Success and failure in teaching the [r]-[l] contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization in spoken language perception
Success and failure in teaching the [r]-[l] contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization in spoken language perception
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DOI：
10.3758/cabn.2.2.89
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发表时间：
2002-06-01
影响因子：
2.9
通讯作者：
McClelland, James L.
中科院分区：
文献类型：
--
作者：
McCandliss, Bruce D.;Fiez, Julie A.;McClelland, James L.
赫布的学习模型预测，如果成年人接受夸张的刺激训练，使他们在感知上与众不同，他们可能能够获得非母语的言语对比。为了测试这些想法，我们要求日本成年人识别对比的[r]-[l]刺激（例如，在两种训练条件下的岩石锁定。在自适应条件下，[r]-[l]对比度首先被夸大，然后被调整以保持准确的识别。在固定的条件下，使用一对固定的刺激，这是可区分的母语为英语的人，但很难为日本学习者区分。为了检验反馈是否有助于学习，我们在固定和自适应条件下分别进行了有反馈和无反馈的实验。在没有反馈的情况下，3天的适应性训练产生了实质性的改善，但3天的固定训练相对于控制没有产生任何好处，与Hebbian的说法一致。有了反馈，固定和自适应训练都带来了强大的改进，训练的好处转移到第二个连续体（例如，道路负载）。结果是一致的赫布模型，增强是敏感的反馈。
A Hebbian model of learning predicts that adults may be able to acquire a nonnative speech contrast if they are trained with stimuli that are exaggerated to make them perceptually distinct. To test these ideas, we asked Japanese adults to identify contrasting [r]-[l] stimuli (e.g., rock-lock) in two training conditions. In the adaptive condition, the [r]-[l] contrast was exaggerated at first and then adjusted to maintain accurate identification. In the fixed condition, a fixed pair of stimuli were used that were distinguishable by native English speakers but difficult for the Japanese learners to discriminate. To examine whether feedback contributes to learning, we ran separate groups with and without feedback in the fixed and the adaptive conditions. Without feedback, 3 days of adaptive training produced substantial improvements, but 3 days of fixed training produced no benefit relative to control, consistent with the Hebbian account. With feedback, both fixed and adaptive training led to robust improvements, and the benefit of training transferred to a second continuum (e.g., road-load). The results are consistent with Hebbian models that are augmented to be sensitive to feedback.