Second-language phoneme learning positively relates to voice recognition abilities in the native language: Evidence from behavior and brain potentials
Previous studies suggest a relationship between second-language learning and voice recognition processes, but the nature of such relation remains poorly understood. The present study investigates whether phoneme learning relates to voice recognition. A group of bilinguals that varied in their discri...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:20.500.12328/3444 |
| Acceso en línea: | http://hdl.handle.net/20.500.12328/3444 https://dx.doi.org/10.3389/fpsyg.2022.1008963 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprenentatge de fonemes Reconeixement de veu Segona llengua Potencials relacionats amb esdeveniments Variabilitat individual Aprendizaje de fonemas Reconocimiento de voz Segundo idioma Potenciales relacionados con eventos Variabilidad individual Phoneme learning Voice recognition Second-language Event-related potentials Individual variability 1 159.9 |
| Sumario: | Previous studies suggest a relationship between second-language learning and voice recognition processes, but the nature of such relation remains poorly understood. The present study investigates whether phoneme learning relates to voice recognition. A group of bilinguals that varied in their discrimination of a second-language phoneme contrast participated in this study. We assessed participants’ voice recognition skills in their native language at the behavioral and brain electrophysiological levels during a voice-avatar learning paradigm. Second-language phoneme discrimination positively correlated with behavioral and brain measures of voice recognition. At the electrophysiological level, correlations were present at two time windows and are interpreted within the dual-process model of recognition memory. The results are relevant to understanding the processes involved in language learning as they show a common variability for second-language phoneme and voice recognition processes. |
|---|