Perceptual learning in speech
Perceptual learning in speech
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DOI：
10.1016/s0010-0285(03)00006-9
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发表时间：
2003-09-01
影响因子：
2.6
通讯作者：
Cutler, A
中科院分区：
文献类型：
--
作者：
Norris, D;McQueen, JM;Cutler, A
本研究表明，听者在语音的知觉学习中使用词汇知识。荷兰听众首先对荷兰词和非词进行词汇判断。20个关键词的最后一个摩擦音被[f]和[s]之间的一个模棱两可的声音所取代。一组听众听到了模棱两可的[f]-最后的单词（例如，[witlo？]，来自witlof，chicory）和明确的[s]-最后的单词（例如，纳尔德博斯，松树林）。另一组听到了相反的情况（例如，模棱两可的[na：ldbo？]，明确的witlof）。听过的听众[？]在[f]-最后的话，随后更有可能分类模糊的声音在[f]-[s]连续体为[f]比那些谁听到[？最后一句话[s]控制条件排除了基于选择性适应和对比的替代解释。因此，词汇信息可以用于训练语音的分类。这种对词汇信息的使用不同于言语感知的交互模型中所体现的在线词汇反馈。与在线反馈相比，用于学习的词汇反馈有利于口语单词识别（例如，适应新遇到的方言）。(C)2003 Elsevier Science（美国）。All rights reserved.
This study demonstrates that listeners use lexical knowledge in perceptual learning of speech sounds. Dutch listeners first made lexical decisions on Dutch words and nonwords. The final fricative of 20 critical words had been replaced by an ambiguous sound, between [f] and [s]. One group of listeners heard ambiguous [f]-final words (e.g., [witlo?], from witlof, chicory) and unambiguous [s]-final words (e.g., naaldbos, pine forest). Another group heard the reverse (e.g., ambiguous [na:ldbo?], unambiguous witlof). Listeners who had heard [?] in [f]-final words were subsequently more likely to categorize ambiguous sounds on an [f]-[s] continuum as [f] than those who heard [?] in [s]-final words. Control conditions ruled out alternative explanations based on selective adaptation and contrast. Lexical information can thus be used to train categorization of speech. This use of lexical information differs from the on-line lexical feedback embodied in interactive models of speech perception. In contrast to on-line feedback, lexical feedback for learning is of benefit to spoken word recognition (e.g., in adapting to a newly encountered dialect). (C) 2003 Elsevier Science (USA). All rights reserved.