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      Enhanced plasticity in spoken language acquisition for child learners: Evidence from phonetic training studies in child and adult learners of English

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      Child Language Teaching and Therapy
      SAGE Publications

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          Learning a novel phonological contrast depends on interactions between individual differences and training paradigm design.

          Studies evaluating phonological contrast learning typically investigate either the predictiveness of specific pretraining aptitude measures or the efficacy of different instructional paradigms. However, little research considers how these factors interact--whether different students learn better from different types of instruction--and what the psychological basis for any interaction might be. The present study demonstrates that successfully learning a foreign-language phonological contrast for pitch depends on an interaction between individual differences in perceptual abilities and the design of the training paradigm. Training from stimuli with high acoustic-phonetic variability is generally thought to improve learning; however, we found high-variability training enhanced learning only for individuals with strong perceptual abilities. Learners with weaker perceptual abilities were actually impaired by high-variability training relative to a low-variability condition. A second experiment assessing variations on the high-variability training design determined that the property of this learning environment most detrimental to perceptually weak learners is the amount of trial-by-trial variability. Learners' perceptual limitations can thus override the benefits of high-variability training where trial-by-trial variability in other irrelevant acoustic-phonetic features obfuscates access to the target feature. These results demonstrate the importance of considering individual differences in pretraining aptitudes when evaluating the efficacy of any speech training paradigm. © 2011 Acoustical Society of America
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            Effects of discrimination training on the perception of /r-l/ by Japanese adults learning English.

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              BRIDGING THE GAP BETWEEN L2 SPEECH PERCEPTION RESEARCH AND PHONOLOGICAL THEORY

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                Author and article information

                Journal
                Child Language Teaching and Therapy
                Child Language Teaching and Therapy
                SAGE Publications
                0265-6590
                1477-0865
                June 19 2013
                May 02 2013
                : 29
                : 2
                : 201-218
                Article
                10.1177/0265659012467473
                75ce834b-5232-49fc-ab7b-3adc8b7e6045
                © 2013
                History

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