Implicit training of nonnative speech stimuli.
Implicit training of nonnative speech stimuli.
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非母语言语刺激的内隐训练。
DOI：
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
A. Seitz
中科院分区：
文献类型：
--
作者：
Eleni L. Vlahou;Athanassios Protopapas;A. Seitz
在成年期学习非母语言语对比被证明是困难的。标准的训练方法通过明确的指导和表现反馈取得了中等效果。在这项研究中，作者通过证明内隐训练程序的优越性来质疑先前存在的假设。他们训练了3组希腊成年人对一个困难的印地语对比（a）明确，反馈（实验1），或（B）隐含，不知道音素的区别，（实验2）或没有（实验3）反馈。刺激是自然记录的辅音-元音音节与卷舌音和牙齿清音塞音由母语印地语。在每一次试验中，参与者都听到了来自两个类别的成对标记，并必须识别卷舌音（外显条件）或强度不同的声音（内隐条件）。参与者不知道的是，在内隐条件下，目标声音总是卷舌音，干扰音总是牙齿。培训后的识别和辨别测试表明，与未经培训的希腊听众的基线相比，所有群体的表现都有所改善。学习是最强大的内隐训练没有反馈。当引入适当的变异性时，内隐训练的技能是否能推广到语言学上相关的语音类别还有待研究。这些发现挑战了传统的反馈在语音训练中的作用，并强调了内隐的，基于奖励的机制的重要性。
Learning nonnative speech contrasts in adulthood has proven difficult. Standard training methods have achieved moderate effects using explicit instructions and performance feedback. In this study, the authors question preexisting assumptions by demonstrating a superiority of implicit training procedures. They trained 3 groups of Greek adults on a difficult Hindi contrast (a) explicitly, with feedback (Experiment 1), or (b) implicitly, unaware of the phoneme distinctions, with (Experiment 2) or without (Experiment 3) feedback. Stimuli were natural recordings of consonant-vowel syllables with retroflex and dental unvoiced stops by a native Hindi speaker. On each trial, participants heard pairs of tokens from both categories and had to identify the retroflex sounds (explicit condition) or the sounds differing in intensity (implicit condition). Unbeknownst to participants, in the implicit conditions, target sounds were always retroflex, and distractor sounds were always dental. Post-training identification and discrimination tests showed improved performance of all groups, compared with a baseline of untrained Greek listeners. Learning was most robust for implicit training without feedback. It remains to be investigated whether implicitly trained skills can generalize to linguistically relevant phonetic categories when appropriate variability is introduced. These findings challenge traditional accounts on the role of feedback in phonetic training and highlight the importance of implicit, reward-based mechanisms.
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影响因子：
2.4
作者：
LIVELY, SE;LOGAN, JS;PISONI, DB
通讯作者：
PISONI, DB
影响因子：
2.4
作者：
Guenther, FH;Gjaja, MN
通讯作者：
Gjaja, MN
影响因子：
2.4
作者：
LOGAN, JS;LIVELY, SE;PISONI, DB
通讯作者：
PISONI, DB
影响因子：
4.3
作者：
Jaeger, T. Florian
通讯作者：
Jaeger, T. Florian