{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/78458"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/78458","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Implicit learning of phonotactics: an example of pure associative learning?","abstract":"In order to study the processes of implicit learning in speech production, research participants were exposed to sequences of nonsense syllables which obeyed artificial phonotactic constraints. For example, /f/ showed up only at the beginning of syllables for some participants (whereas in English, it appears both at the beginning and end of syllables). Participants spoke sequences of these nonsense syllables quickly in time with a metronome. Learning was measured by investigating the patterns of phonological speech errors they produced. Learning occurred very rapidly in the first block; participants' slips involving the experimentally-constrained phonemes nearly always obeyed the experimental position constraints (i.e. if the participant said an /f/ in error, it nearly always showed up at the beginning of a syllable). One third of the way through the experiment, the constraints were reversed, so that for example, /f/ now only showed at the end of syllables. Participants were much slower to learn the reversed constraint, consistent with a pattern of unlearning the initial constraint. Two-thirds of the way through the experiment, the constraint was reversed again, to the original rule (e.g. /f/ is an onset only). Results for the second reversal were mixed, with some subjects learning the reversed rule and others failing to learn it. Results appeared to be most consistent overall with a purely associative account of phonotactic learning; learning the reversed rule appeared to require unlearning the initial rule, and re-learning the initial rule appeared to require unlearning the reversed rule. This is contrasted with the reversal shift effect observed in discrimination learning tasks, in which repeated reversals of a rule lead to increasingly rapid learning. Overall, the results are consistent with a view of the speech production system as continually adapting to the changing distribution of sound patterns produced. The results are compared to a computer simulation of the task using an artificial neural network model.","abstract_html":"In order to study the processes of implicit learning in speech production, research participants were exposed to sequences of nonsense syllables which obeyed artificial phonotactic constraints. For example, /f/ showed up only at the beginning of syllables for some participants (whereas in English, it appears both at the beginning and end of syllables). Participants spoke sequences of these nonsense syllables quickly in time with a metronome. Learning was measured by investigating the patterns of phonological speech errors they produced. Learning occurred very rapidly in the first block; participants' slips involving the experimentally-constrained phonemes nearly always obeyed the experimental position constraints (i.e. if the participant said an /f/ in error, it nearly always showed up at the beginning of a syllable). One third of the way through the experiment, the constraints were reversed, so that for example, /f/ now only showed at the end of syllables. Participants were much slower to learn the reversed constraint, consistent with a pattern of unlearning the initial constraint. Two-thirds of the way through the experiment, the constraint was reversed again, to the original rule (e.g. /f/ is an onset only). Results for the second reversal were mixed, with some subjects learning the reversed rule and others failing to learn it. Results appeared to be most consistent overall with a purely associative account of phonotactic learning; learning the reversed rule appeared to require unlearning the initial rule, and re-learning the initial rule appeared to require unlearning the reversed rule. This is contrasted with the reversal shift effect observed in discrimination learning tasks, in which repeated reversals of a rule lead to increasingly rapid learning. Overall, the results are consistent with a view of the speech production system as continually adapting to the changing distribution of sound patterns produced. The results are compared to a computer simulation of the task using an artificial neural network model.","abstract_has_math":false,"creators":["Anderson, Nathaniel David"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-22T22:17:23Z","date_published":"2015-07-22T22:17:23Z","updated_at":"2026-07-22T22:26:11Z","subjects":["phonotactics","associative learning","implicit learning","speech production","speech errors","phonology"],"languages":["en"],"rights":["Copyright 2015 Nathaniel D. Anderson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/78458","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Anderson, Nathaniel David"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-07-22T22:17:23Z","2015-05","2015-04-22","2015-5"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["phonotactics","associative learning","implicit learning","speech production","speech errors","phonology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Nathaniel D. Anderson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/78458"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In order to study the processes of implicit learning in speech production, research participants were exposed to sequences of nonsense syllables which obeyed artificial phonotactic constraints. For example, /f/ showed up only at the beginning of syllables for some participants (whereas in English, it appears both at the beginning and end of syllables). Participants spoke sequences of these nonsense syllables quickly in time with a metronome. Learning