Collaborative Research: Learning Complex Auditory Categories

跨越传统语言边界的全球化的发展表明，需要有效的第二语言习得培训方案。对于成人语言学习者来说，最大的挑战之一是学习听非母语发音之间的细微差别；这种学习可能需要数十年的第二语言经验。一个经典的例子是母语为日语的人在学习英语方面遇到的困难/r/和/L/，这是日语中没有的声音对比。在NSF之前的支持下，霍尔特和洛托博士利用非语音的受控实验发现了听觉学习的原理，并利用这些原理设计了最佳训练方案。该项目揭示了训练、反馈和呈现方式的特点如何影响听觉学习。本项目将把这些发现应用于成人对非母语语音的学习，目的是产生更有效的二语学习。其中一系列研究将调查基于视频游戏的培训(被发现有助于非语音类别学习)在学习非母语语音方面的好处。另一系列实验将测试对声音线索可变性的操纵是否有效地转移了听者在第二语言学习中对这些线索的注意力。此前的研究发现，声音线索的可变性在非言语听觉学习中非常重要。这种转变似乎对许多第二语言学习案例很重要，比如以日语为母语的人学习英语/r/和/L/。除了在成人第二语言学习中的实际应用外，该项目还对理解人类的听觉感知和语言处理具有重要的理论意义。这种理解是开发自闭症、阅读障碍、中枢听觉处理障碍和特定语言障碍等障碍康复技术的先决条件。

The growth in globalization across traditional language boundaries suggests a need for efficient second language (L2) acquisition training regimens. One of the most significant challenges for adult language learners is learning to hear fine distinctions among non-native sounds not used in the native language; such learning may require decades of experience with the second language. A classic example is the difficulty native Japanese have learning English /r/ and /l/, a sound contrast not present in Japanese. With prior NSF support, Drs. Holt and Lotto have uncovered principles of auditory learning using controlled experiments with non-speech sounds and have used these principles to design optimal training regimens. This project uncovered how characteristics of training, feedback and presentation mode affected auditory learning. The present project will apply these findings to adult learning of non-native speech sounds, with the aim of producing more efficient L2 learning. One series of studies will investigate the benefits of video-game-based training (found to foster non-speech category learning) in learning non-native speech sounds. Another series of experiments will test whether manipulation of the variability of sound cues, found to be important in non-speech auditory learning in prior research, is effective in shifting the attention listeners give to these cues in second-language learning. Such shifts appear to be important for many cases of L2 learning, such as native Japanese speakers learning English /r/ and /l/. Beyond practical application in adult second language learning, the project has important theoretical implications for understanding human auditory perception and language processing. Such understanding is a prerequisite to developing rehabilitative techniques for disorders such as autism, dyslexia, central auditory processing disorder and specific language impairment.