The role of feedback in perceptual learning of synthetic speech

2001 ◽  
Author(s):  
Howard Nusbaum ◽  
Kimberly Fenn
Keyword(s):  
Perceptual Learning ◽  
Synthetic Speech

The Role of Early Perceptual Learning in Reading

2000 ◽  
Author(s):  
Tatjana A. Nazir ◽  
Avital Deutsch ◽  
Jonathan Grainger ◽  
Ram Frost
Keyword(s):  
Perceptual Learning

scholarly journals Shaping perceptual learning of synthetic speech through feedback

2020 ◽  
Vol 27 (5) ◽  
pp. 1043-1051
Author(s):  
Matthew I. Lehet ◽  
Kimberly M. Fenn ◽  
Howard C. Nusbaum
Keyword(s):  
Perceptual Learning ◽  
Synthetic Speech

scholarly journals The role of attentional abilities in lexically guided perceptual learning by older listeners

2014 ◽  
Vol 77 (2) ◽  
pp. 493-507 ◽  
Author(s):  
Odette Scharenborg ◽  
Andrea Weber ◽  
Esther Janse
Keyword(s):  
Perceptual Learning

Role of Tactual-Kinesthetic Feedback in Transfer of Perceptual Learning for Rats with Pigmented Irises

1970 ◽  
Vol 30 (3) ◽  
pp. 916-918 ◽  
Author(s):  
Thomas L. Bennett ◽  
Edward J. Rickert ◽  
Louis E. McAllister
Keyword(s):  
Perceptual Learning ◽  
Early Experience ◽  
Kinesthetic Feedback

Hooded rats were pre-exposed to circles and triangles in an otherwise visually sparse environment where opportunity to manipulate the forms was varied for the early experience groups. Although early experience with these stimuli enhanced their later discriminability over that shown by control animals who received no early experience, opportunity to manipulate the forms produced no additional gain in perceptual learning relative to Ss not allowed to manipulate the pre-exposed shapes. The findings restrict the generality of the tactual-kinesthetic feedback hypothesis.

The role of stimulus comparison in animal perceptual learning: Effects of a distractor placement

2018 ◽  
Vol 71 (12) ◽  
pp. 2488-2496 ◽  
Author(s):  
Sergio A Recio ◽  
Adela F Iliescu ◽  
Isabel de Brugada
Keyword(s):  
Perceptual Learning ◽  
Learning Process ◽  
Time Lapse ◽  
Animal Research ◽  
Learning Effects ◽  
Stimulus Comparison ◽  
Human Research ◽  
Short Time ◽  
Effect Experiment

Research on perceptual learning shows that the way stimuli are presented leads to different outcomes. The intermixed/blocked (I/B) effect is one of these outcomes, and different mechanisms have been proposed to explain it. In human research, it seems that comparison between stimuli is important, and the placement of a distractor between the pre-exposed stimuli interferes with the effect. Results from animal research are usually interpreted in different terms because the type of procedure normally used in animal perceptual learning does not favour comparison. In our experiments, we explore the possibility that a distractor placed between the to-be-discriminated stimuli may interfere with the perceptual learning process in rats. In Experiment 1, two flavoured solutions are presented in an I/B fashion, with a short time lapse between them to favour comparison, showing the typical I/B effect. In Experiment 2, we introduced a distractor in between the solutions, abolishing this effect. Experiment 3 further replicates this by comparing two intermixed groups with or without distractor. The results replicate the findings from human research, suggesting that comparison also plays an important role in animal perceptual learning.

The Role of Temporal Parameters in Recall of Synthetic Speech

1987 ◽  
Vol 31 (9) ◽  
pp. 966-968
Author(s):  
Thomas J. Ayres
Keyword(s):  
Serial Recall ◽  
Memory Trace ◽  
Memory Span ◽  
Synthetic Speech ◽  
Production Mechanism ◽  
Active Process ◽  
Immediate Serial Recall ◽  
Temporal Parameters ◽  
Limited Duration

The limited-duration articulatory store which has been proposed as the basis of the memory span could involve either a playback or a production mechanism. In order to compare these, immediate serial recall was studied with auditorily-presented lists of digits with durations of 120–300 msec and pauses of 60–240 msec. Memory span declined for decreasing item duration, an effect largely attributable to loss of intelligibility. The results suggest that memory span depends on an active process rather than on passive playback of the memory trace.

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