The impact of feedback frequency on performance in a novel speech motor learning task

Mara Steinberg Lowe, Adam Buchwald

Research output: Contribution to journalArticlepeer-review


Purpose: This study investigated whether whole nonword accuracy, phoneme accuracy, and acoustic duration measures were influenced by the amount of feedback speakers without impairment received during a novel speech motor learning task. Method: Thirty-two native English speakers completed a nonword production task across 3 time points: practice, short-term retention, and long-term retention. During practice, participants received knowledge of results feedback according to a randomly assigned schedule (100%, 50%, 20%, or 0%). Changes in nonword accuracy, phoneme accuracy, nonword duration, and initial-cluster duration were compared among feedback groups, sessions, and stimulus properties. Results: All participants improved phoneme and whole nonword accuracy at short-term and long-term retention time points. Participants also refined productions of nonwords, as indicated by a decrease in nonword duration across sessions. The 50% group exhibited the largest reduction in duration between practice and long-term retention for nonwords with native and nonnative clusters. Conclusions: All speakers, regardless of feedback schedule, learned new speech motor behaviors quickly with a high degree of accuracy and refined their speech motor skills for perceptually accurate productions. Acoustic measurements may capture more subtle, subperceptual changes that may occur during speech motor learning.

Original languageEnglish (US)
Pages (from-to)1712-1725
Number of pages14
JournalJournal of Speech, Language, and Hearing Research
Issue number6Special Issue
StatePublished - 2017

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing


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