Publications

Abstract

Listening to speech is difficult in noisy environments, and is even harder when the interfering noise consists of intelligible speech as compared to unintelligible sounds. This suggests that the competing linguistic information interferes with the neural processing of target speech. Interference could either arise from a degradation of the neural representation of the target speech, or from increased representation of distracting speech that enters in competition with the target speech. We tested these alternative hypotheses using magnetoencephalography (MEG) while participants listened to a target clear speech in the presence of distracting noise-vocoded speech. Crucially, the distractors were initially unintelligible but became more intelligible after a short training session. Results showed that the comprehension of the target speech was poorer after training than before training. The neural tracking of target speech in the delta range (1–4 Hz) reduced in strength in the presence of a more intelligible distractor. In contrast, the neural tracking of distracting signals was not significantly modulated by intelligibility. These results suggest that the presence of distracting speech signals degrades the linguistic representation of target speech carried by delta oscillations.

Abstract

Humans differ greatly in their ability to use language. Contemporary psycholinguistic theories assume that individual differences in language skills arise from variability in linguistic experience and in general cognitive skills. While much previous research has tested the involvement of select verbal and non-verbal variables in select domains of linguistic processing, comprehensive characterizations of the relationships among the skills underlying language use are rare. We contribute to such a research program by re-analyzing a publicly available set of data from 112 young adults tested on 35 behavioral tests. The tests assessed nine key constructs reflecting linguistic processing skills, linguistic experience and general cognitive skills. Correlation and hierarchical clustering analyses of the test scores showed that most of the tests assumed to measure the same construct correlated moderately to strongly and largely clustered together. Furthermore, the results suggest important roles of processing speed in comprehension, and of linguistic experience in production.

Abstract

Background

While it is well established that second language (L2) learning success changes with age and across individuals, the underlying neural mechanisms responsible for this developmental shift and these individual differences are largely unknown. We will study the behavioral and neural factors that subserve new grammar and word learning in a large cross-sectional developmental sample. This study falls under the NWO (Nederlandse Organisatie voor Wetenschappelijk Onderzoek [Dutch Research Council]) Language in Interaction consortium (website: https://www.languageininteraction.nl/).
Methods

We will sample 360 healthy individuals across a broad age range between 8 and 25 years. In this paper, we describe the study design and protocol, which involves multiple study visits covering a comprehensive behavioral battery and extensive magnetic resonance imaging (MRI) protocols. On the basis of these measures, we will create behavioral and neural fingerprints that capture age-based and individual variability in new language learning. The behavioral fingerprint will be based on first and second language proficiency, memory systems, and executive functioning. We will map the neural fingerprint for each participant using the following MRI modalities: T1‐weighted, diffusion-weighted, resting-state functional MRI, and multiple functional-MRI paradigms. With respect to the functional MRI measures, half of the sample will learn grammatical features and half will learn words of a new language. Combining all individual fingerprints allows us to explore the neural maturation effects on grammar and word learning.
Discussion

This will be one of the largest neuroimaging studies to date that investigates the developmental shift in L2 learning covering preadolescence to adulthood. Our comprehensive approach of combining behavioral and neuroimaging data will contribute to the understanding of the mechanisms influencing this developmental shift and individual differences in new language learning. We aim to answer: (I) do these fingerprints differ according to age and can these explain the age-related differences observed in new language learning? And (II) which aspects of the behavioral and neural fingerprints explain individual differences (across and within ages) in grammar and word learning? The results of this study provide a unique opportunity to understand how the development of brain structure and function influence new language learning success.

Abstract

The present study examined two acoustic cues in the production
of lexical stress in Dutch: spectral tilt and overall intensity.
Sluijter and Van Heuven (1996) reported that spectral tilt is a
more reliable cue to stress than intensity. However, that study
included only a small number of talkers (10) and only syllables
with the vowels /aː/ and /ɔ/.
The present study re-examined this issue in a larger and
more variable dataset. We recorded 38 native speakers of Dutch
(20 females) producing 744 tokens of Dutch segmentally
overlapping words (e.g., VOORnaam vs. voorNAAM, “first
name” vs. “respectable”), targeting 10 different vowels, in
variable sentence contexts. For each syllable, we measured
overall intensity and spectral tilt following Sluijter and Van
Heuven (1996).
Results from Linear Discriminant Analyses showed that,
for the vowel /aː/ alone, spectral tilt showed an advantage over
intensity, as evidenced by higher stressed/unstressed syllable
classification accuracy scores for spectral tilt. However, when
all vowels were included in the analysis, the advantage
disappeared.
These findings confirm that spectral tilt plays a larger role
in signaling stress in Dutch /aː/ but show that, for a larger
sample of Dutch vowels, overall intensity and spectral tilt are
equally important.

