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The interaction of language proficie...

Davis, Andrea Katharine.

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The interaction of language proficiency and talker variability in learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The interaction of language proficiency and talker variability in learning./
作者:	Davis, Andrea Katharine.
面頁冊數:	148 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701221
ISBN:	9781321717297

The interaction of language proficiency and talker variability in learning.
Davis, Andrea Katharine.

The interaction of language proficiency and talker variability in learning. - 148 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2015.

This item must not be sold to any third party vendors.

Previous studies have shown that multiple talkers help learners make more robust word representations when the learner is not very experienced with the language (Richtsmeier et al., 2009; Rost & McMurray, 2009, 2010). This is likely because exposure to variation allows the learner to observe which acoustic dimensions vary unpredictably across talkers, and which acoustic dimensions vary predictably. However, this predicts that only learners who are less experienced with a language will benefit from multiple talkers, as more experienced learners should be able to use their previous knowledge about the language's speech sounds.

ISBN: 9781321717297Subjects--Topical Terms:

524476
Linguistics.

The interaction of language proficiency and talker variability in learning.
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500 $a Adviser: LouAnn Gerken.
502 $a Thesis (Ph.D.)--The University of Arizona, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Previous studies have shown that multiple talkers help learners make more robust word representations when the learner is not very experienced with the language (Richtsmeier et al., 2009; Rost & McMurray, 2009, 2010). This is likely because exposure to variation allows the learner to observe which acoustic dimensions vary unpredictably across talkers, and which acoustic dimensions vary predictably. However, this predicts that only learners who are less experienced with a language will benefit from multiple talkers, as more experienced learners should be able to use their previous knowledge about the language's speech sounds.
520 $a Three word-learning experiments, with participants who were expected to have different levels of experience in the language, were performed to test this prediction. In the first experiment, English-acquiring children did benefit from multiple talker in the production but not perception of newly learned words. In the second experiment, native English-speaking adults did not benefit from learning from multiple talkers in either the perception or production of new words. Finally, second language-learning adults benefited from multiple talkers if they were less proficient speakers, but not if they were more proficient. Collectively, these results suggest that learning from multiple talkers is only beneficial for less experienced language learners.
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