TY - JOUR
T1 - Implicit learning and individual differences in speech recognition
T2 - an exploratory study
AU - Khayr, Ranin
AU - Karawani, Hanin
AU - Banai, Karen
N1 - Publisher Copyright: Copyright © 2023 Khayr, Karawani and Banai.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - implicit learning
KW - incidental learning
KW - individual differences
KW - perceptual learning
KW - speech recognition
KW - statistical learning
UR - http://www.scopus.com/inward/record.url?scp=85171836959&partnerID=8YFLogxK
U2 - https://doi.org/10.3389/fpsyg.2023.1238823
DO - https://doi.org/10.3389/fpsyg.2023.1238823
M3 - Article
C2 - 37744578
SN - 1664-1078
VL - 14
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 1238823
ER -