Abstract

Successful spoken-word recognition relies on an interplay between lexical and sublexical processing. Previous research demonstrated that listeners readily shift between more lexically-biased and more sublexically-biased modes of processing in response to the situational context in which language comprehension takes place. Recognizing words in the presence of background noise reduces the perceptual evidence for the speech signal and – compared to the clear – results in greater uncertainty. It has been proposed that, when dealing with greater uncertainty, listeners rely more strongly on sublexical processing. The present study tested this proposal using behavioral and electroencephalography (EEG) measures. We reasoned that such an adjustment would be reflected in changes in the effects of variables predicting recognition performance with loci at lexical and sublexical levels, respectively. We presented native speakers of Dutch with words featuring substantial variability in (1) word frequency (locus at lexical level), (2) phonological neighborhood density (loci at lexical and sublexical levels) and (3) phonotactic probability (locus at sublexical level). Each participant heard each word in noise (presented at one of three signal-to-noise ratios) and in the clear and performed a two-stage lexical decision and transcription task while EEG was recorded. Using linear mixed-effects analyses, we observed behavioral evidence that listeners relied more strongly on sublexical processing when speech quality decreased. Mixed-effects modelling of the EEG signal in the clear condition showed that sublexical effects were reflected in early modulations of ERP components (e.g., within the first 300 ms post word onset). In noise, EEG effects occurred later and involved multiple regions activated in parallel. Taken together, we found evidence – especially in the behavioral data – supporting previous accounts that the presence of background noise induces a stronger reliance on sublexical processing.

Abstract

The aim of this study was to investigate whether early-English education benefits the perception
of English phonetic contrasts that are known to be perceptually confusable for Dutch
native speakers, comparing Dutch pupils who were enrolled in an early-English programme
at school from the age of four with pupils in a mainstream programme with English instruction
from the age of 11, and English-Dutch early bilingual children. Children were 4-5-yearolds
(start of primary school), 8-9-year-olds, or 11-12-year-olds (end of primary school).
Children were tested on four contrasts that varied in difficulty: /b/-/s/ (easy), /k/-/ɡ/ (intermediate),
/f/-/θ/ (difficult), /ε/-/æ/ (very difficult). Bilingual children outperformed the two other
groups on all contrasts except /b/-/s/. Early-English pupils did not outperform mainstream
pupils on any of the contrasts. This shows that early-English education as it is currently
implemented is not beneficial for pupils’ perception of non-native contrasts.

Abstract

- * indicates joint first authorship - Lexical access is a core component of word processing. In order to produce or comprehend a word, language users must access word forms in their mental lexicon. However, despite its involvement in both tasks, previous research has often studied lexical access in either production or comprehension alone. Therefore, it is unknown to which extent lexical access processes are shared across both tasks. Picture naming and auditory lexical decision are considered good tools for studying lexical access. Both of them are speeded tasks. Given these commonalities, another open question concerns the involvement of general cognitive abilities (e.g., processing speed) in both linguistic tasks. In the present study, we addressed these questions. We tested a large group of young adults enrolled in academic and vocational courses. Participants completed picture naming and auditory lexical decision tasks as well as a battery of tests assessing non-verbal processing speed, vocabulary, and non-verbal intelligence. Our results suggest that the lexical access processes involved in picture naming and lexical decision are related but less closely than one might have thought. Moreover, reaction times in picture naming and lexical decision depended as least as much on general processing speed as on domain-specific linguistic processes (i.e., lexical access processes).

