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/content/asa/journal/jasa/139/1/10.1121/1.4937488
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/content/asa/journal/jasa/139/1/10.1121/1.4937488
2016-01-15
2016-09-28

Abstract

Research suggests that phonological ability exerts a gradient influence on talker identification, including evidence that adults and children with reading disability show impaired talker recognition for native and non-native languages. The present study examined whether this relationship is also observed among unimpaired readers. Learning rate and generalization of learning in a talker identification task were examined in average and advanced readers who were tested in both native and non-native language conditions. The results indicate that even among unimpaired readers, phonological competence as captured by reading ability exerts a gradient influence on perceptual learning for talkers' voices.

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