Individual differences in learning talker categories: the role of working memory.
Individual differences in learning talker categories: the role of working memory.
复制标题
作者：
Levi SV
目前的研究探讨了一个听觉类别是如何学习的问题，让学龄听众学习分类语音不是根据语言类别，而是根据说话者类别（即，谁在说话）。视觉类别学习的研究结果表明，工作记忆技能影响学习，但文献是模棱两可的：有时更好的工作记忆是有利的，有时不是。目前的研究探讨了工作记忆的不同组成部分的作用，以测试哪些组成部分的技能的好处，哪些阻碍，学习说话者类别。结果表明，短期存储组件正向预测学习，但中央执行和情节缓冲负预测学习。与视觉类别一样，更好的工作记忆并不总是一个优势。
The current study explores the question of how an auditory category is learned by having school-age listeners learn to categorize speech not in terms of linguistic categories, but instead in terms of talker categories (i.e., who is talking). Findings from visual-category learning indicate that working memory skills affect learning, but the literature is equivocal: sometimes better working memory is advantageous, and sometimes not. The current study examined the role of different components of working memory to test which component skills benefit, and which hinder, learning talker categories. Results revealed that the short-term storage component positively predicted learning, but that the Central Executive and Episodic Buffer negatively predicted learning. As with visual categories, better working memory is not always an advantage.