Perceptual Learning and Production Practice Differentially Affect How Children Produce Novel Words

2020 ◽  
Vol 63 (10) ◽  
pp. 3432-3442
Author(s):  
Peter T. Richtsmeier ◽  
Michelle W. Moore
Keyword(s):  
Perceptual Learning ◽  
Practice Effect ◽  
Learning Mechanisms ◽  
Control Block ◽  
Production Practice ◽  
Test Order ◽  
Speech Accuracy ◽  
Carry Over ◽  
Control Order ◽  
Test Control

Purpose Perceptual learning and production practice are basic mechanisms that children depend on to acquire adult levels of speech accuracy. In this study, we examined perceptual learning and production practice as they contributed to changes in speech accuracy in 3- and 4-year-old children. Our primary focus was manipulating the order of perceptual learning and production practice to better understand when and how these learning mechanisms interact. Method Sixty-five typically developing children between the ages of 3 and 4 years were included in the study. Children were asked to produce CVCCVC (C = consonant, V = vowel) nonwords like /bozjəm/ and /tʌvtʃəp/ that were described as the names of make-believe animals. All children completed two separate experimental blocks: a control block in which participants heard each nonword once and repeated it, and a test block in which the perceptual input frequency of each nonword varied between 1 and 10. Half of the participants completed a control–test order; half completed a test–control order. Results Greater accuracy was observed for nonwords produced in the second experimental block, reflecting a production practice effect. Perceptual learning resulted in greater accuracy during the test for nonwords that participants heard 3 times or more. However, perceptual learning did not carry over to control productions in the test–control design, suggesting that it reflects a kind of temporary priming. Finally, a post hoc analysis suggested that the size of the production practice effect depended on the age of acquisition of the consonants that comprised the nonwords. Conclusions The study provides new details about how perceptual learning and production practice interact with each other and with phonological aspects of the nonwords, resulting in complex effects on speech accuracy and learning of form-referent pairs. These findings may ultimately help speech-language pathologists maximize their clients' improvement in therapy. Supplemental Material https://doi.org/10.23641/asha.12971411

scholarly journals Order Effects in the Perception and Production of New Words

2020 ◽  
Author(s):  
Peter Richtsmeier ◽  
Michelle Moore
Keyword(s):  
Perceptual Learning ◽  
Practice Effect ◽  
Order Effects ◽  
Learning Mechanisms ◽  
Baseline Design ◽  
Production Practice ◽  
Test Order ◽  
Speech Accuracy ◽  
Primary Focus ◽  
Carry Over

Purpose: Perceptual learning and production practice are basic mechanisms that children depend on to acquire adult levels of speech accuracy. In this study, we examined perceptual learning and production practice as they contributed to changes in speech accuracy in three- and four-year-old children. Our primary focus was manipulating the order of perceptual learning and baseline production practice to better understand when and how these learning mechanisms interact. Method: Sixty-five typically-developing children between the ages of three and four were included in the study. Children were asked to produce CVCCVC nonwords like /bozjəm/ and /tʌvtʃəp/ that were described as the names of make-believe animals. All children completed two separate experimental blocks: a baseline block in which participants heard each nonword once and repeated it, and a test block in which the perceptual input frequency of each nonword varied between 1 and 10. Half of the participants completed a baseline-test order; half completed a test-baseline order. Results: Greater accuracy was observed for nonwords produced in the second experimental block, reflecting a production practice effect. Perceptual learning resulted in greater accuracy during the test for nonwords that participants heard 3 or more times. However, perceptual learning did not carry over to baseline productions in the test-baseline design, suggesting that it reflects a kind of temporary priming. Finally, a post hoc analysis suggested that the size of the production practice effect depended on the age of acquisition of the consonants that comprised the nonwords. Conclusions: The study provides new details about how perceptual learning and production practice interact with each other and with phonological aspects of the nonwords, resulting in complex effects on speech accuracy and learning of form-referent pairs. These findings may ultimately help speech-language pathologists maximize their clients’ improvement in therapy.