was measured by investigating the patterns of phonological speech errors they produced. Learning occurred very rapidly in the first block; participants' slips involving the experimentally-constrained phonemes nearly always obeyed the experimental position constraints (i.e. if the participant said an /f/ in error, it nearly always showed up at the beginning of a syllable). One third of the way through the experiment, the constraints were reversed, so that for example, /f/ now only showed at the end of syllables. Participants were much slower to learn the reversed constraint, consistent with a pattern of unlearning the initial constraint. Two-thirds of the way through the experiment, the constraint was reversed again, to the original rule (e.g. /f/ is an onset only). Results for the second reversal were mixed, with some subjects learning the reversed rule and others failing to learn it. Results appeared to be most consistent overall with a purely associative account of phonotactic learning; learning the reversed rule appeared to require unlearning the initial rule, and re-learning the initial rule appeared to require unlearning the reversed rule. This is contrasted with the reversal shift effect observed in discrimination learning tasks, in which repeated reversals of a rule lead to increasingly rapid learning. Overall, the results are consistent with a view of the speech production system as continually adapting to the changing distribution of sound patterns produced. The results are compared to a computer simulation of the task using an artificial neural network model.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Nathaniel Anderson, accepted the attached license on 2015-04-22 at 14:43.","The student, Nathaniel Anderson, submitted this Thesis for approval on 2015-04-22 at 14:44.","This Thesis was approved for publication on 2015-04-22 at 15:45.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8029 on 2015-07-22 at 10:33:15","Made available in DSpace on 2015-07-22T22:17:23Z (GMT). No. of bitstreams: 3 ANDERSON-THESIS-2015.pdf: 684417 bytes, checksum: 22fc95e2c1b0fc80f68bf81aa8853b7e (MD5) Nate Anderson thesis formatted.docx: 371076 bytes, checksum: 6440dd16f9ec18f5b1f3279f80d109e5 (MD5) LICENSE.txt: 4215 bytes, checksum: f120633941c216230cc906c1e1db25a9 (MD5) Previous issue date: 2015-04-22"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Implicit learning of phonotactics: an example of pure associative learning?"]}]}],"canonical_facts":{"dc:creator":["Anderson, Nathaniel David"],"dc:date":["2015-07-22T22:17:23Z","2015-05","2015-04-22","2015-5"],"dc:description":["In order to study the processes of implicit learning in speech production, research participants were exposed to sequences of nonsense syllables which obeyed artificial phonotactic constraints. For example, /f/ showed up only at the beginning of syllables for some participants (whereas in English, it appears both at the beginning and end of syllables). Participants spoke sequences of these nonsense syllables quickly in time with a metronome. Learning was measured by investigating the patterns of phonological speech errors they produced. Learning occurred very rapidly in the first block; participants' slips involving the experimentally-constrained phonemes nearly always obeyed the experimental position constraints (i.e. if the participant said an /f/ in error, it nearly always showed up at the beginning of a syllable). One third of the way through the experiment, the constraints were reversed, so that for example, /f/ now only showed at the end of syllables. Participants were much slower to learn the reversed constraint, consistent with a pattern of unlearning the initial constraint. Two-thirds of the way through the experiment, the constraint was reversed again, to the original rule (e.g. /f/ is an onset only). Results for the second reversal were mixed, with some subjects learning the reversed rule and others failing to learn it. Results appeared to be most consistent overall with a purely associative account of phonotactic learning; learning the reversed rule appeared to require unlearning the initial rule, and re-learning the initial rule appeared to require unlearning the reversed rule. This is contrasted with the reversal shift effect observed in discrimination learning tasks, in which repeated reversals of a rule lead to increasingly rapid learning. Overall, the results are consistent with a view of the speech production system as continually adapting to the changing distribution of sound patterns produced. The results are compared to a computer simulation of the task using an artificial neural network model.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Nathaniel Anderson, accepted the attached license on 2015-04-22 at 14:43.","The student, Nathaniel Anderson, submitted this Thesis for approval on 2015-04-22 at 14:44.","This Thesis was approved for publication on 2015-04-22 at 15:45.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8029 on 2015-07-22 at 10:33:15","Made available in DSpace on 2015-07-22T22:17:23Z (GMT). No. of bitstreams: 3 ANDERSON-THESIS-2015.pdf: 684417 bytes, checksum: 22fc95e2c1b0fc80f68bf81aa8853b7e (MD5) Nate Anderson thesis formatted.docx: 371076 bytes, checksum: 6440dd16f9ec18f5b1f3279f80d109e5 (MD5) LICENSE.txt: 4215 bytes, checksum: f120633941c216230cc906c1e1db25a9 (MD5) Previous issue date: 2015-04-22"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/78458"],"dc:language":["en"],"dc:rights":["Copyright 2015 Nathaniel D. Anderson"],"dc:subject":["phonotactics","associative learning","implicit learning","speech production","speech errors","phonology"],"dc:title":["Implicit learning of phonotactics: an example of pure associative learning?"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:11Z"}