University of Scranton, Department of Psychology, 800 Linden Street, Scranton, PA 18510, USA.
J Exp Psychol Learn Mem Cogn. 2013 Jan;39(1):96-109. doi: 10.1037/a0028648. Epub 2012 Jun 11.
Adults can rapidly learn artificial phonotactic constraints such as /f/ occurs only at the beginning of syllables by producing syllables that contain those constraints. This implicit learning is then reflected in their speech errors. However, second-order constraints in which the placement of a phoneme depends on another characteristic of the syllable (e.g., if the vowel is /æ/, /f/ occurs at the beginning of syllables and /s/ occurs at the end of syllables, but if the vowel is /I/, the reverse is true) require a longer learning period. Two experiments investigated the transience of second-order learning and whether consolidation plays a role in learning phonological dependencies, with speech errors used as a measure of learning. Experiment 1 tested the durability of learning and found that learning was still present in speech errors a week later. Experiment 2 looked at whether more time in the form of a consolidation period or more experience in the form of more trials was necessary for learning to be revealed in speech errors. Both consolidation and more trials led to learning; however, consolidation provided a more substantial benefit.
成年人可以通过生成包含这些约束条件的音节，快速学习人工音位形态约束，例如/f/仅出现在音节的开头。这种内隐学习随后反映在他们的言语错误中。然而，二阶约束条件中，音位的位置取决于音节的另一个特征（例如，如果元音是/æ/，/f/出现在音节的开头，/s/出现在音节的结尾，但如果元音是/I/，情况则相反），这需要更长的学习时间。两个实验研究了二阶学习的短暂性以及巩固是否在学习语音依赖关系中起作用，言语错误被用作学习的衡量标准。实验 1 测试了学习的持久性，发现一周后言语错误中仍存在学习。实验 2 研究了巩固期的更多时间或更多试验次数的更多经验是否对于在言语错误中表现出学习是必要的。巩固和更多试验都导致了学习；然而，巩固提供了更大的好处。