Perceptual Sequence Learning Is More Severely Impaired than Motor Sequence Learning in Patients with Chronic Cerebellar Stroke

2013 ◽  
Vol 25 (12) ◽  
pp. 2207-2215 ◽  
Author(s):  
Georg Dirnberger ◽  
Judith Novak ◽  
Christian Nasel
Keyword(s):  
Motor Learning ◽  
Perceptual Learning ◽  
Sequence Learning ◽  
Procedural Learning ◽  
Perceptual Information ◽  
Healthy Controls ◽  
Learning Mechanisms ◽  
Cerebellar Stroke ◽  
Stimulus Response ◽  
Significant Motor

Patients with cerebellar stroke are impaired in procedural learning. Several different learning mechanisms contribute to procedural learning in healthy individuals. The aim was to compare the relative share of different learning mechanisms in patients and healthy controls. Ten patients with cerebellar stroke and 12 healthy controls practiced a visuomotor serial reaction time task. Learning blocks with high stimulus–response compatibility were exercised repeatedly; in between these, participants performed test blocks with the same or a different (mirror-inverted or unrelated) stimulus sequence and/or the same or a different (mirror-inverted) stimulus–response allocation. This design allowed to measure the impact of motor learning and perceptual learning independently and to separate both mechanisms from the learning of stimulus–response pairs. Analysis of the learning blocks showed that, as expected, both patients and controls improved their performance over time, although patients remained significantly slower. Analysis of the test blocks revealed that controls showed significant motor learning as well as significant visual perceptual learning, whereas cerebellar patients showed only significant motor learning. Healthy participants were able to use perceptual information for procedural learning even when the rule linking stimuli and responses had been changed, whereas patients with cerebellar lesions could not recruit this perception-based mechanism. Therefore, the cerebellum appears involved in the accurate processing of perceptual information independent from prelearned stimulus–response mappings.

Perception, action planning, and cognitive maps

2001 ◽  
Vol 24 (5) ◽  
pp. 882-882
Author(s):  
Eric Chown ◽  
Lashon B. Booker ◽  
Stephen Kaplan
Keyword(s):  
Problem Solving ◽  
Perceptual Learning ◽  
Action Planning ◽  
Cognitive Maps ◽  
Learning Mechanisms ◽  
Cell Assemblies ◽  
Family Resemblances ◽  
Theory Of Event Coding ◽  
Representational Power ◽  
Perception Action

Perceptual learning mechanisms derived from Hebb's theory of cell assemblies can generate prototypic representations capable of extending the representational power of TEC (Theory of Event Coding) event codes. The extended capability includes categorization that accommodates “family resemblances” and problem solving that uses cognitive maps.

scholarly journals The Influences of Category Learning on Perceptual Reconstructions

2020 ◽  
Author(s):  
Marina Dubova ◽  
Robert Goldstone
Keyword(s):  
Visual System ◽  
Perceptual Learning ◽  
Category Learning ◽  
Human Visual System ◽  
Functional Relationship ◽  
Experimental Designs ◽  
Two Dimensional ◽  
Learning Models ◽  
Learning Mechanisms ◽  
Feature Structure

We explore different ways in which the human visual system can adapt for perceiving and categorizing the environment. There are various accounts of supervised (categorical) and unsupervised perceptual learning, and different perspectives on the functional relationship between perception and categorization. We suggest that common experimental designs are insufficient to differentiate between hypothesised perceptual learning mechanisms and reveal their possible interplay. We propose a relatively underutilized way of studying potential categorical effects on perception, and test the predictions of different perceptual learning models using a two-dimensional, interleaved categorization-plus-reconstruction task. We find evidence that human visual encodings adapt to the feature structure of the environment, allocate encoding resources with respect to categorization utility, and adapt to prevent miscategorizations.

