Individual differences in learning talker categories: The role of working memory

Research output: Contribution to journalArticlepeer-review

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 languageEnglish (US)
Pages (from-to)201-226
Number of pages26
JournalPhonetica
Volume71
Issue number3
DOIs
StatePublished - Apr 24 2014

ASJC Scopus subject areas

  • Language and Linguistics
  • Acoustics and Ultrasonics
  • Linguistics and Language

Fingerprint Dive into the research topics of 'Individual differences in learning talker categories: The role of working memory'. Together they form a unique fingerprint.

Cite this