TRAINING JAPANESE LISTENERS TO IDENTIFY ENGLISH R AND L .2. THE ROLE OF PHONETIC ENVIRONMENT AND TALKER VARIABILITY IN LEARNING NEW PERCEPTUAL CATEGORIES
TRAINING JAPANESE LISTENERS TO IDENTIFY ENGLISH R AND L .2. THE ROLE OF PHONETIC ENVIRONMENT AND TALKER VARIABILITY IN LEARNING NEW PERCEPTUAL CATEGORIES
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DOI：
10.1121/1.408177
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发表时间：
1993-09-01
影响因子：
2.4
通讯作者：
PISONI, DB
中科院分区：
文献类型：
--
作者：
LIVELY, SE;LOGAN, JS;PISONI, DB
两个实验进行了扩展洛根等人。最近的研究[J. S.洛根，S。E. Lively和D. B。Pisoni，J. Acoust.美国社会89，874-886（1991）]关于训练日语听众识别英语/r/和/l/的研究。实验1中的受试者在识别任务中与多个说话者一起进行训练，这些说话者产生包含/r/-/l/对比的英语单词，在初始单音节，初始辅音群和音间位置。中度，但显着，准确性增加和减少反应潜伏期之间的前测和后测，并在培训课程。受试者还对熟悉的说话者产生的新词和不熟悉的说话者产生的新词进行了概括。在实验2中，一组新的受试者接受了来自一个说话者的令牌的训练，该说话者在五种语音环境中产生了包含/r/-/l/对比的单词。虽然受试者在训练过程中有所改善，并显示出增加的前测后测的表现，他们未能概括到一个新的说话者产生的令牌。本实验的结果表明，变异性在知觉学习和类别形成中起着重要作用。在训练过程中，听者通过选择性地将注意力转移到非母语语音类别的对比维度，来发展针对说话者的、依赖于上下文的新语音类别的表征。母语中的语音定位限制，新的对比与母语中的区别的相似性，以及对比线索的独特性，都似乎是类别习得的中介。
Two experiments were carried out to extend Logan et al.'s recent study [J. S. Logan, S. E. Lively, and D. B. Pisoni, J. Acoust. Soc. Am. 89, 874-886 (199 1) ] on training Japanese listeners to identify English /r/ and /l/. Subjects in experiment 1 were trained in an identification task with multiple talkers who produced English words containing the /r/-/l/ contrast in initial singleton, initial consonant clusters, and intervocalic positions. Moderate, but significant, increases in accuracy and decreases in response latency were observed between pretest and posttest and during training sessions. Subjects also generalized to new words produced by a familiar talker and novel words produced by an unfamiliar talker. In experiment 2, a new group of subjects was trained with tokens from a single talker who produced words containing the /r/-/l/ contrast in five phonetic environments. Although subjects improved during training and showed increases in pretest-posttest performance, they failed to generalize to tokens produced by a new talker. The results of the present experiments suggest that variability plays an important role in perceptual learning and robust category formation. During training, listeners develop talker-specific, context-dependent representations for new phonetic categories by selectively shifting attention toward the contrastive dimensions of the non-native phonetic categories. Phonotactic constraints in the native language, similarity of the new contrast to distinctions in the native language, and the distinctiveness of contrastive cues all appear to mediate category acquisition.