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Contributions of common genetic variants to specific languages and to when a language is learned
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In: Sci Rep (2022)
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Infant neural features predict future language (Wong et al., 2021) ...
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Infant neural features predict future language (Wong et al., 2021) ...
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Combination of absolute pitch and tone language experience enhances lexical tone perception
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In: Sci Rep (2021)
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Effect of Complexity on Speech Sound Development: Evidence From Meta-Analysis Review of Treatment-Based Studies
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In: Front Psychol (2021)
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Language and nonlanguage factors in foreign language learning: evidence for the learning condition hypothesis
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In: NPJ Sci Learn (2021)
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A cross-cultural study showing deficits in gaze-language coordination during rapid automatized naming among individuals with ASD
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In: Sci Rep (2021)
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Neural Fingerprints Underlying Individual Language Learning Profiles
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In: J Neurosci (2021)
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ASPM-lexical tone association in speakers of a tone language: Direct evidence for the genetic-biasing hypothesis of language evolution
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In: Sci Adv (2020)
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Musicians show enhanced perception, but not production, of native lexical tones
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Task-General and Acoustic-Invariant Neural Representation of Speech Categories in the Human Brain
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Neural preservation underlies speech improvement from auditory deprivation in young cochlear implant recipients
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Training-induced brain activation and functional connectivity differentiate multi-talker and single-talker speech training
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The Tone Atlas, step2 : perceptual salience of Thai, Cantonese, Beijing and Singaporean Mandarin tones for tone and non-tone language listeners
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Effects of combination of linguistic and musical pitch experience on subcortical pitch encoding
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Varying irrelevant phonetic features hinders learning of the feature being trained
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Abstract:
Learning to distinguish nonnative words that differ in a critical phonetic feature can be difficult. Speech training studies typically employ methods that explicitly direct the learner's attention to the relevant nonnative feature to be learned. However, studies on vision have demonstrated that perceptual learning may occur implicitly, by exposing learners to stimulus features, even if they are irrelevant to the task, and it has recently been suggested that this task-irrelevant perceptual learning framework also applies to speech. In this study, subjects took part in a seven-day training regimen to learn to distinguish one of two nonnative features, namely, voice onset time or lexical tone, using explicit training methods consistent with most speech training studies. Critically, half of the subjects were exposed to stimuli that varied not only in the relevant feature, but in the irrelevant feature as well. The results showed that subjects who were trained with stimuli that varied in the relevant feature and held the irrelevant feature constant achieved the best learning outcomes. Varying both features hindered learning and generalization to new stimuli.
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Keyword:
Psychological and Physiological Acoustics
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4714982/ https://doi.org/10.1121/1.4939736 http://www.ncbi.nlm.nih.gov/pubmed/26827023
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Context-dependent plasticity in the subcortical encoding of linguistic pitch patterns
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Varying irrelevant phonetic features hinders learning of the feature being trained
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Neural correlates of indicators of sound change in Cantonese : evidence from cortical and subcortical processes
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Complexity, training paradigm design, and the contribution of memory subsystems to grammar learning
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