Generalization of learning in pre‐lexical adjustments to word‐final devoicing.
Generalization of learning in pre‐lexical adjustments to word‐final devoicing.
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词前清音调整学习的概括。
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Alissa Melinger
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文献类型：
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作者：
Frank Eisner;Andrea Weber;Alissa Melinger
语音的前词汇表征通过词汇驱动的学习机制被证明是动态变化的。[Norris et al.(2003)。]在这里，我们调查了这种类型的学习是否发生在以英国为母语的英语(BE)听者中，以进行词尾发音对比，这种对比在荷兰口音的英语中通常是去声的。具体地说，这项研究询问了词汇前表征的变化是否也编码了关于关键声音在单词中的位置的信息。在听完母语为荷兰语的人在词尾位置(但不是在任何其他位置)产生的去声塞音后，BE听者在随后的跨通道启动任务中显示出知觉学习的证据，其中带有无声尾音的听觉启动(例如，[si：t]，“Seat”)有助于识别具有有声尾音的视觉目标(例如，“Seed”)。这种学习推广到关键对比度位于词首位置的测试对，例如，[Taun]...
Pre‐lexical representations of speech sounds have been to shown to change dynamically through a mechanism of lexically driven learning. [Norris et al. (2003).] Here we investigated whether this type of learning occurs in native British English (BE) listeners for a word‐final stop contrast which is commonly de‐voiced in Dutch‐accented English. Specifically, this study asked whether the change in pre‐lexical representation also encodes information about the position of the critical sound within a word. After exposure to a native Dutch speaker’s productions of de‐voiced stops in word‐final position (but not in any other positions), BE listeners showed evidence of perceptual learning in a subsequent cross‐modal priming task, where auditory primes with voiceless final stops (e.g., [si:t], “seat”) facilitated recognition of visual targets with voiced final stops (e.g., “seed”). This learning generalized to test pairs where the critical contrast was in word‐initial position, e.g., auditory primes such as [taun] ...