Interactions between speech perception and production during learning of novel phonemic categories
Interactions between speech perception and production during learning of novel phonemic categories
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DOI：
10.3758/s13414-019-01725-4
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发表时间：
2019-05-01
影响因子：
1.7
通讯作者：
Baese-Berk, Melissa Michaud
中科院分区：
文献类型：
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作者：
Baese-Berk, Melissa Michaud
一个成功的语言学习者必须能够感知和发出第二语言中的新奇声音。然而，感知和生产中的学习之间的关系尚不清楚。一些研究表明，这两种模式之间的相关性，但是，其他研究没有显示这种相关性。在本研究中，我检查学习的感知和生产后，培训分布学习范式。训练模式被操纵，而测试模式保持不变。总体而言，参与者在他们接受培训的模式中表现出大量的学习;然而，跨模式的学习表现出更复杂的模式。虽然个人培训的知觉提高生产，个人培训生产并没有表现出实质性的学习知觉。也就是说，训练过程中的生产破坏了知觉学习。此外，在这两种模式的学习之间的相关性并不强。几种可能的解释模式的结果进行了探讨，包括仔细检查的作用，生产的变异性，和结果解释使用一个范例呼吁共享的认知资源。文章最后讨论了这些结果对第二语言学习理论、言语感知理论和言语产出理论的影响。
A successful language learner must be able to perceive and produce novel sounds in their second language. However, the relationship between learning in perception and production is unclear. Some studies show correlations between the two modalities; however, other studies have not shown such correlations. In the present study, I examine learning in perception and production after training in a distributional learning paradigm. Training modality is manipulated, while testing modality remained constant. Overall, participants showed substantial learning in the modality in which they were trained; however, learning across modalities shows a more complex pattern. Although individuals trained in perception improved in production, individuals trained in production did not show substantial learning in perception. That is, production during training disrupted perceptual learning. Further, correlations between learning in the two modalities were not strong. Several possible explanations for the pattern of results are explored, including a close examination of the role of production variability, and the results are explained using a paradigm appealing to shared cognitive resources. The article concludes with a discussion of the implications of these results for theories of second-language learning, speech perception, and production.