Learning a novel phonological contrast depends on interactions between individual differences and training paradigm design
Learning a novel phonological contrast depends on interactions between individual differences and training paradigm design
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DOI：
10.1121/1.3593366
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发表时间：
2011-07-01
影响因子：
2.4
通讯作者：
Wong, Patrick C. M.
中科院分区：
文献类型：
--
作者：
Perrachione, Tyler K.;Lee, Jiyeon;Wong, Patrick C. M.
评价语音对比学习的研究通常调查特定的训练前能力倾向测量的预测性或不同教学范式的有效性。然而，很少有研究考虑这些因素如何相互作用--不同的学生是否从不同类型的复习中学得更好--以及任何相互作用的心理基础可能是什么。本研究表明，成功地学习外语语音对比音高依赖于知觉能力的个体差异和训练范式的设计之间的相互作用。从具有高声学语音变异性的刺激中进行训练通常被认为可以改善学习;然而，我们发现高变异性训练仅对具有较强感知能力的个体增强学习。相对于低变异性条件，高变异性训练实际上损害了感知能力较弱的学习者。第二个实验评估了高可变性训练设计的变化，确定了这种学习环境对感知能力弱的学习者最有害的属性是逐个试验的可变性。因此，学习者的感知限制可以覆盖高可变性训练的益处，其中其他不相关的声学语音特征中的逐个试验的可变性混淆了对目标特征的访问。这些结果表明，在评估任何言语训练范式的有效性时，考虑训练前能力的个体差异的重要性。(C)2011年美国声学学会。[DOI：10.1121/1.3593366]
Studies evaluating phonological contrast learning typically investigate either the predictiveness of specific pretraining aptitude measures or the efficacy of different instructional paradigms. However, little research considers how these factors interact-whether different students learn better from different types of instruction-and what the psychological basis for any interaction might be. The present study demonstrates that successfully learning a foreign-language phonological contrast for pitch depends on an interaction between individual differences in perceptual abilities and the design of the training paradigm. Training from stimuli with high acoustic-phonetic variability is generally thought to improve learning; however, we found high-variability training enhanced learning only for individuals with strong perceptual abilities. Learners with weaker perceptual abilities were actually impaired by high-variability training relative to a low-variability condition. A second experiment assessing variations on the high-variability training design determined that the property of this learning environment most detrimental to perceptually weak learners is the amount of trial-by-trial variability. Learners' perceptual limitations can thus override the benefits of high-variability training where trial-by-trial variability in other irrelevant acoustic-phonetic features obfuscates access to the target feature. These results demonstrate the importance of considering individual differences in pretraining aptitudes when evaluating the efficacy of any speech training paradigm. (C) 2011 Acoustical Society of America. [DOI: 10.1121/1.3593366]