Abstract

This resource contains data from 112 Dutch adults (18–29 years of age) who completed the Individual Differences in Language Skills test battery that included 33 behavioural tests assessing language skills and domain-general cognitive skills likely involved in language tasks. The battery included tests measuring linguistic experience (e.g. vocabulary size, prescriptive grammar knowledge), general cognitive skills (e.g. working memory, non-verbal intelligence) and linguistic processing skills (word production/comprehension, sentence production/comprehension). Testing was done in a lab-based setting resulting in high quality data due to tight monitoring of the experimental protocol and to the use of software and hardware that were optimized for behavioural testing. Each participant completed the battery twice (i.e., two test days of four hours each). We provide the raw data from all tests on both days as well as pre-processed data that were used to calculate various reliability measures (including internal consistency and test-retest reliability). We encourage other researchers to use this resource for conducting exploratory and/or targeted analyses of individual differences in language and general cognitive skills.

Abstract

This chapter outlines a Bayesian model of spoken-word recognition and reviews how
prosody is part of that model. The review focuses on the information that assists the lis­
tener in recognizing the prosodic structure of an utterance and on how spoken-word
recognition is also constrained by prior knowledge about prosodic structure. Recognition
is argued to be a process of perceptual inference that ensures that listening is robust to
variability in the speech signal. In essence, the listener makes inferences about the seg­
mental content of each utterance, about its prosodic structure (simultaneously at differ­
ent levels in the prosodic hierarchy), and about the words it contains, and uses these in­
ferences to form an utterance interpretation. Four characteristics of the proposed
prosody-enriched recognition model are discussed: parallel uptake of different informa­
tion types, high contextual dependency, adaptive processing, and phonological abstrac­
tion. The next steps that should be taken to develop the model are also discussed.

Abstract

Learning new words entails, inter alia, encoding of novel sound patterns and transferring those patterns from short-term to long-term memory. We report a series of 5 experiments that investigated whether the memory systems engaged in word learning are specialized for speech and whether utilization of these systems results in a benefit for word learning. Sine-wave synthesis (SWS) was applied to spoken nonwords, and listeners were or were not informed (through instruction and familiarization) that the SWS stimuli were derived from actual utterances. This allowed us to manipulate whether listeners would process sound sequences as speech or as nonspeech. In a sound–picture association learning task, listeners who processed the SWS stimuli as speech consistently learned faster and remembered more associations than listeners who processed the same stimuli as nonspeech. The advantage of listening in “speech mode” was stable over the course of 7 days. These results provide causal evidence that access to a specialized, phonological short-term memory system is important for word learning. More generally, this study supports the notion that subsystems of auditory short-term memory are specialized for processing different types of acoustic information.

Abstract

Research in the domain of memory suggests that forgetting is primarily driven by interference and competition from other, related memories. Here we ask whether similar dynamics are at play in foreign language (FL) attrition. We tested whether interference from translation equivalents in other, more recently used languages causes subsequent retrieval failure in L3. In Experiment 1, we investigated whether interference from the native language (L1) and/or from another foreign language (L2) affected L3 vocabulary retention. On day 1, Dutch native speakers learned 40 new Spanish (L3) words. On day 2, they performed a number of retrieval tasks in either Dutch (L1) or English (L2) on half of these words, and then memory for all items was tested again in L3 Spanish. Recall in Spanish was slower and less complete for words that received interference than for words that did not. In naming speed, this effect was larger for L2 compared to L1 interference. Experiment 2 replicated the interference effect and asked if the language difference can be explained by frequency of use differences between native- and non-native languages. Overall, these findings suggest that competition from more recently used languages, and especially other foreign languages, is a driving force behind FL attrition.

Abstract

Magnuson, McMurray, Tanenhaus, and Aslin [Cogn. Sci. 27 (2003) 285] suggest that they have evidence of lexical feedback in speech perception, and that this evidence thus challenges the purely feedforward Merge model [Behav. Brain Sci. 23 (2000) 299]. This evidence is open to an alternative explanation, however, one which preserves the assumption in Merge that there is no lexical-prelexical feedback during on-line speech processing. This explanation invokes the distinction between perceptual processing that occurs in the short term, as an utterance is heard, and processing that occurs over the longer term, for perceptual learning.

