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Wang Y, Kwon H. Generalization of spontaneous imitation from nonwords to real wordsa). JASA EXPRESS LETTERS 2023; 3:095206. [PMID: 37756548 DOI: 10.1121/10.0021023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Accepted: 09/01/2023] [Indexed: 09/29/2023]
Abstract
This study reports that English speakers, after shadowing English-like nonwords beginning on /p/ with extended voice onset time, spontaneously shifted their subsequent reading productions of English words converging toward the shadowing targets. The extent of the imitative changes correlated positively with the speakers' declarative memory of the nonwords, but not with the lexical frequency of the produced words. These findings provide evidence for the phoneme-level abstraction in perceptually induced phonetic drifts while they further suggest that the mechanisms underlying phonetic drifts in direct shadowing, and in subsequent productions of words differing from the shadowing targets, may not be identical.
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Affiliation(s)
- Yamei Wang
- English Department, George Mason University, Fairfax, Virginia 22030, USA
| | - Harim Kwon
- English Department, George Mason University, Fairfax, Virginia 22030, USA
- Department of English Language and Literature, Seoul National University, Seoul 08826, South ,
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Soares AP, Gutiérrez-Domínguez FJ, Oliveira HM, Lages A, Guerra N, Pereira AR, Tomé D, Lousada M. Explicit Instructions Do Not Enhance Auditory Statistical Learning in Children With Developmental Language Disorder: Evidence From Event-Related Potentials. Front Psychol 2022; 13:905762. [PMID: 35846717 PMCID: PMC9282164 DOI: 10.3389/fpsyg.2022.905762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2022] [Accepted: 05/26/2022] [Indexed: 12/04/2022] Open
Abstract
A current issue in psycholinguistic research is whether the language difficulties exhibited by children with developmental language disorder [DLD, previously labeled specific language impairment (SLI)] are due to deficits in their abilities to pick up patterns in the sensory environment, an ability known as statistical learning (SL), and the extent to which explicit learning mechanisms can be used to compensate for those deficits. Studies designed to test the compensatory role of explicit learning mechanisms in children with DLD are, however, scarce, and the few conducted so far have led to inconsistent results. This work aimed to provide new insights into the role that explicit learning mechanisms might play on implicit learning deficits in children with DLD by resorting to a new approach. This approach involved not only the collection of event-related potentials (ERPs), while preschool children with DLD [relative to typical language developmental (TLD) controls] were exposed to a continuous auditory stream made of the repetition of three-syllable nonsense words but, importantly, the collection of ERPs when the same children performed analogous versions of the same auditory SL task first under incidental (implicit) and afterward under intentional (explicit) conditions. In each of these tasks, the level of predictability of the three-syllable nonsense words embedded in the speech streams was also manipulated (high vs. low) to mimic natural languages closely. At the end of both tasks' exposure phase, children performed a two-alternative forced-choice (2-AFC) task from which behavioral evidence of SL was obtained. Results from the 2-AFC tasks failed to show reliable signs of SL in both groups of children. The ERPs data showed, however, significant modulations in the N100 and N400 components, taken as neural signatures of word segmentation in the brain, even though a detailed analysis of the neural responses revealed that only children from the TLD group seem to have taken advantage of the previous knowledge to enhance SL functioning. These results suggest that children with DLD showed deficits both in implicit and explicit learning mechanisms, casting doubts on the efficiency of the interventions relying on explicit instructions to help children with DLD to overcome their language difficulties.
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Affiliation(s)
- Ana Paula Soares
- Human Cognition Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | | | - Helena M. Oliveira
- Human Cognition Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - Alexandrina Lages
- Human Cognition Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - Natália Guerra
- Human Cognition Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - Ana Rita Pereira
- Psychological Neuroscience Lab, CIPsi, School of Psychology, University of Minho, Braga, Portugal
| | - David Tomé
- Department of Audiology, School of Health, Polytechnic Institute of Porto, Porto, Portugal
- Neurocognition Group, Laboratory of Psychosocial Rehabilitation, CiR, Porto, Portugal
| | - Marisa Lousada
- Center for Health Technology and Services Research (CINTESIS@RISE), School of Health Sciences, University of Aveiro, Aveiro, Portugal
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