TALKER VARIABILITY AND WORD LEARNING IN NATIVE AND NON-NATIVE ENGLISH SPEAKERS
PublisherThe University of Arizona.
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AbstractResearch has shown that presenting stimuli in high variability conditions can lead to an increase in word learning and association in children, and it is hypothesized that the same can occur in adults. This experiment aimed to investigate if talker variability can assist in the spelling of academic vocabulary in both native and non-native English speakers. College aged students were trained using a computer generated program to assess spelling and recognition of vocabulary words for which they had previously been unable to provide a correct or plausible orthographic production. From the limited number of participants run, a variable pattern in the improvement of spelling in the different conditions was shown, as some subjects improved on words in the high condition, while others did better in the low. Overall, participants did display an average 30% improvement in just five minutes of training. More subjects will be needed to determine if high variability phonological input can lead to improved spelling of academic vocabulary. Specifically more non-native English speakers will be needed to make conclusions about potential differences in auditory mapping.
Degree ProgramHonors College
Speech, Language and Hearing Sciences