Clopper, C. G., & Pisoni, D. B. (2004). Effect of talker variability on perceptual learning of dialects. Language and Speech, 47(3), 207–239.
Presentation: Chris
Summary: Angela
This study aimed to examine the effect of talker variation on listeners’ ability to discriminate between talkers from different dialectal regions. It was predicted that the more talkers one heard for each dialectal group, the more readily one could discern the dialects. Therefore, in this study, listeners were divided into two groups. The first group listened to only one talker of each six American English dialects observed during training while the other listened to three talkers from each area. The listeners had to distinguish between the dialects they heard during two stages of training, one stage of testing, and one stage of generalization. It was found that as the task gets harder by the introduction of unfamiliar talkers or novel sentences or both, listeners who belonged to the group that listened to three talkers finally made a cross-over improvement during the generalization stage, which was the hardest task of all. In other words, they did better in the generalization task compared with the group of listeners who only listened to one talker during training. This showed that listeners can encode the acoustic-phonetic signals that carry dialectal information and can take advantages from talker variability during their perception of language.
Presentation: Chris
Summary: Angela
This study aimed to examine the effect of talker variation on listeners’ ability to discriminate between talkers from different dialectal regions. It was predicted that the more talkers one heard for each dialectal group, the more readily one could discern the dialects. Therefore, in this study, listeners were divided into two groups. The first group listened to only one talker of each six American English dialects observed during training while the other listened to three talkers from each area. The listeners had to distinguish between the dialects they heard during two stages of training, one stage of testing, and one stage of generalization. It was found that as the task gets harder by the introduction of unfamiliar talkers or novel sentences or both, listeners who belonged to the group that listened to three talkers finally made a cross-over improvement during the generalization stage, which was the hardest task of all. In other words, they did better in the generalization task compared with the group of listeners who only listened to one talker during training. This showed that listeners can encode the acoustic-phonetic signals that carry dialectal information and can take advantages from talker variability during their perception of language.
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