Implicit Training of Nonnative Speech Stimuli
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| Title: | Implicit Training of Nonnative Speech Stimuli |
|---|---|
| Language: | English |
| Authors: | Vlahou, Eleni L., Protopapas, Athanassios, Seitz, Aaron R. |
| Source: | Journal of Experimental Psychology: General. May 2012 141(2):363-381. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 19 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education |
| Descriptors: | Second Languages, Indo European Languages, Greek, Phonetics, Auditory Stimuli, Feedback (Response), Adults, Auditory Discrimination, Auditory Training, English |
| DOI: | 10.1037/a0025014 |
| ISSN: | 0096-3445 |
| Abstract: | Learning nonnative speech contrasts in adulthood has proven difficult. Standard training methods have achieved moderate effects using explicit instructions and performance feedback. In this study, the authors question preexisting assumptions by demonstrating a superiority of implicit training procedures. They trained 3 groups of Greek adults on a difficult Hindi contrast (a) explicitly, with feedback (Experiment 1), or (b) implicitly, unaware of the phoneme distinctions, with (Experiment 2) or without (Experiment 3) feedback. Stimuli were natural recordings of consonant-vowel syllables with retroflex and dental unvoiced stops by a native Hindi speaker. On each trial, participants heard pairs of tokens from both categories and had to identify the retroflex sounds (explicit condition) or the sounds differing in intensity (implicit condition). Unbeknownst to participants, in the implicit conditions, target sounds were always retroflex, and distractor sounds were always dental. Post-training identification and discrimination tests showed improved performance of all groups, compared with a baseline of untrained Greek listeners. Learning was most robust for implicit training without feedback. It remains to be investigated whether implicitly trained skills can generalize to linguistically relevant phonetic categories when appropriate variability is introduced. These findings challenge traditional accounts on the role of feedback in phonetic training and highlight the importance of implicit, reward-based mechanisms. (Contains 4 tables and 3 figures.) |
| Abstractor: | As Provided |
| Number of References: | 90 |
| Entry Date: | 2013 |
| Accession Number: | EJ992329 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ992329 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Implicit Training of Nonnative Speech Stimuli – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vlahou%2C+Eleni+L%2E%22">Vlahou, Eleni L.</searchLink><br /><searchLink fieldCode="AR" term="%22Protopapas%2C+Athanassios%22">Protopapas, Athanassios</searchLink><br /><searchLink fieldCode="AR" term="%22Seitz%2C+Aaron+R%2E%22">Seitz, Aaron R.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Experimental+Psychology%3A+General%22"><i>Journal of Experimental Psychology: General</i></searchLink>. May 2012 141(2):363-381. – Name: Avail Label: Availability Group: Avail Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2012 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Second+Languages%22">Second Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Greek%22">Greek</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Stimuli%22">Auditory Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Discrimination%22">Auditory Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Training%22">Auditory Training</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1037/a0025014 – Name: ISSN Label: ISSN Group: ISSN Data: 0096-3445 – Name: Abstract Label: Abstract Group: Ab Data: Learning nonnative speech contrasts in adulthood has proven difficult. Standard training methods have achieved moderate effects using explicit instructions and performance feedback. In this study, the authors question preexisting assumptions by demonstrating a superiority of implicit training procedures. They trained 3 groups of Greek adults on a difficult Hindi contrast (a) explicitly, with feedback (Experiment 1), or (b) implicitly, unaware of the phoneme distinctions, with (Experiment 2) or without (Experiment 3) feedback. Stimuli were natural recordings of consonant-vowel syllables with retroflex and dental unvoiced stops by a native Hindi speaker. On each trial, participants heard pairs of tokens from both categories and had to identify the retroflex sounds (explicit condition) or the sounds differing in intensity (implicit condition). Unbeknownst to participants, in the implicit conditions, target sounds were always retroflex, and distractor sounds were always dental. Post-training identification and discrimination tests showed improved performance of all groups, compared with a baseline of untrained Greek listeners. Learning was most robust for implicit training without feedback. It remains to be investigated whether implicitly trained skills can generalize to linguistically relevant phonetic categories when appropriate variability is introduced. These findings challenge traditional accounts on the role of feedback in phonetic training and highlight the importance of implicit, reward-based mechanisms. (Contains 4 tables and 3 figures.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 90 – Name: DateEntry Label: Entry Date Group: Date Data: 2013 – Name: AN Label: Accession Number Group: ID Data: EJ992329 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ992329 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1037/a0025014 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 363 Subjects: – SubjectFull: Second Languages Type: general – SubjectFull: Indo European Languages Type: general – SubjectFull: Greek Type: general – SubjectFull: Phonetics Type: general – SubjectFull: Auditory Stimuli Type: general – SubjectFull: Feedback (Response) Type: general – SubjectFull: Adults Type: general – SubjectFull: Auditory Discrimination Type: general – SubjectFull: Auditory Training Type: general – SubjectFull: English Type: general Titles: – TitleFull: Implicit Training of Nonnative Speech Stimuli Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vlahou, Eleni L. – PersonEntity: Name: NameFull: Protopapas, Athanassios – PersonEntity: Name: NameFull: Seitz, Aaron R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 0096-3445 Numbering: – Type: volume Value: 141 – Type: issue Value: 2 Titles: – TitleFull: Journal of Experimental Psychology: General Type: main |
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