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The relative contributions of duration and amplitude to the perception of Japanese-accented English as a function of L2 experience
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Lexical manipulation as a discovery tool for psycholinguistic research
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L2 phonological category formation and discrimination in learners varying in L2 experience
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Cross-accent word recognition is affected by perceptual assimilation
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“She has many. cat?” : on-line processing of L2 morphophonology by Mandarin learners of English
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Searching for importance : focus facilitates memory for words in English
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Speech normalization across speaker, sex and accent variation is handled similarly by listeners of different language backgrounds
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The role of positive affect in the acquisition of word-object associations
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Child Kriol has stop distinctions based on VOT and constriction duration
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Tailoring phonetic learning to the needs of individuals on the basis of language aptitude
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Does a vowel by any other accent sound the same . to toddler ears?
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Pause acceptability is predicted by morphological transparency in Wubuy
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Tongue positions corresponding to formant values in Australian English vowels
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Exploring quantitative differences in mothers' and fathers' infant-directed speech to Australian 6-month-olds
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Influence of phonological, morphological, and prosodic factors on phoneme detection by native and second-language adults
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Does immersion experience reduce /r/-/l/ category overlap for Japanese learners of English?
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Perceptual retuning or perceptual bias? Investigating lexically guided learning across a phoneme boundary
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Abstract:
Lexically guided perceptual learning studies have shown that speakers use their knowledge of phonemes in words to retune existing phonemic categories in response to different pronunciations. In a previous study, the authors tested whether lexically guided retuning could occur across a native category boundary, that is, when words were pronounced with an incorrect native phoneme. Monolingual Australian-English listeners completed a training phase followed by a visual lexical decision task with cross-modal priming. For participants who were trained to perceive /θ/ as /f/, /θ/-bearing auditory stimuli subsequently primed visual f-targets but not s-targets, consistent with training, but those in the /θ/=/s/ training group also showed a tendency for priming in the same direction. Here we tested whether priming would occur for the same cross-modal priming task in the absence of training. Results demonstrated a similar priming effect to that of the previous study, suggesting that the priming effects were due to a pre-existing bias to perceive /θ/ as /f/. Taken together, the two studies suggest that lexically guided retuning may not be possible across a native phoneme boundary.
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Keyword:
200408 - Linguistic Structures (incl. Grammar; 970120 - Expanding Knowledge in Languages; Communication and Culture; Lexicon; Phonology; priming (psychology); pronunciation; Semantics); speech perception; word recognition
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URL: http://handle.uws.edu.au:8081/1959.7/521456 http://clas.mq.edu.au/sst2012/
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