ArticleAttention, perception & psychophysics2016
Effect of explicit dimensional instruction on speech category learning.
Article in Attention, perception & psychophysics, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
17 citing papers in PubMed.
- Benefits of fading in perceptual learning are driven by more than dimensional attention.PloS one · 2017Trial
- Dual learning systems in talker identification: the effects of language, accent, and feedback.Attention, perception & psychophysics · 2025Article
- Extensive residence in a second language environment modifies perceptual strategies for suprasegmental categorization.Journal of experimental psychology. Learning, memory, and cognition · 2023Article
- The Underappreciated Benefits of Interleaving for Category Learning.Journal of Intelligence · 2023Article
- Auditory category learning is robust across training regimes.Cognition · 2023Article
- The nature of non-native speech sound representations.The Journal of the Acoustical Society of America · 2022Review
- Effects of category learning strategies on recognition memory.Memory & cognition · 2022Article
- Auditory and visual category learning in musicians and nonmusicians.Journal of experimental psychology. General · 2022Article
- Overnight changes to dual-memory processes reflected in speech-perceptual performance.Attention, perception & psychophysics · 2022Article
- Non-invasive peripheral nerve stimulation selectively enhances speech category learning in adults.NPJ science of learning · 2020Article
- Intentional Training With Speech Production Supports Children's Learning the Meanings of Foreign Words: A Comparison of Four Learning Tasks.Frontiers in psychology · 2020Article
- Task and distribution sampling affect auditory category learning.Attention, perception & psychophysics · 2018Article
- Task-General and Acoustic-Invariant Neural Representation of Speech Categories in the Human Brain.Cerebral cortex (New York, N.Y. : 1991) · 2018Article
- What Can Lexical Tone Training Studies in Adults Tell Us about Tone Processing in Children?Frontiers in psychology · 2018Review
- Stability and plasticity in neural encoding of linguistically relevant pitch patterns.Journal of neurophysiology · 2017Article
- Bias in the perception of phonetic detail in children's speech: A comparison of categorical and continuous rating scales.Clinical linguistics & phonetics · 2017Article
- Early neural encoding of pitch drives cue weighting during speech perception.Imaging neuroscience (Cambridge, Mass.)Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
Learning nonnative speech categories is often considered a challenging task in adulthood. This difficulty is driven by cross-language differences in weighting critical auditory dimensions that differentiate speech categories. For example, previous studies have shown that differentiating Mandarin tonal categories requires attending to dimensions related to pitch height and direction. Relative to native speakers of Mandarin, the pitch direction dimension is underweighted by native English speakers. In the current study, we examined the effect of explicit instructions (dimension instruction) on native English speakers' Mandarin tone category learning within the framework of a dual-learning systems (DLS) model. This model predicts that successful speech category learning is initially mediated by an explicit, reflective learning system that frequently utilizes unidimensional rules, with an eventual switch to a more implicit, reflexive learning system that utilizes multidimensional rules. Participants were explicitly instructed to focus and/or ignore the pitch height dimension, the pitch direction dimension, or were given no explicit prime. Our results show that instruction instructing participants to focus on pitch direction, and instruction diverting attention away from pitch height, resulted in enhanced tone categorization. Computational modeling of participant responses suggested that instruction related to pitch direction led to faster and more frequent use of multidimensional reflexive strategies and enhanced perceptual selectivity along the previously underweighted pitch direction dimension.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.