Maddox W Todd, Koslov Seth, Yi Han-Gyol, Chandrasekaran Bharath
Department of Psychology, 1 University Station A8000, Austin, TX, USA, 78712.
Department of Communication Sciences and Disorders, 1 University Station A1100, Austin, TX, USA, 78712.
Appl Psycholinguist. 2016 Nov;37(6):1369-1396. doi: 10.1017/S0142716415000600. Epub 2015 Dec 23.
Real-world speech learning often occurs in high pressure situations such as trying to communicate in a foreign country. However, the impact of pressure on speech learning success is largely unexplored. In this study, adult, native speakers of English learned non-native speech categories under pressure or no-pressure conditions. In the pressure conditions, participants were informed that they were paired with a (fictitious) partner, and that each had to independently exceed a performance criterion for both to receive a monetary bonus. They were then informed that their partner had exceeded the bonus and the fate of both bonuses depended upon the participant's performance. Our results demonstrate that pressure significantly enhanced speech learning success. In addition, neurobiologically-inspired computational modeling revealed that the performance advantage was due to faster and more frequent use of procedural learning strategies. These results integrate two well-studied research domains and suggest a facilitatory role of motivational factors in speech learning performance that may not be captured in traditional training paradigms.
现实世界中的语音学习通常发生在高压情境下，比如在国外尝试进行交流时。然而，压力对语音学习成功的影响在很大程度上尚未得到探索。在本研究中，以英语为母语的成年受试者在有压力或无压力条件下学习非母语语音类别。在有压力的条件下，参与者被告知他们与一名（虚构的）伙伴配对，并且两人都必须各自独立超过一个表现标准才能获得金钱奖励。然后他们被告知其伙伴已经超过了奖励标准，两人奖励的命运取决于参与者的表现。我们的结果表明，压力显著提高了语音学习的成功率。此外，受神经生物学启发的计算模型显示，表现优势归因于程序学习策略的更快且更频繁使用。这些结果整合了两个经过充分研究的研究领域，并表明动机因素在语音学习表现中具有促进作用，而这在传统训练范式中可能无法体现。
