Cognitive predictors of second language learning success

学习区分非母语语音可能具有挑战性，特别是当这些声音不属于母语的一部分，或者依赖于特定的声学语音提示时，这不是母语的一部分。虽然随着时间的推移通常会有学习，但即使在沉浸式环境中学习数月或数年后，这些问题也会持续存在。暴露于来自多个说话者的语音声音的自然变化被假设为促进学习，但是尚不清楚这种变化有多重要，或者这种作用是否取决于学习者的能力。 在个体水平上，即使在受控的实验室训练模式下，学习量和最终达到的程度也显示出很大的个体差异。虽然有迹象表明，初始能力可以预测学习，但还不清楚是什么预测了初始能力。一些研究发现，长期结果与认知因素（如非言语听觉处理或注意力）之间存在关联。然而，目前尚不清楚这些因素是否能预测学习，或者接触第二语言是否会影响认知技能。 本研究计划的长期目标是了解影响第二语言语音学习的认知因素。这包括个人特质层面的因素和培训层面的因素。该提案有三个具体的短期目标：目标1：了解是否以及在多大程度上暴露于不同的语音对鲁棒学习至关重要（培训水平）。 目标二：测试个体差异因素预测能力的学习在初始阶段（特质水平）目的3：解开的预测作用的ID因素与双语对认知能力的影响（两个级别）的重要性的变化，在学习新的声音影响模型的语音感知和婴儿语言发展。因此，更深入地了解多说话者变化对学习的作用将对这些模型以及我们学习新的挑战性技能的模型产生影响。识别预测初始表现和学习的认知因素告诉我们什么机制和技能是学习新的复杂听觉类别的基础。它还指出了哪些人在学习环境中需要额外的支持和可能的额外投入。最后，研究结果将对第二语言学习产生影响，无论是在教育环境中，还是在基于应用程序和基于计算机的培训计划中。

Learning to distinguish between non-native speech sounds can be challenging, especially when those sounds make distinctions that are not part of the native language or rely on particular acoustic-phonetic cues in a way that is not part of the native language. While there is generally learning over time, these problems can persist even after months or years of learning in an immersion environment. Exposure to natural variation in speech sounds from multiple talkers has been hypothesized to facilitate learning, however it's not clear how critical this variation is or whether the role depends on the abilities of the learner. At the individual level, large individual differences have been shown in amount of learning and degree of ultimate attainment even under controlled laboratory training paradigms. And while there are indications that initial aptitude predicts learning, it is not clear what predicts initial aptitude. Some studies have found associations between long term outcomes and cognitive factors such as non-speech auditory processing or attention. However, it's not clear if these factors are predictive of learning or if exposure to a second language may affect cognitive skills. The long-term objective of this research program is to understand the cognitive factors affecting learning of second language speech sounds. This includes both individual trait-level factors and training-level factors. This proposal has three specific short-term goals: Aim 1: To understand whether and to what extent exposure to varied speech sounds is critical to robust learning (training level). Aim 2: To test which individual difference factors predict aptitude for learning at the initial stages (trait-level) Aim 3: To disentangle the predictive role of ID factors versus bilingualism effects on cognitive abilities (both levels) The importance of variability in learning new sounds has influenced models of speech perception and infant language development. Thus, a more thorough understanding of the role of multi-talker variation on learning will have impacts on these models as well as on our models of learning new challenging skills. Identifying the cognitive factors that predict initial performance and learning tells us what mechanisms and skills underlie learning of novel complex auditory categories. It also points towards which individuals will need extra support and possibly extra input in a learning context. Finally, the results will have implications for second language learning, both in educational settings and for app-based and computer-based training programs.