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Lexically guided perceptual learning is robust to task-based changes in listening strategy.

Julia R Drouin1, Rachel M Theodore1

  • 1Department of Speech, Language, and Hearing Sciences, University of Connecticut, 850 Bolton Road, Unit 1085, Storrs, Connecticut 06269-1085, USA.

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Lexically guided perceptual learning, which helps resolve speech ambiguity, is not affected by listening strategy. This suggests that strong lexical context makes learning robust, regardless of whether listeners focus on perception or comprehension.

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Area of Science:

  • Psycholinguistics
  • Auditory Perception
  • Speech Processing

Background:

  • Listeners resolve speech ambiguity using lexical information, which can restructure speech sound categories.
  • Lexically guided perceptual learning may be reduced by perception-focused listening strategies compared to comprehension-focused ones.
  • Previous studies' findings on listening strategy effects are potentially confounded by word position manipulations.

Purpose of the Study:

  • To investigate whether task-based listening strategies influence lexically guided perceptual learning.
  • To determine if lexical context strength overrides strategy effects in perceptual learning.
  • To test the hypothesis that attenuated learning in prior studies reflected lexical recruitment strength, not strategy.

Main Methods:

  • Participants completed an exposure phase with ambiguous fricatives in lexical contexts, followed by a categorization test phase.
  • Listening strategy was manipulated through exposure task and explicit ambiguity acknowledgement.
  • An /ɑsi/-/ɑ∫i/ continuum was used for categorization at the test phase.

Main Results:

  • Listeners exposed to the ambiguity showed increased /∫/ responses at test compared to controls.
  • The magnitude of lexically guided perceptual learning did not significantly differ between listening strategy conditions.
  • This indicates that lexical context is a primary driver of perceptual learning.

Conclusions:

  • Lexically guided perceptual learning is robust to task-based changes in listening strategy when sufficient lexical context is provided.
  • The strength of lexical information appears to be a more critical factor than listening strategy in resolving speech ambiguity.
  • Findings challenge previous assumptions about the role of listening strategies in modulating perceptual learning in speech processing.