One Step BeyondMusical Expertise and Word Learning

2018 ◽  
pp. 208-234
Author(s):  
Stefan Elmer ◽  
Eva Dittinger ◽  
Mireille Besson
Keyword(s):  
Word Learning ◽  
Speech Processing ◽  
Learning Task ◽  
Learning Mechanisms ◽  
Transfer Effects ◽  
Music Training ◽  
Cognitive Operations ◽  
One Step ◽  
Cascade Effects ◽  
Speech Learning

This chapter takes a new look at an old riddle by discussing putative parallelisms between speech and music processing, as well as music to speech transfer effects. Interestingly, both speech and music rely on comparable acoustic information (i.e. timing, pitch, and timbre) and share, at least partially, perceptive, cognitive, motivational, and motor components. Importantly, in this context, the chapter introduces a cortical framework of speech processing, as well as the perceptual and cognitive operations underlying speech learning mechanisms. It then reviews previous literature pinpointing the influence of music training on segmental and suprasegmental aspects of speech processing as well as on cognitive functions. Two complementary hypotheses underlying such transfer effects—cascade effects and multidimensional processes—are proposed. The issue of shared versus distinct neural networks for music and speech processing is also discussed. Finally, the chapter integrates the often observed perceptual and cognitive advantages of musicians in a holistic framework by considering their interrelations during an ecological, valid, word-learning task.

scholarly journals Correlation versus prediction in children's word learning: Cross-linguistic evidence and simulations

2009 ◽  
Vol 1 (2) ◽  
pp. 197-217 ◽  
Author(s):  
Eliana Colunga ◽  
Linda B. Smith ◽  
Michael Gasser
Keyword(s):  
Word Learning ◽  
Learning Task ◽  
Learning Mechanisms ◽  
Language And Thought ◽  
Learning Tasks ◽  
Linguistic Evidence ◽  
English Speaking ◽  
Insight Into ◽  
Specific Learning ◽  
Fertile Area

AbstractThe ontological distinction between discrete individuated objects and continuous substances, and the way this distinction is expressed in different languages has been a fertile area for examining the relation between language and thought. In this paper we combine simulations and a cross-linguistic word learning task as a way to gain insight into the nature of the learning mechanisms involved in word learning. First, we look at the effect of the different correlational structures on novel generalizations with two kinds of learning tasks implemented in neural networks—prediction and correlation. Second, we look at English- and Spanish-speaking 2-3-year-olds' novel noun generalizations, and find that count/mass syntax has a stronger effect on Spanish- than on English-speaking children's novel noun generalizations, consistent with the predicting networks. The results suggest that it is not just the correlational structure of different linguistic cues that will determine how they are learned, but the specific learning mechanism and task in which they are involved.

scholarly journals Evidence for Enhanced Long-term Memory in Professional Musicians and Its Contribution to Novel Word Learning

2020 ◽  
pp. 1-21
Author(s):  
Eva Dittinger ◽  
Betina Korka ◽  
Mireille Besson
Keyword(s):  
Word Learning ◽  
Semantic Processing ◽  
Long Term Memory ◽  
Transfer Effects ◽  
Music Training ◽  
Bottom Up ◽  
Term Memory ◽  
Novel Word Learning ◽  
Novel Words

Previous studies evidenced transfer effects from professional music training to novel word learning. However, it is unclear whether such an advantage is driven by cascading, bottom–up effects from better auditory perception and attention to semantic processing or by top–down influences from cognitive functions on perception. Moreover, the long-term effects of novel word learning remain an open issue. To address these questions, we used a word learning design, with four different sets of novel words, and we neutralized the potential perceptive and associative learning advantages in musicians. Under such conditions, we did not observe any advantage in musicians on the day of learning (Day 1), at neither a behavioral nor an electrophysiological level; this suggests that the previously reported advantages in musicians are likely to be related to bottom–up processes. Nevertheless, 1 month later (Day 30 [D30]) and for all types of novel words, the error increase from Day 1 to D30 was lower in musicians compared to nonmusicians. In addition, for the set of words that were perceptually difficult to discriminate, only musicians showed typical N400 effects over parietal sites on D30. These results demonstrate that music training improved long-term memory and that transfer effects from music training to word learning (i.e., semantic levels of speech processing) benefit from reinforced (long-term) memory functions. Finally, these findings highlight the positive impact of music training on the acquisition of foreign languages.

