scholarly journals High or low? Comparing high and low-variability phonetic training in adult and child second language learners

2017 ◽  
Author(s):  
Anastasia Giannakopoulou ◽  
Helen Brown ◽  
Meghan Clayards ◽  
Elizabeth Wonnacott
Keyword(s):  
Word Learning ◽  
Second Language Learners ◽  
Age Groups ◽  
High Variability ◽  
Talker Variability ◽  
Multiple Voices ◽  
Phonetic Learning ◽  
Lexical Learning ◽  
Phonetic Contrasts ◽  
Oddity Discrimination

Background. High talker variability (i.e. multiple voices in the input) has been found effective in training non-native phonetic contrasts in adults. A small number of studies suggest that children also benefit from high-variability phonetic training with some evidence that they show greater learning (more plasticity) than adults given matched input, although results are mixed. However no study has directly compared the effectiveness of high versus low talker variability in children. Methods. Native Greek speaking 8-year-olds (N=52), and adults (N=41) were exposed to the English /i/-/ɪ/ contrast in ten training sessions through a computerized word-learning game. Pre- and post-training tests examined discrimination of the contrast as well as lexical learning. Participants were randomly assigned to high (4 talkers) or low (1 talker) variability training conditions. Results. Both age groups improved during training, and both improved more while trained with a single talker. Results of a 3-interval oddity discrimination test did not show the predicted benefit of high-variability in training in either age group. Instead, children showed an effect in the reverse direction – i.e. reliably greater improvements in discrimination following single talker training, even for untrained generalization items, although the result is qualified by (accidental) differences in participant groups at pre-test. Adults showed a numeric advantage for high-variability but were inconsistent with respect to voice and word novelty. In addition, no effect of variability was found for lexical learning. There was no evidence of greater plasticity for phonetic learning in child learners. Discussion. This paper adds to the handful of studies demonstrating that, like adults, child learners can improve their discrimination of a phonetic contrast via computerized training. There was no evidence of a benefit of training with multiple talkers, either for discrimination or word learning. The results also do not support the findings of greater plasticity in child learning found in a previous paper (Giannakopoulou et al., 2013a). We discuss these results in terms of various differences between training and test tasks used in the current work compared with previous literature.

scholarly journals High or low? Comparing high and low-variability phonetic training in adult and child second language learners

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3209 ◽  
Author(s):  
Anastasia Giannakopoulou ◽  
Helen Brown ◽  
Meghan Clayards ◽  
Elizabeth Wonnacott
Keyword(s):  
Word Learning ◽  
Second Language Learners ◽  
Age Groups ◽  
High Variability ◽  
Talker Variability ◽  
Multiple Voices ◽  
Phonetic Learning ◽  
Lexical Learning ◽  
Phonetic Contrasts ◽  
Oddity Discrimination

BackgroundHigh talker variability (i.e., multiple voices in the input) has been found effective in training nonnative phonetic contrasts in adults. A small number of studies suggest that children also benefit from high-variability phonetic training with some evidence that they show greater learning (more plasticity) than adults given matched input, although results are mixed. However, no study has directly compared the effectiveness of high versus low talker variability in children.MethodsNative Greek-speaking eight-year-olds (N= 52), and adults (N= 41) were exposed to the English /i/-/ɪ/ contrast in 10 training sessions through a computerized word-learning game. Pre- and post-training tests examined discrimination of the contrast as well as lexical learning. Participants were randomly assigned to high (four talkers) or low (one talker) variability training conditions.ResultsBoth age groups improved during training, and both improved more while trained with a single talker. Results of a three-interval oddity discrimination test did not show the predicted benefit of high-variability training in either age group. Instead, children showed an effect in thereversedirection—i.e., reliably greater improvements in discrimination following single talker training, even for untrained generalization items, although the result is qualified by (accidental) differences between participant groups at pre-test. Adults showed a numeric advantage for high-variability but were inconsistent with respect to voice and word novelty. In addition, no effect of variability was found for lexical learning. There was no evidence of greater plasticity for phonetic learning in child learners.DiscussionThis paper adds to the handful of studies demonstrating that, like adults, child learners can improve their discrimination of a phonetic contrast via computerized training. There was no evidence of a benefit of training with multiple talkers, either for discrimination or word learning. The results also do not support the findings of greater plasticity in child learners found in a previous paper (Giannakopoulou, Uther & Ylinen, 2013a). We discuss these results in terms of various differences between training and test tasks used in the current work compared with previous literature.

