Dual-learning systems during speech category learning.
Dual-learning systems during speech category learning.
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DOI：
10.3758/s13423-013-0501-5
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发表时间：
2014-04
影响因子：
3.5
通讯作者：
Maddox WT
中科院分区：
文献类型：
--
作者：
Chandrasekaran B;Yi HG;Maddox WT
视觉类别学习的双系统模型证明了一个外显的、假设检验的“反思”系统和一个内隐的、基于过程的“反思”系统的存在。反思性学习系统和自反性学习系统具有竞争性和神经可分离性。关于这些领域通用学习系统在语音类别学习中的作用，人们知之甚少。鉴于语音类别中声学线索的多维性、冗余性和可变性，我们的工作假设是语音类别是反射性学习的。为此，我们研究了这些学习系统对成人言语学习的相对贡献。以英语为母语的人在480次试验中学会了对普通话声调类别进行分类。训练方案包括一次又一次的试验反馈和多个谈话者。实验1和2研究了操纵反馈的时间（即时与延迟）和信息内容（完整与最小）的影响。视觉类别学习的双系统模型预测，延迟反馈和提供丰富的信息反馈增强反射性学习，而即时和最低限度的信息反馈增强反射性学习。在这两个实验中，我们的结果表明，反馈操作，有针对性的反射学习提高类别学习的成功。在实验3中，我们研究了试验到试验说话者信息（混合与阻塞呈现）对语音类别学习成功的作用。我们假设，混合条件下，将提高反射性学习，不允许谈话者相关的声学线索和语音类别之间的关联。我们的研究结果表明，混合说话条件导致相对更高的准确性。我们的实验表明，语音类别的最佳学习目标的自反学习系统的训练方法。
Dual-systems models of visual category learning posit the existence of an explicit, hypothesis-testing ‘reflective’ system, as well as an implicit, procedural-based ‘reflexive’ system. The reflective and reflexive learning systems are competitive and neurally dissociable. Relatively little is known about the role of these domain-general learning systems in speech category learning. Given the multidimensional, redundant, and variable nature of acoustic cues in speech categories, our working hypothesis is that speech categories are learned reflexively. To this end, we examined the relative contribution of these learning systems to speech learning in adults. Native English speakers learned to categorize Mandarin tone categories over 480 trials. The training protocol involved trial-by-trial feedback and multiple talkers. Experiment 1 and 2 examined the effect of manipulating the timing (immediate vs. delayed) and information content (full vs. minimal) of feedback. Dual-systems models of visual category learning predict that delayed feedback and providing rich, informational feedback enhance reflective learning, while immediate and minimally informative feedback enhance reflexive learning. Across the two experiments, our results show feedback manipulations that targeted reflexive learning enhanced category learning success. In Experiment 3, we examined the role of trial-to-trial talker information (mixed vs. blocked presentation) on speech category learning success. We hypothesized that the mixed condition would enhance reflexive learning by not allowing an association between talker-related acoustic cues and speech categories. Our results show that the mixed talker condition led to relatively greater accuracies. Our experiments demonstrate that speech categories are optimally learned by training methods that target the reflexive learning system.
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影响因子：
3.7
作者：
Rost, Gwyneth C.;McMurray, Bob
通讯作者：
McMurray, Bob
影响因子：
2.6
作者：
Norris, D;McQueen, JM;Cutler, A
通讯作者：
Cutler, A
DOI：
10.1037/0278-7393.29.4.650
发表时间：
2003-07-01
影响因子：
2.6
作者：
Maddox, WT;Ashby, FG;Bohil, CJ
通讯作者：
Bohil, CJ
DOI：
10.1037/a0015781
发表时间：
2009-12-01
影响因子：
2.1
作者：
Goudbeek, Martijn;Swingley, Daniel;Smits, Roel
通讯作者：
Smits, Roel
影响因子：
4
作者：
Mugitani, Ryoko;Pons, Ferran;Amano, Shigeaki
通讯作者：
Amano, Shigeaki