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Cross-situational learning of phonologically overlapping words across degrees of ambiguity
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Tailoring language training to prevent cognitive overload and improve phonetic learning outcomes
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Phonetic learning is not enhanced by sequential exposure to more than one language
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Auditory and phonetic category formation
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Abstract:
Among infants’ first steps in language acquisition is learning the relevant contrasts of the language-specific phonemic repertoire. This learning is viewed as the formation of categories in a multidimensional psychophysical space. Research in the visual modality has shown that for adults, some kinds of multidimensional categories might be more tractable in the auditory modality. We describe experiments investigating adult learning of multidimensional speech and nonspeech categories. These experiments revealed that learners’ degree of difficulty is actually significantly greater than that observed in the visual modality. Despite comparable methods, our results differ from those in visual category learning: feedback that is effective for visual categories is not as effective in the auditory modality. Attending to more than one dimension in auditory category formation is possible for adult listeners, but it is very difficult.
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Keyword:
auditory perception in children; language acquisition; phonetics; XXXXXX - Unknown
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URL: http://ebookcentral.proquest.com/lib/uwsau/reader.action?ppg=716&docID=4871408&tm=1498620682634 http://handle.westernsydney.edu.au:8081/1959.7/uws:41162
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An examination of the different ways that non-native phones may be perceptually assimilated as uncategorized
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Phonetic encoding of coda voicing contrast under different focus conditions in L1 vs. L2 English
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Non-native discrimination across speaking style, modality, and phonetic feature
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Eentaalpsychologie is Geen Taalpsychologie. Part II ; (Why Psycholinguistics Must be Comparative)
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