Cognitive factors in nonnative phonetic learning: Impacts of inhibitory control and working memory on the benefits and costs of talker variability

Abstract

Talker variability has been reported to facilitate generalization and retention of speech learning, but is also shown to place demands on cognitive resources. Our recent study provided evidence that phonetically-irrelevant acoustic variability in single-talker (ST) speech is sufficient to induce equivalent amounts of learning to the use of multiple-talker (MT) training. This study is a follow-up contrasting MT versus ST training with varying degrees of temporal exaggeration to examine how cognitive measures of individual learners may influence the role of input variability in immediate learning and long-term retention. Native Chinese-speaking adults were trained on the English /i/-/ɪ/ contrast. We assessed the trainees’ working memory and inhibition control before training. The two trained groups showed comparable long-term retention of training effects in terms of word identification performance and more native-like cue weighting in both perception and production regardless of talker variability condition. The results demonstrate the role of phonetically-irrelevant variability in robust speech learning and modulatory functions of nonlinguistic domain-general inhibitory control and working memory, highlighting the necessity to consider the interaction between input characteristics, task difficulty, and individual differences in cognitive abilities in assessing learning outcomes.