Investigating the retention and time course of phonotactic constraint learning from production experience.
Investigating the retention and time course of phonotactic constraint learning from production experience.
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研究从生产经验中学习的趋音约束的保留和时间过程。
DOI：
10.1037/a0028648
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Warker,JillA
中科院分区：
文献类型：
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作者：
Warker,JillA
成年人可以通过产生包含这些限制的音节来快速学习人为的音向性限制，如/f/只出现在音节的开头。这种内隐学习会在他们的言语错误中得到反映。然而，音素的位置取决于音节的另一个特征的二阶约束(例如，如果元音是/æ/，/f/出现在音节的开头，/S/出现在音节的末尾，但如果元音是/i/，则相反)需要较长的学习时间。两个实验考察了二阶学习的暂时性，以及巩固是否在语音依赖学习中发挥作用，并将言语错误作为学习的一种衡量标准。实验一测试了学习的持久性，发现一周后言语错误中仍然存在学习。实验2考察了是否需要更多的巩固时间或更多的试验经验，才能在言语错误中发现错误。合并和更多的试验都带来了学习；然而，合并提供了更实质性的好处。(心理信息数据库记录(C)2016 APA，版权所有)
Adults can rapidly learn artificial phonotactic constraints such as/f/occurs only at the beginning of syllables by producing syllables that contain those constraints. This implicit learning is then reflected in their speech errors. However, second-order constraints in which the placement of a phoneme depends on another characteristic of the syllable (eg, if the vowel is/æ/,/f/occurs at the beginning of syllables and/s/occurs at the end of syllables, but if the vowel is/I/, the reverse is true) require a longer learning period. Two experiments investigated the transience of second-order learning and whether consolidation plays a role in learning phonological dependencies, with speech errors used as a measure of learning. Experiment 1 tested the durability of learning and found that learning was still present in speech errors a week later. Experiment 2 looked at whether more time in the form of a consolidation period or more experience in the form of more trials was necessary for learning to be revealed in speech errors. Both consolidation and more trials led to learning; however, consolidation provided a more substantial benefit.(PsycINFO Database Record (c) 2016 APA, all rights reserved)