scholarly journals High or low? Comparing high and low-variability phonetic training in adult and child second language learners

2017 ◽  
Author(s):  
Anastasia Giannakopoulou ◽  
Helen Brown ◽  
Meghan Clayards ◽  
Elizabeth Wonnacott
Keyword(s):  
Word Learning ◽  
Second Language Learners ◽  
Age Groups ◽  
High Variability ◽  
Talker Variability ◽  
Multiple Voices ◽  
Phonetic Learning ◽  
Lexical Learning ◽  
Phonetic Contrasts ◽  
Oddity Discrimination

Background. High talker variability (i.e. multiple voices in the input) has been found effective in training non-native phonetic contrasts in adults. A small number of studies suggest that children also benefit from high-variability phonetic training with some evidence that they show greater learning (more plasticity) than adults given matched input, although results are mixed. However no study has directly compared the effectiveness of high versus low talker variability in children. Methods. Native Greek speaking 8-year-olds (N=52), and adults (N=41) were exposed to the English /i/-/ɪ/ contrast in ten training sessions through a computerized word-learning game. Pre- and post-training tests examined discrimination of the contrast as well as lexical learning. Participants were randomly assigned to high (4 talkers) or low (1 talker) variability training conditions. Results. Both age groups improved during training, and both improved more while trained with a single talker. Results of a 3-interval oddity discrimination test did not show the predicted benefit of high-variability in training in either age group. Instead, children showed an effect in the reverse direction – i.e. reliably greater improvements in discrimination following single talker training, even for untrained generalization items, although the result is qualified by (accidental) differences in participant groups at pre-test. Adults showed a numeric advantage for high-variability but were inconsistent with respect to voice and word novelty. In addition, no effect of variability was found for lexical learning. There was no evidence of greater plasticity for phonetic learning in child learners. Discussion. This paper adds to the handful of studies demonstrating that, like adults, child learners can improve their discrimination of a phonetic contrast via computerized training. There was no evidence of a benefit of training with multiple talkers, either for discrimination or word learning. The results also do not support the findings of greater plasticity in child learning found in a previous paper (Giannakopoulou et al., 2013a). We discuss these results in terms of various differences between training and test tasks used in the current work compared with previous literature.

scholarly journals High or low? Comparing high and low-variability phonetic training in adult and child second language learners

2017 ◽  
Author(s):  
Anastasia Giannakopoulou ◽  
Helen Brown ◽  
Meghan Clayards ◽  
Elizabeth Wonnacott
Keyword(s):  
Word Learning ◽  
Second Language Learners ◽  
Age Groups ◽  
High Variability ◽  
Talker Variability ◽  
Multiple Voices ◽  
Phonetic Learning ◽  
Lexical Learning ◽  
Phonetic Contrasts ◽  
Oddity Discrimination

Background. High talker variability (i.e. multiple voices in the input) has been found effective in training non-native phonetic contrasts in adults. A small number of studies suggest that children also benefit from high-variability phonetic training with some evidence that they show greater learning (more plasticity) than adults given matched input, although results are mixed. However no study has directly compared the effectiveness of high versus low talker variability in children. Methods. Native Greek speaking 8-year-olds (N=52), and adults (N=41) were exposed to the English /i/-/ɪ/ contrast in ten training sessions through a computerized word-learning game. Pre- and post-training tests examined discrimination of the contrast as well as lexical learning. Participants were randomly assigned to high (4 talkers) or low (1 talker) variability training conditions. Results. Both age groups improved during training, and both improved more while trained with a single talker. Results of a 3-interval oddity discrimination test did not show the predicted benefit of high-variability in training in either age group. Instead, children showed an effect in the reverse direction – i.e. reliably greater improvements in discrimination following single talker training, even for untrained generalization items, although the result is qualified by (accidental) differences in participant groups at pre-test. Adults showed a numeric advantage for high-variability but were inconsistent with respect to voice and word novelty. In addition, no effect of variability was found for lexical learning. There was no evidence of greater plasticity for phonetic learning in child learners. Discussion. This paper adds to the handful of studies demonstrating that, like adults, child learners can improve their discrimination of a phonetic contrast via computerized training. There was no evidence of a benefit of training with multiple talkers, either for discrimination or word learning. The results also do not support the findings of greater plasticity in child learning found in a previous paper (Giannakopoulou et al., 2013a). We discuss these results in terms of various differences between training and test tasks used in the current work compared with previous literature.

