Speech sound learning depends on individuals' ability, not just experience.
Speech sound learning depends on individuals' ability, not just experience.
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DOI：
10.1177/1367006914552206
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Hernandez AE
中科院分区：
文献类型：
--
作者：
Archila-Suerte P;Bunta F;Hernandez AE
这项研究的目的是调查两种语言的语音经历是否促进了新奇语音的学习，或者不依赖于双语的一般知觉能力是否在这种学习中发挥了作用。在英语单语者(n=20)、早期西班牙语-英语双语者(n=24)、学习新语音对比能力较高的个体(n=28)和学习新语音对比能力不高的个体(n=16)的实验派生的小组中，观察了参与新语音学习的潜在神经机制。受试者参加了连续四次的语音训练，在这些训练中，他们听到了匈牙利假词中嵌入的新奇语音。参与者完成了两次功能磁共振检查，一次是在训练前，另一次是在训练结束后。而在扫描仪中，参与者被动地听着训练期间呈现的语音刺激。对训练后的学习情况进行重复测量、行为分析和fMRI数据的方差分析。结果表明，双语者与单语者在学习新音的行为上没有显著差异。相反，行为学结果显示，无论语言组(单语还是双语)，ALS在整个训练过程中对假词的辨别能力都好于非ALS。神经方面，感兴趣区(ROI)分析显示，训练后ALS患者双侧颞叶上回(STG)的活动比非ALS患者增加。双语者也比单语者表现出更强的STG活性。从感兴趣区中提取的值输入到2×2的Manova中，表现出主效应，说明个体的能力对新语音的学习有显著的影响。事实上，学习新奇语音对比的高级能力在语音学习中的作用似乎比两个语音系统的经验更重要。
The goal of this study was to investigate if phonetic experience with two languages facilitated the learning of novel speech sounds or if general perceptual abilities independent of bilingualism played a role in this learning. The underlying neural mechanisms involved in novel speech sound learning were observed in groups of English monolinguals (n = 20), early Spanish–English bilinguals (n = 24), and experimentally derived subgroups of individuals with advanced ability to learn novel speech sound contrasts (ALs, n = 28) and individuals with non-advanced ability to learn novel speech sound contrasts (non-ALs, n = 16). Subjects participated in four consecutive sessions of phonetic training in which they listened to novel speech sounds embedded in Hungarian pseudowords. Participants completed two fMRI sessions, one before training and another one after training. While in the scanner, participants passively listened to the speech stimuli presented during training. A repeated measures behavioral analysis and ANOVA for fMRI data were conducted to investigate learning after training. The results showed that bilinguals did not significantly differ from monolinguals in the learning of novel sounds behaviorally. Instead, the behavioral results revealed that regardless of language group (monolingual or bilingual), ALs were better at discriminating pseudowords throughout the training than non-ALs. Neurally, region of interest (ROI) analysis showed increased activity in the superior temporal gyrus (STG) bilaterally in ALs relative to non-ALs after training. Bilinguals also showed greater STG activity than monolinguals. Extracted values from ROIs entered into a 2×2 MANOVA showed a main effect of performance, demonstrating that individual ability exerts a significant effect on learning novel speech sounds. In fact, advanced ability to learn novel speech sound contrasts appears to play a more significant role in speech sound learning than experience with two phonological systems.
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影响因子：
2
作者：
Atienza, M;Cantero, JL;Dominguez-Marin, E
通讯作者：
Dominguez-Marin, E
影响因子：
3.7
作者：
Golestani, Narly;Molko, Nicolas;Pallier, Christophe
通讯作者：
Pallier, Christophe
影响因子：
2.5
作者：
Golestani, Narly;Zatorre, Robert J.
通讯作者：
Zatorre, Robert J.
影响因子：
2.4
作者：
Iverson, P;Hazan, V;Bannister, K
通讯作者：
Bannister, K
影响因子：
3.2
作者：
Geiser, Eveline;Zaehle, Tino;Meyer, Martin
通讯作者：
Meyer, Martin