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Cogent Psychology Volume 5, 2018 - Issue 1
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Research Article

What memory representation is acquired during nonword speech production learning? The influence of stimulus features and training modality on nonword encoding

Kimberly M. MeighDepartment of Communication Sciences and Disorders, West Virginia University, Morgantown, WV, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-7852-8209View further author information
ORCID Icon,
Susan ShaimanDepartment of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, PA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-2452-2095View further author information
ORCID Icon,
Connie A. TompkinsDepartment of Communication Science and Disorders, University of Pittsburgh, Pittsburgh, PA, USA;Center for the Neural Basis of Cognition, Carnegie Mellon University and University of Pittsburgh, Pittsburgh, PA, USACorrespondence[email protected]
View further author information
,
Katherine Verdolini AbbottDepartment of Communication Sciences and Disorders, University of Delaware, Newark, DE, USACorrespondence[email protected]
View further author information
&
Timothy Nokes-MalachDepartment of Psychology, University of Pittsburgh, Pittsburgh, PA, USA;Learning Research & Development Center, University of Pittsburgh, PA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9707-1726View further author information
ORCID Icon |
Peter WallaUniversity of Newcastle, AustraliaView further author information
(Reviewing editor)
Article: 1493714 | Received 03 Dec 2017, Accepted 23 Jun 2018, Published online: 12 Jul 2018

Figures & data

Figure 1. Information processing model for speech.

Figure 1. Information processing model for speech.

Figure 2. Visual feedback on syllable stress production provided by stimulate.

Figure 2. Visual feedback on syllable stress production provided by stimulate.

Table 1. Untrained stimuli and similarity characteristics

Figure 3. Reaction time across stimuli type following production training.

Figure 3. Reaction time across stimuli type following production training.

Table 2. Transfer Set 2 item analysis

Figure 4. Reaction time across stimuli type following perceptual training.

Figure 4. Reaction time across stimuli type following perceptual training.

Table 3. Potential exposure effect across transfer set and type of training

Table A1. Trained experimental and filler stimuli.

Table A2. Untrained transfer sets 1–3 stimuli.

Table B1. Item analysis for transfer Set 2 stimuli and associated median reaction times following production training.

Table B2. Item analysis for transfer set 1 and 2 and associated median reaction times following production training.

Table B3. Transfer Set 1 stimuli and associated median reaction times following listening training.

Table B4. Transfer Set 2 stimuli and associated median reaction times following listening training.

Table B5. Transfer set 3 stimuli and associated median reaction times following listening training.

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