Cognitive predictors of second language learning success

学习区分非母语语音可能是具有挑战性的，特别是当这些声音做出不是母语一部分的区别，或者以不属于母语的方式依赖于特定的声学-语音线索时。虽然通常会随着时间的推移而学习，但即使在沉浸环境中学习了几个月或几年后，这些问题也会持续存在。人们假设，接触到多个说话者的语音自然变异是为了促进学习，然而，目前还不清楚这种变异有多重要，也不清楚这种变化是否取决于学习者的能力。在个体层面上，即使在受控的实验室培训模式下，学习的数量和最终成就的程度也表现出很大的个体差异。虽然有迹象表明，最初的能力预示着学习，但目前还不清楚是什么预测了最初的能力。一些研究发现，长期结果与非言语听觉处理或注意力等认知因素之间存在关联。然而，目前还不清楚这些因素是否预示着学习，或者接触第二语言是否会影响认知技能。本研究的长期目标是了解影响第二语言语音学习的认知因素。这既包括个人特质层面的因素，也包括培训层面的因素。这项建议有三个具体的短期目标：目标1：了解接触不同的语音是否以及在多大程度上对强健的学习至关重要(培训水平)。目的2：检验哪些个体差异因素能预测初级阶段的学习能力(特质水平)目标3：理清ID因素和双语效应对认知能力(两个水平)的预测作用。变异性在学习新声音中的重要性影响了言语知觉和幼儿语言发展的模型。因此，更透彻地理解多人差异在学习中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，在学习环境中，哪些人将需要额外的支持，可能还需要额外的投入。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.