Greenspan S L, Nusbaum H C, Pisoni D B
Indiana University, Bloomington.
J Exp Psychol Learn Mem Cogn. 1988 Jul;14(3):421-33. doi: 10.1037//0278-7393.14.3.421.
To examine the effects of stimulus structure and variability on perceptual learning, we compared transcription accuracy before and after training with synthetic speech produced by rule. Subjects were trained with either isolated words or fluent sentences of synthetic speech that were either novel stimuli or a fixed list of stimuli that was repeated. Subjects who were trained on the same stimuli every day improved as much as did the subjects who were given novel stimuli. In a second experiment, the size of the repeated stimulus set was reduced. Under these conditions, subjects trained with repeated stimuli did not generalize to novel stimuli as well as did subjects trained with novel stimuli. Our results suggest that perceptual learning depends on the degree to which the training stimuli characterize the underlying structure of the full stimulus set. Furthermore, we found that training with isolated words only increased the intelligibility of isolated words, although training with sentences increased the intelligibility of both isolated words and sentences.
为了研究刺激结构和变异性对知觉学习的影响，我们比较了使用规则合成语音训练前后的转录准确性。受试者接受孤立单词或流畅句子的合成语音训练，这些语音要么是新颖刺激，要么是重复的固定刺激列表。每天接受相同刺激训练的受试者与接受新颖刺激的受试者提高程度相同。在第二个实验中，重复刺激集的规模减小。在这些条件下，接受重复刺激训练的受试者不如接受新颖刺激训练的受试者那样能将训练推广到新颖刺激上。我们的结果表明，知觉学习取决于训练刺激表征整个刺激集潜在结构的程度。此外，我们发现仅用孤立单词训练仅提高了孤立单词的可懂度，而用句子训练则提高了孤立单词和句子的可懂度。
