Collaborative Research: Learning Complex Auditory Categories

跨越传统语言界限的全球化的增长表明需要有效的第二语言（L2）习得训练方案。成人语言学习者面临的最大挑战之一是学习听到母语中不使用的非母语声音之间的细微区别;这种学习可能需要数十年的第二语言经验。一个典型的例子是日本人在学习英语/r/和/l/时遇到的困难，这是日语中不存在的声音对比。在NSF的支持下，Holt和Lotto博士利用非言语声音的对照实验揭示了听觉学习的原理，并利用这些原理设计了最佳的训练方案。本研究揭示了训练、反馈和呈现模式的特征对听觉学习的影响。本研究将把这些发现应用于成人学习非母语语音，目的是提高第二语言学习的效率。一系列研究将调查基于视频游戏的培训（发现促进非言语类别学习）在学习非母语语音方面的好处。另一系列的实验将测试是否操纵的声音线索的变化，发现在非语音听觉学习在以前的研究中是重要的，是有效的转移注意力的听众给予这些线索在第二语言学习。这样的转变似乎是重要的L2学习的许多情况下，如母语为日语的人学习英语/r/和/l/。除了在成人第二语言学习中的实际应用外，该项目对理解人类听觉感知和语言处理具有重要的理论意义。这种理解是为自闭症、诵读困难、中枢听觉处理障碍和特定语言障碍等疾病制定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.