Boosting lexical support does not enhance lexically guided perceptual learning.
Boosting lexical support does not enhance lexically guided perceptual learning.
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DOI：
10.1037/xlm0000945
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发表时间：
2021-04
期刊：
影响因子：
--
通讯作者：
Myers EB
中科院分区：
文献类型：
--
作者：
Luthra S;Magnuson JS;Myers EB
对于听者来说，一个挑战是学习一个说话人的声学和语音类别之间的适当映射。词汇引导感知学习（LGPL）研究表明，听者可以利用词汇知识来指导这一过程。例如，听者学会将歧义的/s/-/∫/混合音解释为/s/，如果他们以前在/s/有偏向的语境中遇到过，比如epi?ode。在这里，我们研究了是否先前的词汇支持的程度可能会调节知觉学习的程度。在实验1中，我们首先证明了在改进的LGPL范式中可以获得感知学习，其中听者首先倾向于将歧义符号解释为一个音素（例如，/s/），然后再解释为另一个音素（例如，/∫/）。在随后的实验中，我们测试了学习的程度是否取决于目标是在听觉目标之前遇到预测情境还是中性情境（例如，epi?ode）。实验2使用听觉句子语境（例如，我喜欢《行尸走肉》，并急切地等待每一个新的……），而实验3使用书面句子语境。在实验4中，参与者没有收到句子上下文，而是在听到关键听觉标记之前看到目标单词（情节）或填充文本（########）的书面形式。虽然我们一直观察到语境对关键词即时加工的影响，但学习效应的大小不受语境类型的调节。我们假设，当仅从词汇信息中识别模棱两可的语音时，通过前面的上下文增强词汇支持可能不会对感知学习产生强烈影响。
A challenge for listeners is to learn the appropriate mapping between acoustics and phonetic categories for an individual talker. Lexically guided perceptual learning (LGPL) studies have shown that listeners can leverage lexical knowledge to guide this process. For instance, listeners learn to interpret ambiguous /s/-/∫/ blends as /s/ if they have previously encountered them in /s/-biased contexts like epi?ode. Here, we examined whether the degree of preceding lexical support might modulate the extent of perceptual learning. In Experiment 1, we first demonstrated that perceptual learning could be obtained in a modified LGPL paradigm where listeners were first biased to interpret ambiguous tokens as one phoneme (e.g., /s/) and then later as another (e.g., /∫/). In subsequent experiments, we tested whether the extent of learning differed depending on whether targets encountered predictive contexts or neutral contexts prior to the auditory target (e.g., epi?ode). Experiment 2 used auditory sentence contexts (e.g., I love “The Walking Dead” and eagerly await every new…), while Experiment 3 used written sentence contexts. In Experiment 4, participants did not receive sentence contexts but rather saw the written form of the target word (episode) or filler text (########) prior to hearing the critical auditory token. While we consistently observed effects of context on in-the-moment processing of critical words, the size of the learning effect was not modulated by the type of context. We hypothesize that boosting lexical support through preceding context may not strongly influence perceptual learning when ambiguous speech sounds can be identified solely from lexical information.
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