Colliding cues in word segmentation: The role of cue strength and general cognitive processes

Abstract

The process of word segmentation is flexible, with many strategies potentially available to learners. This experiment explores how segmentation cues interact, and whether successful resolution of cue competition is related to general executive functioning. Participants listened to artificial speech streams that contained both statistical and pause-defined cues to word boundaries. When these cues 'collide' (indicating different locations for word boundaries), cue strength appears to dictate the predominant parsing strategy. When cues are relatively equal in strength, the ability to successfully deploy a segmentation strategy significantly correlates with stronger performance on the Simon task, a non-linguistic cognitive task typically thought to involve executive processes such as inhibitory control and selective attention. These results suggest that general information processing strategies may play a role in solving one of the early challenges for language learners.

Vocabulary influences older and younger listeners' processing of dysarthric speech

“…From this study and others (Choe et al, 2012;Weiss et al, 2010), there is growing evidence that it is not simply the strength of a particular cue that affects segmentation, but that listener-specific correlates may also influence the weight given to various cues in segmentation decisions. While we were unable to determine which listener-specific correlates may have influenced segmentation, it appears reasonable to suggest that this group of older listeners-with their larger receptive vocabularies and increased hearing thresholds relative to the younger group-may have prioritized lexical cues as a segmentation frame.…”

Musical Experience Influences Statistical Learning of a Novel Language

“…After participants completed the statistical learning tasks, they performed a Simon task (Simon & Small, 1969) to assess their inhibitory control abilities, which have been shown to influence statistical learning (Weiss, Gerfen, & Mitchel, 2010). Participants viewed blue and brown rectangles on a computer screen, and were asked to press a blue button on the left side of the keyboard when the rectangle was blue, and a brown button on the right side of the keyboard when the rectangle was brown.…”

“…Bergstrom, Howard, and Howard (2011) suggest that the implicit learning advantages found in musicians are domain-general, which could result in better learning, independent of cognitive demand. However, in studies where participants attempt to learn novel sequences with two conflicting sets of cues to word boundary, additional cognitive skills appear to be important for learning (Bartolotti, Marian, Schroeder, & Shook, 2011; Weiss, Gerfen, & Mitchel, 2010). The Conflicting condition allows us to investigate whether musicians’ implicit learning advantage, if present, is sufficient to benefit learning of a more complex, conflicting language, or if other cognitive abilities are required for learning.…”

“…Our Conflicting condition was modeled after Weiss, Gerfen, and Mitchel (2010), who presented listeners with a novel word stream in which word-boundaries could be determined either by statistical probabilities, or by a 50 ms pause embedded between the second and third syllable of the statistically-defined words. In their study, only participants who displayed enhanced attentional capabilities (as measured by an inhibitory-control task) consistently chose either the statistical strategy or the pause strategy, indicating that the inclusion of a conflicting cue may help tease apart the influence of individual differences, like musical experience.…”

Narrative Comprehension Abilities of Children with Typical Hearing and Children Using Hearing Aids: A Pilot Study

“…Pause lengths differentially affect how listeners use their cognitive skills (Weiss, Gerfen, & Mitchel, 2010), with more complex questions or responses having a greater effect on how they use their executive capacities (Maroni et al, 2008;Taylor, 1969). Collaboration among children in the classroom is encouraged (Maroni, 2011), particularly because more children tend to verbally participate (Tobin, 1986).…”