scholarly journals The effects of high versus low talker variability and individual aptitude on phonetic training of Mandarin lexical tones

2018 ◽  
Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott
Keyword(s):  
Discrimination Task ◽  
High Variability ◽  
English Speakers ◽  
Identification Task ◽  
Talker Variability ◽  
Lexical Tones ◽  
Effectiveness Of Training ◽  
Phonetic Contrasts ◽  
Mandarin Tones ◽  
And Training

High variability training has been found more effective than low variability training in learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of high variability training depends on the perceptual aptitude of participants (Perrachione, Lee, Ha, & Wong, 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful L2 input (both previous studies used pseudowords). Sixty English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocking variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed the generalisation of learning. Overall, all groups improved in both production and perception of tones which transferred to novel voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the low variability group exhibited an advantage with the training stimuli, there was no evidence that the different variability training led to different performance in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. We discuss these results in light of previous findings.

scholarly journals The effects of high versus low talker variability and individual aptitude on phonetic training of Mandarin lexical tones

2019 ◽  
Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott
Keyword(s):  
Bayes Factor ◽  
High Variability ◽  
English Speakers ◽  
Factor Analyses ◽  
Substantial Evidence ◽  
Talker Variability ◽  
Effectiveness Of Training ◽  
Phonetic Contrasts ◽  
Mandarin Tones ◽  
And Training

High variability training has been found to be more effective than low variability training when learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of high variability training depends on the perceptual aptitude of participants (Perrachione, Lee, Ha, & Wong, 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful second language input (both previous studies used pseudowords). Sixty English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocked variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed generalisation. All groups improved in both the production and perception of tones which transferred to untrained voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the low variability group exhibited an advantage with the training stimuli, there was no evidence for a benefit of high-variability in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. Additional Bayes Factor analyses indicated substantial evidence for the null for the hypotheses of a benefit of high-variability in generalisation, however the evidence regarding the interaction was ambiguous. We discuss these results in light of previous findings.

scholarly journals The effects of high versus low talker variability and individual aptitude on phonetic training of Mandarin lexical tones

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7191 ◽  
Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott
Keyword(s):  
Bayes Factor ◽  
High Variability ◽  
English Speakers ◽  
Factor Analyses ◽  
Substantial Evidence ◽  
Talker Variability ◽  
Effectiveness Of Training ◽  
Phonetic Contrasts ◽  
Mandarin Tones ◽  
And Training

High variability (HV) training has been found to be more effective than low variability (LV) training when learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of HV training depends on the perceptual aptitude of participants (Perrachione et al., 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful second language input (both previous studies used pseudowords). A total of 60 English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocked variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed generalization. All groups improved in both the production and perception of tones which transferred to untrained voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the LV group exhibited an advantage with the training stimuli, there was no evidence for a benefit of high-variability in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. Additional Bayes Factor analyses indicated substantial evidence for the null for the hypotheses of a benefit of high-variability in generalisation, however the evidence regarding the interaction was ambiguous. We discuss these results in light of previous findings.

scholarly journals The effects of high versus low talker variability and individual aptitude on phonetic training of Mandarin lexical tones

2019 ◽  
Author(s):  
Hanyu Dong ◽  
Meghan Clayards ◽  
Helen Brown ◽  
Elizabeth Wonnacott
Keyword(s):  
Bayes Factor ◽  
High Variability ◽  
English Speakers ◽  
Factor Analyses ◽  
Substantial Evidence ◽  
Talker Variability ◽  
Effectiveness Of Training ◽  
Phonetic Contrasts ◽  
Mandarin Tones ◽  
And Training

