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Cited by 303Phonetics and Phonology ResearchNeurobiology of Language and BilingualismEFL/ESL Teaching and Learning

Success and failure in teaching the [r]-[l] contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization in spoken language perception

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MCCANDLISS, B. D., FIEZ, J. A., PROTOPAPAS, A., CONWAY, M., MCCLELLAND, J. L.·2002·Cognitive, Affective, & Behavioral Neuroscience
DOI 10.3758/cabn.2.2.89
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Abstract

A Hebbian model of learning predicts that adults may be able to acquire a nonnative speech contrast if they are trained with stimuli that are exaggerated to make them perceptually distinct. To test these ideas, we asked Japanese adults to identify contrasting [r]-[l] stimuli (e.g., rock-lock) in two training conditions. In the adaptive condition, the [r]-[l] contrast was exaggerated at first and then adjusted to maintain accurate identification. In the fixed condition, a fixed pair of stimuli were used that were distinguishable by native English speakers but difficult for the Japanese learners to discriminate. To examine whether feedback contributes to learning, we ran separate groups with and without feedback in the fixed and the adaptive conditions. Without feedback, 3 days of adaptive training produced substantial improvements, but 3 days of fixed training produced no benefit relative to control, consistent with the Hebbian account. With feedback, both fixed and adaptive training led to robust improvements, and the benefit of training transferred to a second continuum (e.g., road-load). The results are consistent with Hebbian models that are augmented to be sensitive to feedback.

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  • The use of exaggerated stimuli and adaptive training leads to rapid learning, whereas difficult stimuli with no adaptive modification produce little or no benefit.

    “The use of such exaggerated stimuli and adaptive training leads to rapid learning, whereas the use of difficult stimuli with no adaptive modification produced little or no benefit ~McCandliss, Fiez, Protopapas, Conway, & McClelland, 2002;McClelland, 2001!+”

    From AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE (2005) · cites this paper as McCandliss, Fiez, Protopapas, Conway, & McClelland, 2002

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Authors
MCCANDLISS, B. D., FIEZ, J. A., PROTOPAPAS, A., CONWAY, M., & MCCLELLAND, J. L.
Affiliations
  • Center for the Neural Basis of Cognition (US)
  • University of Pittsburgh (US)
Corresponding author
MCCANDLISS, B. D.
ORCID
Venue
Cognitive, Affective, & Behavioral Neuroscience
Publisher
Springer Science and Business Media LLC
Published
2002-06-01
Volume
2
Issue
2
Pages
89-108
ISSN
  • 1530-7026 (ISSN-L)
  • 1531-135X
DOI
10.3758/cabn.2.2.89
OpenAlex
W2159222495
Cited by
303
References
7
Citations by year
2026: 1 · 2025: 4 · 2024: 7 · 2023: 3 · 2022: 41 · 2021: 6 · 2020: 15 · 2019: 23 · 2018: 8 · 2017: 10 · 2016: 6 · 2015: 15 · 2014: 12 · 2013: 14 · 2012: 13
FWCI
23.05
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Cognitive Affective & Behavioral Neuroscience (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Science Foundation (9720348)
  • James S. McDonnell Foundation
  • National Institute of Mental Health (MH-47566, P01MH047566)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
non-native speech perception, Hebbian learning, Japanese learners of English, perceptual training, feedback, transfer of learning
MeSH terms
Adult, Discrimination Learning, Feedback, Humans, Neuronal Plasticity, Phonetics, Psychological Theory, Random Allocation, Speech Discrimination Tests, Speech Perception, Teaching, Verbal Learning

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