Norris Dennis, McQueen James M, Cutler Anne
MRC Cognition and Brain Sciences Unit, 15 Chaucer Road, Cambridge CB2 2EF, UK.
Cogn Psychol. 2003 Sep;47(2):204-38. doi: 10.1016/s0010-0285(03)00006-9.
This study demonstrates that listeners use lexical knowledge in perceptual learning of speech sounds. Dutch listeners first made lexical decisions on Dutch words and nonwords. The final fricative of 20 critical words had been replaced by an ambiguous sound, between [f] and [s]. One group of listeners heard ambiguous [f]-final words (e.g., [WItlo?], from witlof, chicory) and unambiguous [s]-final words (e.g., naaldbos, pine forest). Another group heard the reverse (e.g., ambiguous [na:ldbo?], unambiguous witlof). Listeners who had heard [?] in [f]-final words were subsequently more likely to categorize ambiguous sounds on an [f]-[s] continuum as [f] than those who heard [?] in [s]-final words. Control conditions ruled out alternative explanations based on selective adaptation and contrast. Lexical information can thus be used to train categorization of speech. This use of lexical information differs from the on-line lexical feedback embodied in interactive models of speech perception. In contrast to on-line feedback, lexical feedback for learning is of benefit to spoken word recognition (e.g., in adapting to a newly encountered dialect).
本研究表明，听者在语音的知觉学习中会运用词汇知识。荷兰听者首先对荷兰语单词和非单词进行词汇判断。20个关键单词的最后一个擦音被替换为介于[f]和[s]之间的模糊音。一组听者听到以模糊的[f]结尾的单词（例如，[WItlo?]，来自witlof，菊苣）和以明确的[s]结尾的单词（例如，naaldbos，松林）。另一组听者听到的情况相反（例如，模糊的[na:ldbo?]，明确的witlof）。与在以[s]结尾的单词中听到[?]的听者相比，在以[f]结尾的单词中听到[?]的听者随后更有可能将[f]-[s]连续统上的模糊音归类为[f]。控制条件排除了基于选择性适应和对比的其他解释。因此，词汇信息可用于训练语音分类。这种词汇信息的使用不同于语音知觉交互模型中体现的在线词汇反馈。与在线反馈不同，用于学习的词汇反馈有利于口语单词识别（例如，在适应新遇到的方言时）。