High variability training has been found to be more effective than low variability training when learning various non-native phonetic contrasts. However, little research has considered whether this applies to the learning of tone contrasts. The only two relevant studies suggested that the effect of high variability training depends on the perceptual aptitude of participants (Perrachione, Lee, Ha, & Wong, 2011; Sadakata & McQueen, 2014). The present study extends these findings by examining the interaction between individual aptitude and input variability using natural, meaningful second language input (both previous studies used pseudowords). Sixty English speakers took part in an eight session phonetic training paradigm. They were assigned to high/low/high-blocked variability training groups and learned real Mandarin tones and words. Individual aptitude was measured following previous work. Learning was measured using one discrimination task, one identification task and two production tasks. All tasks assessed generalisation. All groups improved in both the production and perception of tones which transferred to untrained voices and items, demonstrating the effectiveness of training despite the increased complexity compared with previous research. Although the low variability group exhibited an advantage with the training stimuli, there was no evidence for a benefit of high-variability in any of the tests of generalisation. Moreover, although aptitude significantly predicted performance in discrimination, identification and training tasks, no interaction between individual aptitude and variability was revealed. Additional Bayes Factor analyses indicated substantial evidence for the null for the hypotheses of a benefit of high-variability in generalisation, however the evidence regarding the interaction was ambiguous. We discuss these results in light of previous findings.

Individual Differences in Phonetic Plasticity Across Native and Nonnative Contexts

2021 ◽  
pp. 1-14
Author(s):  
Christopher C. Heffner ◽  
Emily B. Myers
Keyword(s):  
Native Language ◽  
Individual Variability ◽  
Phonetic Variation ◽  
Phonetic Learning ◽  
Adult Participants ◽  
Vocabulary Comprehension ◽  
History Of ◽  
Phonetic Contrasts ◽  
Sound Learning ◽  
Speech And Language Disorders

Purpose Individuals vary in their ability to learn the sound categories of nonnative languages (nonnative phonetic learning) and to adapt to systematic differences, such as accent or talker differences, in the sounds of their native language (native phonetic learning). Difficulties with both native and nonnative learning are well attested in people with speech and language disorders relative to healthy controls, but substantial variability in these skills is also present in the typical population. This study examines whether this individual variability can be organized around a common ability that we label “phonetic plasticity.” Method A group of healthy young adult participants ( N = 80), who attested they had no history of speech, language, neurological, or hearing deficits, completed two tasks of nonnative phonetic category learning, two tasks of learning to cope with variation in their native language, and seven tasks of other cognitive functions, distributed across two sessions. Performance on these 11 tasks was compared, and exploratory factor analysis was used to assess the extent to which performance on each task was related to the others. Results Performance on both tasks of native learning and an explicit task of nonnative learning patterned together, suggesting that native and nonnative phonetic learning tasks rely on a shared underlying capacity, which is termed “phonetic plasticity.” Phonetic plasticity was also associated with vocabulary, comprehension of words in background noise, and, more weakly, working memory. Conclusions Nonnative sound learning and native language speech perception may rely on shared phonetic plasticity. The results suggest that good learners of native language phonetic variation are also good learners of nonnative phonetic contrasts. Supplemental Material https://doi.org/10.23641/asha.16606778

Auditory training for experienced and inexperienced second-language learners: Native French speakers learning English vowels

2011 ◽  
Vol 33 (1) ◽  
pp. 145-160 ◽  
Author(s):  
PAUL IVERSON ◽  
MELANIE PINET ◽  
BRONWEN G. EVANS
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Natural Variability ◽  
High Variability ◽  
Auditory Training ◽  
Natural Speech ◽  
English Speakers ◽  
English Vowels ◽  
Learning English

ABSTRACTThis study examined whether high-variability auditory training on natural speech can benefit experienced second-language English speakers who already are exposed to natural variability in their daily use of English. The subjects were native French speakers who had learned English in school; experienced listeners were tested in England and the less experienced listeners were tested in France. Both groups were given eight sessions of high-variability phonetic training for English vowels, and were given a battery of perception and production tests to evaluate their improvement. The results demonstrated that both groups learned to similar degrees, suggesting that training provides a type of learning that is distinct from that obtained in more naturalistic situations.

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