Perceptual Learning for Speech: Is There a Return to Normal?

Autor/inn/en	Kraljic, Tanya; Samuel, Arthur G.
Titel	Perceptual Learning for Speech: Is There a Return to Normal?
Quelle	In: Cognitive Psychology, 51 (2005) 2, S.141-178 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0285
DOI	10.1016/j.cogpsych.2005.05.001
Schlagwörter	Phonemics; Perceptual Motor Learning; Pronunciation; Speech Communication; Speech Evaluation; Phonetics; Auditory Perception; Perception Tests; Listening Skills + Suchen Sie Ihr Suchwort? Fonemsystem; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Aussprache; Phonetik; Fonetik; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik
Abstract	Recent work on perceptual learning shows that listeners' phonemic representations dynamically adjust to reflect the speech they hear (Norris, McQueen, & Cutler, 2003). We investigate how the perceptual system makes such adjustments, and what (if anything) causes the representations to return to their pre-perceptual learning settings. Listeners are exposed to a speaker whose pronunciation of a particular sound (either /s/ or /[integral]/) is ambiguous (e.g., halfway between /s/ and /[integral]/). After exposure, participants are tested for perceptual learning on two continua that range from /s/ to /[integral]/, one in the Same voice they heard during exposure, and one in a Different voice. To assess how representations revert to their prior settings, half of Experiment 1's participants were tested immediately after exposure; the other half performed a 25-min silent intervening task. The perceptual learning effect was actually larger after such a delay, indicating that simply allowing time to pass does not cause learning to fade. The remaining experiments investigate different ways that the system might unlearn a person's pronunciations: listeners hear the Same or a Different speaker for 25 min with either: no relevant (i.e., "good") /s/ or /[integral]/ input (Experiment 2), one of the relevant inputs (Experiment 3), or both relevant inputs (Experiment 4). The results support a view of phonemic representations as dynamic and flexible, and suggest that they interact with both higher- (e.g., lexical) and lower-level (e.g., acoustic) information in important ways. (Author).
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Update	2017/4/10