TY - JOUR
T1 - The impact of feedback frequency on performance in a novel speech motor learning task
AU - Lowe, Mara Steinberg
AU - Buchwald, Adam
N1 - Funding Information:
The research and preparation of this article was supported by grants from the New York University–University Research Challenge Fund and National Institutes of Health Grant K01DC014298 to Adam Buchwald. The authors would like to thank Maria Grigos, Tara McAllister Byun, and Susannah Levi for their input on the study design and analyses; Kelly Karpus, Holly Jane Wilde Calhoun, Jonathon Boyd, and Sarah Kastner-Ziemann for help with data analysis; and Stacey Rimikis for help with statistical analyses.
Publisher Copyright:
© 2017 American Speech-Language-Hearing Association.
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85021202255&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85021202255&partnerID=8YFLogxK
U2 - 10.1044/2017_JSLHR-S-16-0207
DO - 10.1044/2017_JSLHR-S-16-0207
M3 - Article
C2 - 28655043
AN - SCOPUS:85021202255
SN - 1092-4388
VL - 60
SP - 1712
EP - 1725
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 6Special Issue
ER -