Grohe Ann-Kathrin, Weber Andrea
Psycholinguistics and Applied Language Studies, English Department, Faculty of Humanities, University of Tübingen Germany.
Front Psychol. 2016 Jun 7;7:864. doi: 10.3389/fpsyg.2016.00864. eCollection 2016.
In two eye-tracking experiments, the effects of salience in accent training and speech accentedness on spoken-word recognition were investigated. Salience was expected to increase a stimulus' prominence and therefore promote learning. A training-test paradigm was used on native German participants utilizing an artificial German accent. Salience was elicited by two different criteria: production and listening training as a subjective criterion and accented (Experiment 1) and canonical test words (Experiment 2) as an objective criterion. During training in Experiment 1, participants either read single German words out loud and deliberately devoiced initial voiced stop consonants (e.g., Balken-"beam" pronounced as () Palken), or they listened to pre-recorded words with the same accent. In a subsequent eye-tracking experiment, looks to auditorily presented target words with the accent were analyzed. Participants from both training conditions fixated accented target words more often than a control group without training. Training was identical in Experiment 2, but during test, canonical German words that overlapped in onset with the accented words from training were presented as target words (e.g., Palme-"palm tree" overlapped in onset with the training word () Palken) rather than accented words. This time, no training effect was observed; recognition of canonical word forms was not affected by having learned the accent. Therefore, accent learning was only visible when the accented test tokens in Experiment 1, which were not included in the test of Experiment 2, possessed sufficient salience based on the objective criterion "accent." These effects were not modified by the subjective criterion of salience from the training modality.
在两项眼动追踪实验中，研究了口音训练中的显著度以及言语口音对口语单词识别的影响。显著度有望增加刺激的突出性，从而促进学习。对以德语为母语的参与者采用了一种训练-测试范式，使用的是一种人工德语口音。显著度通过两种不同标准来引发：作为主观标准的发音和听力训练，以及作为客观标准的带口音的（实验1）和规范测试词（实验2）。在实验1的训练过程中，参与者要么大声朗读单个德语单词，并刻意使词首浊塞音清化（例如，Balken - “横梁”发音为() Palken），要么听带有相同口音的预先录制的单词。在随后的眼动追踪实验中，分析了对以该口音听觉呈现的目标单词的注视情况。来自两种训练条件的参与者比未接受训练的对照组更频繁地注视带口音的目标单词。实验2中的训练相同，但在测试期间，将与训练中带口音单词起始部分重叠的规范德语单词作为目标单词呈现（例如，Palme - “棕榈树”在起始部分与训练单词() Palken重叠），而不是带口音的单词。这一次，未观察到训练效果；规范单词形式的识别不受学习该口音的影响。因此，只有当实验1中带口音的测试标记（实验2的测试中未包括）基于“口音”这一客观标准具有足够的显著度时，口音学习才会显现出来。这些效果并未因训练方式中显著度的主观标准而改变。
