Quam Carolyn, Wang Alisa, Maddox W Todd, Golisch Kimberly, Lotto Andrew
Department of Speech and Hearing Sciences, Portland State University, Portland, OR, United States.
Department of Speech, Language, and Hearing Sciences, University of Arizona, Tucson, AZ, United States.
Front Psychol. 2018 Oct 2;9:1828. doi: 10.3389/fpsyg.2018.01828. eCollection 2018.
This paper investigates relationships between procedural-memory, declarative-memory, and working-memory skills and adult native English speakers' novel sound-category learning. Participants completed a sound-categorization task that required integrating two dimensions: one native (vowel quality), one non-native (pitch). Similar information-integration category structures in the visual and auditory domains have been shown to be best learned implicitly (e.g., Maddox et al., 2006). Thus, we predicted that individuals with greater procedural-memory capacity would better learn sound categories, because procedural memory appears to support implicit learning of new information and integration of dimensions. Seventy undergraduates were tested across two experiments. Procedural memory was assessed using a linguistic adaptation of the serial-reaction-time task (Misyak et al., 2010a,b). Declarative memory was assessed using the logical-memory subtest of the Wechsler Memory Scale-4th edition (WMS-IV; Wechsler, 2009). Working memory was assessed using an auditory version of the reading-span task (Kane et al., 2004). Experiment 1 revealed contributions of only declarative memory to dimensional integration, which might indicate not enough time or motivation to shift over to a procedural/integrative strategy. Experiment 2 gave twice the speech-sound training, distributed over 2 days, and also attempted to train at the category boundary. As predicted, effects of declarative memory were removed and effects of procedural memory emerged, but, unexpectedly, new effects of working memory surfaced. The results may be compatible with a multiple-systems account in which declarative and working memory facilitate transfer of control to the procedural system.
本文研究了程序性记忆、陈述性记忆和工作记忆技能与以英语为母语的成年学习者新颖声音类别学习之间的关系。参与者完成了一项声音分类任务，该任务需要整合两个维度：一个是母语维度（元音质量），一个是非母语维度（音高）。视觉和听觉领域中类似的信息整合类别结构已被证明通过内隐学习效果最佳（例如，Maddox等人，2006）。因此，我们预测，具有更强程序性记忆能力的个体将能更好地学习声音类别，因为程序性记忆似乎支持新信息的内隐学习和维度整合。七十名本科生在两个实验中接受了测试。程序性记忆通过对序列反应时任务进行语言改编来评估（Misyak等人，2010a，b）。陈述性记忆通过韦氏记忆量表第四版（WMS-IV；Wechsler，2009）的逻辑记忆子测试来评估。工作记忆通过阅读广度任务的听觉版本来评估（Kane等人，2004）。实验1表明只有陈述性记忆对维度整合有贡献，这可能表明没有足够的时间或动机转向程序性/整合性策略。实验2进行了两倍时长的语音训练，分布在两天内，并且还尝试在类别边界处进行训练。正如预测的那样，陈述性记忆的影响消失了，程序性记忆的影响出现了，但出乎意料的是，工作记忆的新影响也显现出来了。这些结果可能与多系统理论相符，即陈述性记忆和工作记忆有助于将控制权转移到程序性系统。
