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Unattended Exposure to Components of Speech Sounds Yields Same Benefits as Explicit Auditory Training

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Title: Unattended Exposure to Components of Speech Sounds Yields Same Benefits as Explicit Auditory Training
Language: English
Authors: Seitz, Aaron R., Protopapas, Athanassios, Tsushima, Yoshiaki
Source: Cognition. Jun 2010 115(3):435-443.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 9
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Auditory Training, Auditory Perception, Language Acquisition, Identification, Auditory Stimuli, Adults, Task Analysis, Learning Processes
DOI: 10.1016/j.cognition.2010.03.004
ISSN: 0010-0277
Abstract: Learning a second language as an adult is particularly effortful when new phonetic representations must be formed. Therefore the processes that allow learning of speech sounds are of great theoretical and practical interest. Here we examined whether perception of single formant transitions, that is, sound components critical in speech perception, can be enhanced through an implicit task-irrelevant learning procedure that has been shown to produce visual perceptual learning. The single-formant sounds were paired at subthreshold levels with the attended targets in an auditory identification task. Results showed that task-irrelevant learning occurred for the unattended stimuli. Surprisingly, the magnitude of this learning effect was similar to that following explicit training on auditory formant transition detection using discriminable stimuli in an adaptive procedure, whereas explicit training on the subthreshold stimuli produced no learning. These results suggest that in adults learning of speech parts can occur at least partially through implicit mechanisms. (Contains 8 figures.)
Abstractor: As Provided
Entry Date: 2010
Accession Number: EJ882606
Database: ERIC
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  Data: Unattended Exposure to Components of Speech Sounds Yields Same Benefits as Explicit Auditory Training
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  Data: <searchLink fieldCode="SO" term="%22Cognition%22"><i>Cognition</i></searchLink>. Jun 2010 115(3):435-443.
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: <searchLink fieldCode="DE" term="%22Auditory+Training%22">Auditory Training</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Stimuli%22">Auditory Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink>
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  Data: Learning a second language as an adult is particularly effortful when new phonetic representations must be formed. Therefore the processes that allow learning of speech sounds are of great theoretical and practical interest. Here we examined whether perception of single formant transitions, that is, sound components critical in speech perception, can be enhanced through an implicit task-irrelevant learning procedure that has been shown to produce visual perceptual learning. The single-formant sounds were paired at subthreshold levels with the attended targets in an auditory identification task. Results showed that task-irrelevant learning occurred for the unattended stimuli. Surprisingly, the magnitude of this learning effect was similar to that following explicit training on auditory formant transition detection using discriminable stimuli in an adaptive procedure, whereas explicit training on the subthreshold stimuli produced no learning. These results suggest that in adults learning of speech parts can occur at least partially through implicit mechanisms. (Contains 8 figures.)
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