| Autor: |
Ullas S; Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, 6200 MD, Maastricht, The Netherlands. shruti.ullas@maastrichtuniversity.nl., Formisano E; Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, 6200 MD, Maastricht, The Netherlands., Eisner F; Donders Centre for Cognition, Radboud University Nijmegen, 6500 AH, Nijmegen, The Netherlands., Cutler A; MARCS Institute and ARC Centre of Excellence for the Dynamics of Language, Western Sydney University, Penrith, NSW, 2751, Australia. |
| Abstrakt: |
When listeners experience difficulty in understanding a speaker, lexical and audiovisual (or lipreading) information can be a helpful source of guidance. These two types of information embedded in speech can also guide perceptual adjustment, also known as recalibration or perceptual retuning. With retuning or recalibration, listeners can use these contextual cues to temporarily or permanently reconfigure internal representations of phoneme categories to adjust to and understand novel interlocutors more easily. These two types of perceptual learning, previously investigated in large part separately, are highly similar in allowing listeners to use speech-external information to make phoneme boundary adjustments. This study explored whether the two sources may work in conjunction to induce adaptation, thus emulating real life, in which listeners are indeed likely to encounter both types of cue together. Listeners who received combined audiovisual and lexical cues showed perceptual learning effects similar to listeners who only received audiovisual cues, while listeners who received only lexical cues showed weaker effects compared with the two other groups. The combination of cues did not lead to additive retuning or recalibration effects, suggesting that lexical and audiovisual cues operate differently with regard to how listeners use them for reshaping perceptual categories. Reaction times did not significantly differ across the three conditions, so none of the forms of adjustment were either aided or hindered by processing time differences. Mechanisms underlying these forms of perceptual learning may diverge in numerous ways despite similarities in experimental applications. |
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