Reading ability influences native and non-native voice recognition, even for unimpaired readers

被引：16

作者：

Kadam, Minal A. ^{[1
]}

Orena, Adriel John ^{[2
]}

Theodore, Rachel M. ^{[1
,3
]}

Polka, Linda ^{[2
]}

机构：

[1] Univ Connecticut, Dept Speech Language & Hearing Sci, 850 Bolton Rd, Storrs, CT 06269 USA

[2] McGill Univ, Sch Commun Sci & Disorders, McGill Coll 2001, 8th Floor, Montreal, PQ H3A 1G1, Canada

[3] Univ Connecticut, Connecticut Inst Brain & Cognit Sci, 337 Mansfield Rd, Storrs, CT 06269 USA

来源：

JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA | 2016年 / 139卷 / 01期

关键词：

TALKER IDENTIFICATION; LANGUAGE-FAMILIARITY; SPEECH-PERCEPTION; COMPREHENSION; DYSLEXIA; CHILDREN;

D O I：

10.1121/1.4937488

中图分类号：

O42 [声学];

学科分类号：

070206 ; 082403 ;

摘要：

Research suggests that phonological ability exerts a gradient influence on talker identification, including evidence that adults and children with reading disability show impaired talker recognition for native and non-native languages. The present study examined whether this relationship is also observed among unimpaired readers. Learning rate and generalization of learning in a talker identification task were examined in average and advanced readers who were tested in both native and non-native language conditions. The results indicate that even among unimpaired readers, phonological competence as captured by reading ability exerts a gradient influence on perceptual learning for talkers' voices. (C) 2016 Acoustical Society of America

引用

页码：EL6 / EL12

页数：7