Abstract

Spoken word recognition consists of two major component processes. First, at the prelexical stage, an abstract description of the utterance is generated from the information in the speech signal. Second, at the lexical stage, this description is used to activate all the words stored in the mental lexicon which match the input. These multiple candidate words then compete with each other. We review evidence which suggests that positive (match) and negative (mismatch) information of both a segmental and a suprasegmental nature is used to constrain this activation and competition process. We then ask whether, in addition to the necessary influence of the prelexical stage on the lexical stage, there is also feedback from the lexicon to the prelexical level. In two phonetic categorization experiments, Dutch listeners were asked to label both syllable-initial and syllable-final ambiguous fricatives (e.g., sounds ranging from [f] to [s]) in the word–nonword series maf–mas, and the nonword–word series jaf–jas. They tended to label the sounds in a lexically consistent manner (i.e., consistent with the word endpoints of the series). These lexical effects became smaller in listeners’ slower responses, even when the listeners were put under pressure to respond as fast as possible. Our results challenge models of spoken word recognition in which feedback modulates the prelexical analysis of the component sounds of a word whenever that word is heard

Abstract

This study demonstrates that listeners use lexical knowledge in perceptual learning of speech sounds. Dutch listeners first made lexical decisions on Dutch words and nonwords. The final fricative of 20 critical words had been replaced by an ambiguous sound, between [f] and [s]. One group of listeners heard ambiguous [f]-final words (e.g., [WI tlo?], from witlof, chicory) and unambiguous [s]-final words (e.g., naaldbos, pine forest). Another group heard the reverse (e.g., ambiguous [na:ldbo?], unambiguous witlof). Listeners who had heard [?] in [f]-final words were subsequently more likely to categorize ambiguous sounds on an [f]–[s] continuum as [f] than those who heard [?] in [s]-final words. Control conditions ruled out alternative explanations based on selective adaptation and contrast. Lexical information can thus be used to train categorization of speech. This use of lexical information differs from the on-line lexical feedback embodied in interactive models of speech perception. In contrast to on-line feedback, lexical feedback for learning is of benefit to spoken word recognition (e.g., in adapting to a newly encountered dialect).

Abstract

Participants' eye movements were monitored as they heard sentences and saw four pictured objects on a computer screen. Participants were instructed to click on the object mentioned in the sentence. There were more transitory fixations to pictures representing monosyllabic words (e.g. ham) when the first syllable of the target word (e.g. hamster) had been replaced by a recording of the monosyllabic word than when it came from a different recording of the target word. This demonstrates that a phonemically identical sequence can contain cues that modulate its lexical interpretation. This effect was governed by the duration of the sequence, rather than by its origin (i.e. which type of word it came from). The longer the sequence, the more monosyllabic-word interpretations it generated. We argue that cues to lexical-embedding disambiguation, such as segmental lengthening, result from the realization of a prosodic boundary that often but not always follows monosyllabic words, and that lexical candidates whose word boundaries are aligned with prosodic boundaries are favored in the word-recognition process.

Abstract

We have recently developed a new model of human speech recognition, based on automatic speech recognition techniques [1]. The present paper has two goals. First, we show that the new model performs well in the recognition of lexically ambiguous input. These demonstrations suggest that the model is able to operate in the same optimal way as human listeners. Second, we discuss how to relate the behaviour of a recogniser, designed to discover the optimum path through a word lattice, to data from human listening experiments. We argue that this requires a metric that combines both path-based and word-based measures of recognition performance. The combined metric varies continuously as the input speech signal unfolds over time.

Abstract

We present the results of a large-scale study on speech perception, assessing the number and type of perceptual hypotheses which listeners entertain about possible phoneme sequences in their language. Dutch listeners were asked to identify gated fragments of all 1179 diphones of Dutch, providing a total of 488 520 phoneme categorizations. The results manifest orderly uptake of acoustic information in the signal. Differences across phonemes in the rate at which fully correct recognition was achieved arose as a result of whether or not potential confusions could occur with other phonemes of the language ~long with short vowels, affricates with their initial components, etc.!. These data can be used to improve models of how acoustic phonetic information is mapped onto the mental lexicon during speech comprehension.