Morphological Knowledge as an Aid to Word Learning: A Cross-Situational Word Learning Study

2021 ◽  
Author(s):  
Sara Finley
Keyword(s):  
Word Learning ◽  
Word Meaning ◽  
Learning Task ◽  
Artificial Language ◽  
Initial Training ◽  
Experimental Conditions ◽  
Morphological Knowledge ◽  
Semantic Categories ◽  
English Speaking ◽  
Morphological Cues

The present study explores morphological bootstrapping in cross-situational word learning. Adult, English-speaking participants were exposed to novel words from an artificial language from three different semantic categories: fruit, animals, and vehicles. In the Experimental conditions, the final CV syllable was consistent across categories (e.g., /-ke/ for fruits), while in the Control condition, the endings were the same, but were assigned to words randomly. After initial training on the morphology under various degrees of referential uncertainty, participants were given a cross-situational word learning task with high referential uncertainty. With poor statistical cues to learn the words across trials, participants were forced to rely on the morphological cues to word meaning. In Experiments 1-3, participants in the Experimental conditions repeatedly outperformed participants in the Control conditions. In Experiment 4, when referential uncertainty was high in both parts of the experiment, there was no evidence of learning or making use of the morphological cues. These results suggest that learners apply morphological cues to word meaning only once they are reliably available.

Learning Through Processing: Toward an Integrated Approach to Early Word Learning

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Stephan C. Meylan ◽  
Elika Bergelson
Keyword(s):  
Word Learning ◽  
Empirical Work ◽  
Integrated Approach ◽  
Linguistic Knowledge ◽  
Annual Review ◽  
Publication Date ◽  
Learning Mechanisms ◽  
Lexical Knowledge ◽  
Novel Word Learning

Children's linguistic knowledge and the learning mechanisms by which they acquire it grow substantially in infancy and toddlerhood, yet theories of word learning largely fail to incorporate these shifts. Moreover, researchers’ often-siloed focus on either familiar word recognition or novel word learning limits the critical consideration of how these two relate. As a step toward a mechanistic theory of language acquisition, we present a framework of “learning through processing” and relate it to the prevailing methods used to assess children's early knowledge of words. Incorporating recent empirical work, we posit a specific, testable timeline of qualitative changes in the learning process in this interval. We conclude with several challenges and avenues for building a comprehensive theory of early word learning: better characterization of the input, reconciling results across approaches, and treating lexical knowledge in the nascent grammar with sufficient sophistication to ensure generalizability across languages and development. Expected final online publication date for the Annual Review of Linguistics, Volume 8 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Vocal production and novel word learning in the first year

2019 ◽  
Vol 46 (3) ◽  
pp. 606-616
Author(s):  
Marinella MAJORANO ◽  
Tamara BASTIANELLO ◽  
Marika MORELLI ◽  
Manuela LAVELLI ◽  
Marilyn M. VIHMAN
Keyword(s):  
Word Learning ◽  
Speech Processing ◽  
First Year ◽  
Vocal Production ◽  
Only Children ◽  
Preferential Looking ◽  
Novel Word Learning ◽  
The Relationship

AbstractPrevious studies have demonstrated an effect of early vocal production on infants’ speech processing and later vocabulary. This study focuses on the relationship between vocal production and new word learning. Thirty monolingual Italian-learning infants were recorded at about 11 months, to establish the extent of their consonant production. In parallel, the infants were trained on novel word–object pairs, two consisting of early learned consonants (ELC), two consisting of late learned consonants (LLC). Word learning was assessed through Preferential Looking. The results suggest that vocal production supports word learning: Only children with higher, consistent consonant production attended more to the trained ELC images.

scholarly journals Neural signatures of reward and sensory error feedback processing in motor learning

2019 ◽  
Vol 121 (4) ◽  
pp. 1561-1574 ◽  
Author(s):  
Dimitrios J. Palidis ◽  
Joshua G. A. Cashaback ◽  
Paul L. Gribble
Keyword(s):  
Visual Feedback ◽  
Motor Adaptation ◽  
Learning Task ◽  
Reward Learning ◽  
P300 Amplitude ◽  
Error Feedback ◽  
Learning Mechanisms ◽  
Visuomotor Rotation ◽  
Feedback Processing ◽  
Motor Commands

