Abstract
The current study explores the question of how an auditory category is learned by having school-age listeners learn to categorize speech not in terms of linguistic categories, but instead in terms of talker categories (i.e., who is talking). Findings from visual-category learning indicate that working memory skills affect learning, but the literature is equivocal: sometimes better working memory is advantageous, and sometimes not. The current study examined the role of different components of working memory to test which component skills benefit, and which hinder, learning talker categories. Results revealed that the short-term storage component positively predicted learning, but that the Central Executive and Episodic Buffer negatively predicted learning. As with visual categories, better working memory is not always an advantage.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 201-226 |
| Number of pages | 26 |
| Journal | Phonetica |
| Volume | 71 |
| Issue number | 3 |
| DOIs | |
| State | Published - Apr 24 2014 |
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ASJC Scopus subject areas
- Language and Linguistics
- Acoustics and Ultrasonics
- Linguistics and Language
Cite this
Individual differences in learning talker categories : The role of working memory. / Levi, Susannah.
In: Phonetica, Vol. 71, No. 3, 24.04.2014, p. 201-226.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Individual differences in learning talker categories
T2 - The role of working memory
AU - Levi, Susannah
PY - 2014/4/24
Y1 - 2014/4/24
N2 - The current study explores the question of how an auditory category is learned by having school-age listeners learn to categorize speech not in terms of linguistic categories, but instead in terms of talker categories (i.e., who is talking). Findings from visual-category learning indicate that working memory skills affect learning, but the literature is equivocal: sometimes better working memory is advantageous, and sometimes not. The current study examined the role of different components of working memory to test which component skills benefit, and which hinder, learning talker categories. Results revealed that the short-term storage component positively predicted learning, but that the Central Executive and Episodic Buffer negatively predicted learning. As with visual categories, better working memory is not always an advantage.
AB - The current study explores the question of how an auditory category is learned by having school-age listeners learn to categorize speech not in terms of linguistic categories, but instead in terms of talker categories (i.e., who is talking). Findings from visual-category learning indicate that working memory skills affect learning, but the literature is equivocal: sometimes better working memory is advantageous, and sometimes not. The current study examined the role of different components of working memory to test which component skills benefit, and which hinder, learning talker categories. Results revealed that the short-term storage component positively predicted learning, but that the Central Executive and Episodic Buffer negatively predicted learning. As with visual categories, better working memory is not always an advantage.
UR - http://www.scopus.com/inward/record.url?scp=84928598947&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84928598947&partnerID=8YFLogxK
U2 - 10.1159/000370160
DO - 10.1159/000370160
M3 - Article
C2 - 25721393
AN - SCOPUS:84928598947
VL - 71
SP - 201
EP - 226
JO - Phonetica
JF - Phonetica
SN - 0031-8388
IS - 3
ER -