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Implicit learning and individual differences in speech recognition: an exploratory study

Individual differences in speech recognition in challenging listening environments are pronounced. Studies suggest that implicit learning is one variable that may contribute to this variability. Here, we explored the unique contributions of three indices of implicit learning to individual difference...

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Autores principales: Khayr, Ranin, Karawani, Hanin, Banai, Karen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10513179/
https://www.ncbi.nlm.nih.gov/pubmed/37744578
http://dx.doi.org/10.3389/fpsyg.2023.1238823
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author Khayr, Ranin
Karawani, Hanin
Banai, Karen
author_facet Khayr, Ranin
Karawani, Hanin
Banai, Karen
author_sort Khayr, Ranin
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description Individual differences in speech recognition in challenging listening environments are pronounced. Studies suggest that implicit learning is one variable that may contribute to this variability. Here, we explored the unique contributions of three indices of implicit learning to individual differences in the recognition of challenging speech. To this end, we assessed three indices of implicit learning (perceptual, statistical, and incidental), three types of challenging speech (natural fast, vocoded, and speech in noise), and cognitive factors associated with speech recognition (vocabulary, working memory, and attention) in a group of 51 young adults. Speech recognition was modeled as a function of the cognitive factors and learning, and the unique contribution of each index of learning was statistically isolated. The three indices of learning were uncorrelated. Whereas all indices of learning had unique contributions to the recognition of natural-fast speech, only statistical learning had a unique contribution to the recognition of speech in noise and vocoded speech. These data suggest that although implicit learning may contribute to the recognition of challenging speech, the contribution may depend on the type of speech challenge and on the learning task.
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spelling pubmed-105131792023-09-22 Implicit learning and individual differences in speech recognition: an exploratory study Khayr, Ranin Karawani, Hanin Banai, Karen Front Psychol Psychology Individual differences in speech recognition in challenging listening environments are pronounced. Studies suggest that implicit learning is one variable that may contribute to this variability. Here, we explored the unique contributions of three indices of implicit learning to individual differences in the recognition of challenging speech. To this end, we assessed three indices of implicit learning (perceptual, statistical, and incidental), three types of challenging speech (natural fast, vocoded, and speech in noise), and cognitive factors associated with speech recognition (vocabulary, working memory, and attention) in a group of 51 young adults. Speech recognition was modeled as a function of the cognitive factors and learning, and the unique contribution of each index of learning was statistically isolated. The three indices of learning were uncorrelated. Whereas all indices of learning had unique contributions to the recognition of natural-fast speech, only statistical learning had a unique contribution to the recognition of speech in noise and vocoded speech. These data suggest that although implicit learning may contribute to the recognition of challenging speech, the contribution may depend on the type of speech challenge and on the learning task. Frontiers Media S.A. 2023-09-07 /pmc/articles/PMC10513179/ /pubmed/37744578 http://dx.doi.org/10.3389/fpsyg.2023.1238823 Text en Copyright © 2023 Khayr, Karawani and Banai. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Khayr, Ranin
Karawani, Hanin
Banai, Karen
Implicit learning and individual differences in speech recognition: an exploratory study
title Implicit learning and individual differences in speech recognition: an exploratory study
title_full Implicit learning and individual differences in speech recognition: an exploratory study
title_fullStr Implicit learning and individual differences in speech recognition: an exploratory study
title_full_unstemmed Implicit learning and individual differences in speech recognition: an exploratory study
title_short Implicit learning and individual differences in speech recognition: an exploratory study
title_sort implicit learning and individual differences in speech recognition: an exploratory study
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10513179/
https://www.ncbi.nlm.nih.gov/pubmed/37744578
http://dx.doi.org/10.3389/fpsyg.2023.1238823
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