Effects of Multitalker Input and Instructional Method on the Dimension-Based Statistical Learning of Syllable-Tone Combinations: An Eye-Tracking Study

Autor/inn/en	Wiener, Seth; Ito, Kiwako; Speer, Shari R.
Titel	Effects of Multitalker Input and Instructional Method on the Dimension-Based Statistical Learning of Syllable-Tone Combinations: An Eye-Tracking Study
Quelle	In: Studies in Second Language Acquisition, 43 (2021) 1, S.155-180 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiener, Seth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263120000418
Schlagwörter	Verbal Communication; Direct Instruction; English; Mandarin Chinese; Monolingualism; Intonation; Second Language Learning; Artificial Languages; Syllables; Phonemes; Eye Movements; Acoustics + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; English language; Englisch; Zweitsprachenerwerb; Silbe; Fonem; Augenbewegung; Akustik
Abstract	To test the effects of talker variability and explicit instruction on the statistical learning of lexical tone, 80 monolingual English listeners were taught an artificial language that mimicked Mandarin's asymmetric distribution of syllable-tone co-occurrences. Training stimuli consisted of either speech from one talker or speech from four talkers. Participants were either never instructed or explicitly taught associations between phonemes (CVs), tones, and nonce symbols across four consecutive days. Learning was assessed by the accuracy of mouse clicks and eye movements to visual nonce symbols. Critical trials induced competition between the target symbol, which matched the acoustic input, and a competitor symbol that had a statistically more probable tone (but mismatched the acoustic input). Eye fixations indicated that participants were sensitive to syllable-tone co-occurrence probabilities even without explicit instruction of tone. The degree to which statistical knowledge was used to recognize words appeared to increase when participants processed more variable speech. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01