitions == Given an initial problem P0 and set of problem solving methods of the form: P if P1 and … and Pn the associated and–or tree is a set of labelled nodes such that: The root of the tree is a node labelled by P0. For every node N labelled by a problem or sub-problem P and for every method of the form P if P1 and ... and Pn, there exists a set of children nodes N1, ..., Nn of the node N, such that each node Ni is labelled by Pi. The nodes are conjoined by an arc, to distinguish them from children of N that might be associated with other methods. A node N, labelled by a problem P, is a success node if there is a method of the form P if nothing (i.e., P is a "fact"). The node is a failure node if there is no method for solving P. If all of the children of a node N, conjoined by the same arc, are success nodes, then the node N is also a success node. Otherwise the node is a failure node. == Search strategies == An and–or tree specifies only the search space for solving a problem. Different search strategies for searching the space are possible. These include searching the tree depth-first, breadth-first, or best-first using some measure of desirability of solutions. The search strategy can be sequential, searching or generating one node at a time, or parallel, searching or generating several nodes in parallel. == Relationship with logic programming == The methods used for generating and–or trees are propositional logic programs (without variables). In the case of logic programs containing variables, the solutions of conjoint sub-problems must be compatible. Subject to this complication, sequential and parallel search strategies for and–or trees provide a computational model for executing logic programs. == Relationship with two-player games == And–or trees can also be used to represent the search spaces for two-person games. The root node of such a tree represents the problem of one of the players winning the game, starting from the initial state of the game. Given a node N, labelled by the problem P of the player winning the game from a particular state of play, there exists a single set of conjoint children nodes, corresponding to all of the opponents responding moves. For each of these children nodes, there exists a set of non-conjoint children nodes, corresponding to all of the player's defending moves. For solving game trees with proof-number search family of algorithms, game trees are to be mapped to and–or trees. MAX-nodes (i.e. maximizing player to move) are represented as OR nodes, MIN-nodes map to AND nodes. The mapping is possible, when the search is done with only a binary goal, which usually is "player to move wins the game".

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  How to Choose an AI Marketing Tool

  Curious about the best AI marketing tool? An AI marketing tool is software that uses machine learning to help you get more done — it combines speed, accuracy, and an interface that just works. Hands-on testing shows real-world results vary, so a short free trial is the smartest way to decide. Whether you are a beginner or a pro, the right AI marketing tool slots into your workflow and pays for itself fast. This guide breaks down the top picks, their pros and cons, and who each one is best for.

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  FastText

  fastText is a library for learning of word embeddings and text classification created by Facebook's AI Research (FAIR) lab. The model allows one to create an unsupervised learning or supervised learning algorithm for obtaining vector representations for words. Facebook makes available pretrained models for 294 languages. Several papers describe the techniques used by fastText. The GitHub repository was archived on March 19, 2024.

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