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 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 Cognitive Restoration from Nature Across Multiple Exposure Types - A Meta-Analysis Delineating the Effects of Test Order and Affect

2018 ◽  
Author(s):  
Cecilia Stenfors ◽  
Stephen Charles Van Hedger ◽  
Kathryn E Schertz ◽  
Francisco Calvache Meyer ◽  
Karen Smith ◽  
...  
Keyword(s):  
Digit Span ◽  
Meta Analysis ◽  
Urban Environments ◽  
Order Effects ◽  
Natural Environments ◽  
Repeated Testing ◽  
Directed Attention ◽  
Beneficial Effects ◽  
Unpublished Studies ◽  
Test Order

Interactions with natural environments and nature-related stimuli have been found to be beneficial to cognitive performance, in particular on executive cognitive tasks with high demands on directed attention processes. However, results vary across different studies.The aim of the present study was to perform a meta-analysis of all our published and unpublished studies testing the effect of different interactions with nature versus urban/built control environments, on an executive test with high demands on directed attention: the backwards digit span (BDS) task. Specific aims were to evaluate the effect of nature versus urban environment interactions on BDS across different exposure types (e.g. being in real environments, or viewing videos, images, or listening to sounds) and disentangle the effects of testing order (i.e. practice with repeated testing) and the role of affective changes on BDS performance. We also reviewed the literature and compared and contrasted our meta-analysis with results from other studies. Results from our meta-analysis comprising 12 studies (N=567 participants) showed significant environment-by-time interactions with beneficial effects of nature compared to urban environments on BDS performance. This effect was magnified after parceling out initial practice effects on the BDS. Changes in positive or negative affect did not mediate the beneficial effects of nature on BDS performance. These results mirrored effects that we reviewed from outside of our laboratories. Uncontrolled and confounding order effects may explain some of the inconsistent findings in the literature. In all, these results highlight the robustness of the effects of natural environments on cognition when confounding order effects have been considered, and also provide a more nuanced account of when a nature intervention will be most effective.

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.

Effects of Test Order on Most Comfortable and Uncomfortable Loudness Levels for Speech

2004 ◽  
Vol 13 (2) ◽  
pp. 158-163 ◽  
Author(s):  
Jerry Punch ◽  
Brad Rakerd ◽  
Antony Joseph
Keyword(s):  
Order Effect ◽  
Normal Hearing ◽  
Order Effects ◽  
Test Order ◽  
Group 2 ◽  
Comfortable Loudness ◽  
Group 1 ◽  
Temporal Spacing

This study examined test-order effects on most comfortable loudness (MCL) and uncomfortable loudness (UCL) levels for spondaic words in 2 groups of 30 normal hearing listeners each. For Group 1, MCL was measured first, followed by UCL. For Group 2, UCL was measured first, and then MCL. A retest was conducted for both groups. Results showed that MCL was significantly elevated for Group 2, but not for Group 1. There was no effect on UCL for either group. In a follow-up experiment, the magnitude of the test-order effect on MCL increased significantly when MCL measurements followed UCL measurements closely in time. These results argue for management of the ordering and temporal spacing of MCL and UCL testing in clinical loudness measurements.

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.

The Effect of Presentation Level on the SCAN-3 in Children and Adults

2018 ◽  
Vol 27 (2) ◽  
pp. 238-245 ◽  
Author(s):  
Tina M. Stoody ◽  
Chelsea E. Cottrell
Keyword(s):  
Auditory Processing ◽  
Normal Hearing ◽  
Stimulus Level ◽  
Effect Sizes ◽  
Order Effects ◽  
Hearing Sensitivity ◽  
Presentation Level ◽  
Normal Limits ◽  
Test Order ◽  
Composite Scores

PurposeThe pediatric and adult versions of the SCAN-3 test (Keith, 2009a, 2009b) are widely used to screen and diagnose auditory processing disorders. According to the instruction manual, the test administration is flexible in that it may be administered through an audiometer at 50 dB HL or a portable CD player at the patient or administrator's most comfortable listening level (MCL). Because MCL may vary across individuals, even in those with normal hearing sensitivity, this study explored whether the presentation level affected scores on the SCAN-3 for both pediatric and adult populations.MethodTwenty-two young adults and 23 children with normal hearing sensitivity and middle ear function were administered the SCAN-3 three different times at 1-month intervals, at 40, 50, and 60 dB HL. The stimulus level of the SCAN-3 was counterbalanced across participants to eliminate test order effects. In addition, MCL was measured in the pediatric participants during each session.ResultsMCL varied significantly across children as well as between test sessions, ranging from 40 to 75 dB HL. Performance on 3 of the 4 subtests administered, as well as composite scores, was significantly different across presentation levels (based on scaled scores). Effect sizes were also calculated and found to be strong. The number of composite scores interpreted as within normal limits versus borderline or disordered was also statistically different across presentation levels.ConclusionsPresentation level appears to affect performance on auditory figure ground, monaural low-redundancy, and binaural integration types of auditory processing tasks that are measured by the SCAN-3. In children, MCL was found to vary significantly both between and within individuals. Although several professions outside audiology are qualified to administer the SCAN-3, it is likely that many of these individuals administer the test without an audiometer and would use an MCL to determine presentation level. It is recommended that SCAN-3 users administer the test through an audiometer at 50 dB HL, rather than with a portable CD player, using MCL values to avoid any presentation level effects.

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