Speech Category Learning: Models, Methods and Researches

XING Qiang; LIU Kai

doi:10.16382/j.cnki.1000-5560.2017.04.012

Volume 35 Issue 4

Jul. 2017

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XING Qiang, LIU Kai. Speech Category Learning: Models, Methods and Researches[J]. Journal of East China Normal University (Educational Sciences), 2017, 35(4): 115-121, 138, 139. doi: 10.16382/j.cnki.1000-5560.2017.04.012

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XING Qiang, LIU Kai. Speech Category Learning: Models, Methods and Researches[J]. Journal of East China Normal University (Educational Sciences), 2017, 35(4): 115-121, 138, 139. doi: 10.16382/j.cnki.1000-5560.2017.04.012

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Speech Category Learning: Models, Methods and Researches

doi: 10.16382/j.cnki.1000-5560.2017.04.012

XING Qiang,
LIU Kai

School of Education, Guangzhou University, Guangzhou 510006, China

Publish Date: 2017-07-20

Abstract

Abstract

Speech category learning is one of the most important cognitive mechanisms in human beings. At present, the main theoretical model of speech category learning is the dual system model, which includes explicit hypothesis testing reflective system and implicit procedure based reflexive system. Researches in speech category learning mainly aim at the artificial auditory stimuli and natural Mandarin Chinese. They should dissociate the reflective system and reflexive system to verify the existence of dual system model. In the current study, delayed feedback and immediate feedback, full feedback and minimal feedback, blocked talkers and mixed talkers are all used to explore the characteristic of reflective system, so do reflexive system. Despite the achievements in speech category learning, it is important to note that the research findings in perceptual category learning should be initroduced in speech category learning carefully in the future research. The cognitive mechanism and learning ability of the elderly, children, bilinguals can also be further studied.
- category learning,
- speech,
- dual system model

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References(23)

References

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