Test Control Block Concepts

1995 ◽  
pp. 107-138
Author(s):  
F. P. M. Beenker ◽  
R. G. Bennetts ◽  
A. P. Thijssen
Keyword(s):  
Control Block ◽  
Test Control

scholarly journals Sensory-Induced Human LTP-Like Synaptic Plasticity – Using Visual Evoked Potentials to Explore the Relation Between LTP-Like Synaptic Plasticity and Visual Perceptual Learning

2021 ◽  
Vol 15 ◽  
Author(s):  
Lilly Lengali ◽  
Johannes Hippe ◽  
Christoffer Hatlestad-Hall ◽  
Trine Waage Rygvold ◽  
Markus Handal Sneve ◽  
...  
Keyword(s):  
Synaptic Plasticity ◽  
Evoked Potentials ◽  
Perceptual Learning ◽  
High Frequency ◽  
Long Term Potentiation ◽  
Checkerboard Pattern ◽  
Learning Mechanisms ◽  
Visual Perceptual Learning ◽  
Sensory Evoked ◽  
Visual Evoked

ObjectiveStimulus-selective response modulation (SRM) of sensory evoked potentials represents a well-established non-invasive index of long-term potentiation-like (LTP-like) synaptic plasticity in the human sensory cortices. Although our understanding of the mechanisms underlying stimulus-SRM has increased over the past two decades, it remains unclear how this form of LTP-like synaptic plasticity is related to other basic learning mechanisms, such as perceptual learning. The aim of the current study was twofold; firstly, we aimed to corroborate former stimulus-SRM studies, demonstrating modulation of visual evoked potential (VEP) components following high-frequency visual stimulation. Secondly, we aimed to investigate the association between the magnitudes of LTP-like plasticity and visual perceptual learning (VPL).Methods42 healthy adults participated in the study. EEG data was recorded during a standard high-frequency stimulus-SRM paradigm. Amplitude values were measured from the peaks of visual components C1, P1, and N1. Embedded in the same experimental session, the VPL task required the participants to discriminate between a masked checkerboard pattern and a visual “noise” stimulus before, during and after the stimulus-SRM probes.ResultsWe demonstrated significant amplitude modulations of VEPs components C1 and N1 from baseline to both post-stimulation probes. In the VPL task, we observed a significant change in the average threshold levels from the first to the second round. No significant association between the magnitudes of LTP-like plasticity and performance on the VPL task was evident.ConclusionTo the extent of our knowledge, this study is the first to examine the relationship between the visual stimulus-RM phenomenon and VPL in humans. In accordance with previous studies, we demonstrated robust amplitude modulations of the C1 and N1 components of the VEP waveform. However, we did not observe any significant correlations between modulation magnitude of VEP components and VPL task performance, suggesting that these phenomena rely on separate learning mechanisms implemented by different neural mechanisms.

Frequencies in Perception and Production Differentially Affect Child Speech

2018 ◽  
Vol 61 (12) ◽  
pp. 2854-2868 ◽  
Author(s):  
Peter T. Richtsmeier ◽  
Amanda K. Good
Keyword(s):  
Learning Task ◽  
Test Block ◽  
Future Research ◽  
Typically Developing ◽  
Input Frequency ◽  
Talker Variability ◽  
Production Practice ◽  
Carry Over ◽  
Novel Word Learning ◽  
Production Accuracy

Purpose Frequent sounds and frequent words are both acquired at an earlier age and are produced by children more accurately. Recent research suggests that frequency is not always a facilitative concept, however. Interactions between input frequency in perception and practice frequency in production may limit or inhibit growth. In this study, we consider how a range of input frequencies affect production accuracy and referent identification. Method Thirty-three typically developing 3- and 4-year-olds participated in a novel word-learning task. In the initial test block, participants heard nonwords 1, 3, 6, or 10 times—produced either by a single talker or by multiple talkers—and then produced them immediately. In a posttest, participants heard all nonwords just once and then produced them. Referent identification was probed in between the test and posttest. Results Production accuracy was most clearly facilitated by an input frequency of 3 during the test block. Input frequency interacted with production practice, and the facilitative effect of input frequency did not carry over to the posttest. Talker variability did not affect accuracy, regardless of input frequency. The referent identification results did not favor talker variability or a particular input frequency value, but participants were able to learn the words at better than chance levels. Conclusions The results confirm that the input can be facilitative, but input frequency and production practice interact in ways that limit input-based learning, and more input is not always better. Future research on this interaction may allow clinicians to optimize various types of frequency commonly used during therapy.

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