At least two distinct processes have been identified by which motor commands are adapted according to movement-related feedback: reward-based learning and sensory error-based learning. In sensory error-based learning, mappings between sensory targets and motor commands are recalibrated according to sensory error feedback. In reward-based learning, motor commands are associated with subjective value, such that successful actions are reinforced. We designed two tasks to isolate reward- and sensory error-based motor adaptation, and we used electroencephalography in humans to identify and dissociate the neural correlates of reward and sensory error feedback processing. We designed a visuomotor rotation task to isolate sensory error-based learning that was induced by altered visual feedback of hand position. In a reward learning task, we isolated reward-based learning induced by binary reward feedback that was decoupled from the visual target. A fronto-central event-related potential called the feedback-related negativity (FRN) was elicited specifically by binary reward feedback but not sensory error feedback. A more posterior component called the P300 was evoked by feedback in both tasks. In the visuomotor rotation task, P300 amplitude was increased by sensory error induced by perturbed visual feedback and was correlated with learning rate. In the reward learning task, P300 amplitude was increased by reward relative to nonreward and by surprise regardless of feedback valence. We propose that during motor adaptation the FRN specifically reflects a reward-based learning signal whereas the P300 reflects feedback processing that is related to adaptation more generally. NEW & NOTEWORTHY We studied the event-related potentials evoked by feedback stimuli during motor adaptation tasks that isolate reward- and sensory error-based learning mechanisms. We found that the feedback-related negativity was specifically elicited by binary reward feedback, whereas the P300 was observed in both tasks. These results reveal neural processes associated with different learning mechanisms and elucidate which classes of errors, from a computational standpoint, elicit the feedback-related negativity and P300.

scholarly journals Evaluation of the Consonant Vowel Consonant (CVC) Test as an Assessment and Screening Instrument for Mild Cognitive Impairment

2015 ◽  
Vol 7 (4) ◽  
pp. 119 ◽  
Author(s):  
Esther Vierck ◽  
Richard J. Porter ◽  
Janet K. Spittlehouse ◽  
Peter R. Joyce
Keyword(s):  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Psychometric Properties ◽  
Word Learning ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Learning Task ◽  
Screening Instrument ◽  
Learning Tasks ◽  
Ceiling Effects

<p>Objective: Traditional word learning tasks have been criticised for being affected by ceiling effects. The Consonant Vowel Consonant (CVC) test is a non-word verbal learning task designed to be more difficult and therefore have a lower risk of ceiling effects.</p><p>Method: The current study examines the psychometric properties of the CVC in 404 middle-aged persons and evaluates it as a screening instrument for mild cognitive impairment by comparing it to the Montreal Cognitive Assessment (MoCA). Differences between currently depressed and non-depressed participants were also examined.</p><p>Results: CVC characteristics are similar to traditional verbal memory tasks but with reduced likelihood of a ceiling effect. Using the standard cut-off on the MoCA as an indication of mild cognitive impairment, the CVC performed only moderately well in predicting this. Depressed participants scored significantly lower on the CVC compared with non-depressed individuals.</p><p>Conclusions: The CVC may be similar in psychometric properties to the traditional word learning tests but with a higher ceiling. Scores are lower in depression.</p>

scholarly journals From Psychoacoustics to Brain Waves: A Longitudinal Approach to Novel Word Learning

2021 ◽  
Vol 33 (1) ◽  
pp. 8-27
Author(s):  
Mylène Barbaroux ◽  
Arnaud Norena ◽  
Maud Rasamimanana ◽  
Eric Castet ◽  
Mireille Besson
Keyword(s):  
Word Learning ◽  
Speech Processing ◽  
Semantic Task ◽  
Far Transfer ◽  
Harmonic Complex ◽  
Complex Sounds ◽  
Perceptual Skills ◽  
Longitudinal Approach ◽  
High Level ◽  
Novel Word Learning

Musical expertise has been shown to positively influence high-level speech abilities such as novel word learning. This study addresses the question whether low-level enhanced perceptual skills causally drives successful novel word learning. We used a longitudinal approach with psychoacoustic procedures to train 2 groups of nonmusicians either on pitch discrimination or on intensity discrimination, using harmonic complex sounds. After short (approximately 3 hr) psychoacoustic training, discrimination thresholds were lower on the specific feature (pitch or intensity) that was trained. Moreover, compared to the intensity group, participants trained on pitch were faster to categorize words varying in pitch. Finally, although the N400 components in both the word learning phase and in the semantic task were larger in the pitch group than in the intensity group, no between-group differences were found at the behavioral level in the semantic task. Thus, these results provide mixed evidence that enhanced perception of relevant features through a few hours of acoustic training with harmonic sounds causally impacts the categorization of speech sounds as well as novel word learning. These results are discussed within the framework of near and far transfer effects from music training to speech processing.

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