Rapid but specific perceptual learning partially explains individual differences in the recognition of challenging speech

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Abstract

Perceptual learning for speech, defined as long-lasting changes in speech recognition following exposure or practice occurs under many challenging listening conditions. However, this learning is also highly specific to the conditions in which it occurred, such that its function in adult speech recognition is not clear. We used a time-compressed speech task to assess learning following either brief exposure (rapid learning) or additional training (training-induced learning). Both types of learning were robust and long-lasting. Individual differences in rapid learning explained unique variance in recognizing natural-fast speech and speech-in-noise with no additional contribution for training-induced learning (Experiment 1). Rapid learning was stimulus specific (Experiment 2), as in previous studies on training-induced learning. We suggest that rapid learning is key for understanding the role of perceptual learning in online speech recognition whereas longer training could provide additional opportunities to consolidate and stabilize learning.

Original languageEnglish
Article number10011
JournalScientific Reports
Volume12
Issue number1
DOIs
StatePublished - Dec 2022

Bibliographical note

Funding Information:
This work was funded by the Israel Science Foundation Grant 206/18 and by a National Institute of Psychobiology in Israel Grant 108/2014-2015.

Publisher Copyright:
© 2022, The Author(s).

ASJC Scopus subject areas

  • General

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