Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

http://leadserv.u-bourgogne.fr/files/publications/000364-implicit-learning-and-statistical-learning-one-phenomenon-two-approaches.pdf

Implicit learning and statistical learning: one phenomenon, two approaches

Listening comprehension lies at the heart of language learning, but it is the least understood and least researched skill. This paper brings together recent research and developments in the field of second and foreign language (L2) listening. It begins with a brief discussion of the different cognitive and social factors that impact listening, followed by a summary of recent research into the development of perception skills and metacognitive knowledge. An integrated model for teaching learners how to listen is then elaborated. In addition, recent research on listening in multimedia environments, academic listening and listening assessment is presented. The paper concludes with a discussion of areas for further research, arguing that the process of listening needs more research attention with in-depth studies that probe deeper into the interaction of the processes and factors that influence successful L2 listening.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444807004338

Recent developments in second and foreign language listening comprehension research

The visual environment contains massive amounts of information involving the relations between objects in space and time, and recent studies of visual statistical learning (VSL) have suggested that this information can be automatically extracted by the visual system. The experiments reported in this article explore the automaticity of VSL in several ways, using both explicit familiarity and implicit response-time measures. The results demonstrate that (a) the input to VSL is gated by selective attention, (b) VSL is nevertheless an implicit process because it operates during a cover task and without awareness of the underlying statistical patterns, and (c) VSL constructs abstracted representations that are then invariant to changes in extraneous surface features. These results fuel the conclusion that VSL both is and is not automatic: It requires attention to select the relevant population of stimuli, but the resulting learning then occurs without intent or awareness.

/pdf/the-automaticity-of-visual-statistical-learning-2c70db5zox.pdf

The Automaticity of Visual Statistical Learning

Life with Two Languages: An Introduction to Bilingualism.@@@Language Spread: Studies in Diffusion and Social Change.

Language experience systematically constrains perception of speech contrasts that deviate phonologically and/or phonetically from those of the listener’s native language. These effects are most dramatic in adults, but begin to emerge in infancy and undergo further development through at least early childhood. The central question addressed here is: How do nonnative speech perception findings bear on phonological and phonetic aspects of second language (L2) perceptual learning? A frequent assumption has been that nonnative speech perception can also account for the relative difficulties that late learners have with specific L2 segments and contrasts. However, evaluation of this assumption must take into account the fact that models of nonnative speech perception such as the Perceptual Assimilation Model (PAM) have focused primarily on naïve listeners, whereas models of L2 speech acquisition such as the Speech Learning Model (SLM) have focused on experienced listeners. This chapter probes the assumption that L2 perceptual learning is determined by nonnative speech perception principles, by considering the commonalities and complementarities between inexperienced listeners and those learning an L2, as viewed from PAM and SLM. Among the issues examined are how language learning may affect perception of phonetic vs. phonological information, how monolingual vs. multiple language experience may impact perception, and what these may imply for attunement of speech perception to changes in the listener’s language environment. Commonalities and complementarities 3

Nonnative and second-language speech perception : commonalities and complementarities

Efficient word recognition depends on detecting critical phonetic differences among similar-sounding words, or sensitivity to phonological distinctiveness, an ability evident at 19 months of age but unreliable at 14 to 15 months of age. However, little is known about phonological constancy, the equally crucial ability to recognize a word's identity across natural phonetic variations, such as those in cross-dialect pronunciation differences. We show that 15- and 19-month-old children recognize familiar words spoken in their native dialect, but that only the older children recognize familiar words in a dissimilar nonnative dialect, providing evidence for emergence of phonological constancy by 19 months. These results are compatible with a perceptual-attunement account of developmental change in early word recognition, but not with statistical-learning or phonological accounts. Thus, the complementary skills of phonological constancy and distinctiveness both appear at around 19 months of age, together providing the child with a fundamental insight that permits rapid vocabulary growth and later reading acquisition.

Development of Phonological Constancy Toddlers' Perception of Native- and Jamaican-Accented Words

Past research has demonstrated that infants can rapidly extract syllable distribution information from an artificial language and use this knowledge to infer likely word boundaries in speech. However, artificial languages are extremely simplified with respect to natural language. In this study, we ask whether infants’ ability to track transitional probabilities between syllables in an artificial language can scale up to the challenge of natural language. We do so by testing both 5.5- and 8-month-olds’ ability to segment an artificial language containing four words of uniform length (all CVCV) or four words of varying length (two CVCV, two CVCVCV). The transitional probability cues to word boundaries were held equal across the two languages. Both age groups segmented the language containing words of uniform length, demonstrating that even 5.5-month-olds are extremely sensitive to the conditional probabilities in their environment. However, neither age group succeeded in segmenting the language containing words of varying length, despite the fact that the transitional probability cues defining word boundaries were equally strong in the two languages. We conclude that infants’ statistical learning abilities may not be as robust as earlier studies have suggested.

/pdf/testing-the-limits-of-statistical-learning-for-word-241fwhvqdc.pdf

Testing the limits of statistical learning for word segmentation.

Two artificial-language learning experiments directly compared English, French, and Dutch listeners’ use of suprasegmental cues for continuous-speech segmentation. In both experiments, listeners heard unbroken sequences of consonant-vowel syllables, composed of recurring three- and four-syllable “words.” These words were demarcated by (a) no cue other than transitional probabilities induced by their recurrence, (b) a consistent left-edge cue, or (c) a consistent right-edge cue. Experiment 1 examined a vowel lengthening cue. All three listener groups benefited from this cue in right-edge position; none benefited from it in left-edge position. Experiment 2 examined a pitch-movement cue. English listeners used this cue in left-edge position, French listeners used it in right-edge position, and Dutch listeners used it in both positions. These findings are interpreted as evidence of both language-universal and language-specific effects. Final lengthening is a language-universal effect expressing a more general (non-linguistic) mechanism. Pitch movement expresses prominence which has characteristically different placements across languages: typically at right edges in French, but at left edges in English and Dutch. Finally, stress realization in English versus Dutch encourages greater attention to suprasegmental variation by Dutch than by English listeners, allowing Dutch listeners to benefit from an informative pitch-movement cue even in an uncharacteristic position.

Cross-language differences in cue use for speech segmentation.

Research on language-specific tuning in speech perception has focused mainly on consonants, while that on non-native vowel perception has failed to address whether the same principles apply. Therefore, non-native vowel perception was investigated here in light of relevant theoretical models: the Perceptual Assimilation Model (PAM) and the Natural Referent Vowel (NRV) framework. American-English speakers completed discrimination and native language assimilation (categorization and goodness rating) tests on six nonnative vowel contrasts. Discrimination was consistent with PAM assimilation types, but asymmetries predicted by NRV were only observed for single-category assimilations, suggesting that perceptual assimilation might modulate the effects of vowel peripherality on non-native vowel perception. © 2014 S. Karger AG, Basel

/pdf/perceptual-assimilation-and-discrimination-of-non-native-2iqcq6gh84.pdf

Michael D. Tyler

Papers

Nonnative and second-language speech perception : commonalities and complementarities

Development of Phonological Constancy Toddlers' Perception of Native- and Jamaican-Accented Words

Testing the limits of statistical learning for word segmentation.

Cross-language differences in cue use for speech segmentation.

Perceptual assimilation and discrimination of non-native vowel contrasts