Clinical trial NCT04509024: Incidental Auditory Category Training for Language Learning
Official title: Examining the Impact of Non-linguistic Incidental Auditory Category Training on Adult Language Acquisition
Study type: INTERVENTIONAL
Overall status: TERMINATED
Phase: NA
Conditions: Healthy
Language
Keywords: Learning
Speech
Cognition
Lead sponsor: Carnegie Mellon University
Sponsor class: OTHER
First posted: 2020-08-11
Enrollment: 106
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: NON_RANDOMIZED
Intervention model: SINGLE_GROUP
Primary purpose: BASIC_SCIENCE

Brief summary: The overarching goal of the proposed research is to understand how human listeners learn speech categories. The project takes a prospective approach with adult second-language learners, blending empirical, methodological and theoretical advances from laboratory studies with explicit classroom instruction. The central hypothesis is that incidentally-acquired nonlinguistic perceptual building block categories may support speech perception and production in a second language. The project will advance important theoretical debates about the cross-talk between general auditory representations and speech categories and will provide a novel approach to nudging adult learners off learning plateau typically encountered in classroom instruction.

Detailed description: Robust speech communication requires that listeners learn linguistically-relevant representations for stable language regularities, such as the speech sounds (phonemes) that convey meaning. In an increasingly multilingual society, as many as twenty percent of Americans accomplish this across multiple languages. Yet, second language acquisition is especially challenging among adult language learners, for whom learning typically involves explicit classroom instruction. Troublingly, research documents that instruction routinely results in a 'learning plateau' whereby language abilities stagnate or even atrophy despite continued instruction. There is a need to establish effective new approaches to nudge adult language learners off this plateau. This project integrates theoretical and methodological developments in auditory category learning with approaches to classroom-based L2 instruction. Specifically, incidental category learning (in which learners' attention is directed away from to-be-learned categories by an engaging videogame) taps into category learning systems distinct from those engaged in more explicit learning. Moreover, incidental learning of nonspeech sound categories leads to activation of putatively speech-selective cortex associated with speech categorization, suggesting potential representational cross-talk. This guides the central hypothesis of the project: incidental learning of nonspeech perceptual building block categories may provide a 'back door' through which to influence adult L2 learners' speech acquisition and to move them off the classroom learning plateau. An intensive 8-week incidental training study will test the hypothesis (Aim 1). Comparison of incidental nonspeech training with explicit L2 speech training will assess whether this cognitive 'back door' may be more effective in promoting L2 speech perception and production than explicit training with L2 speech and will determine the extent to which each interacts with classroom instruction in the L2 (Aim 2). The results will reveal whether nonspeech, auditory categories sharing common perceptual dimensions with second language categories scaffold L2 acquisition, the degree to which explicit instruction may support or interfere with new auditory categories, whether incidental learning is retained after training, and whether learning gains transfer to support other language-learning tasks. In blending empirical, methodological, and theoretical advances from laboratory studies with explicit classroom learning it will be possible to determine the interplay between incidentally-acquired nonlinguistic perceptual building block categories and an emerging L2. This will advance important theoretical debates about the cross-talk between general auditory representations and speech categories and will provide a novel approach to L2 pedagogy.

Eligibility criteria: Inclusion Criteria:

* 18 or older, normal hearing
* Native/non-native Chinese speakers

Exclusion Criteria:

* Younger than 18, loss of hearing

Primary outcomes:
measure: Change in Sensitivity (D-prime) to Novel Speech Sounds After 2 Months of Training
timeFrame: Pre-test (baseline) and immediately after 2 months of training.
measure: Change in Auditory Category Learning Accuracy After 2 Months of Training
timeFrame: Pre-test (baseline) and immediately after 2 months of training.
measure: Novel Auditory Word Learning Accuracy After 2 Months of Training
timeFrame: Immediately after 2 months of training.
Secondary outcomes:
measure: Word Recognition Accuracy in Unrelated Language 3 Months After Training
timeFrame: 3 months post-intervention
Other outcomes:
Locations:
city: Pittsburgh
country: United States
facility: Carnegie Mellon University
state: Pennsylvania
Study officials:
affiliation: Carnegie Mellon University
name: Seth Wiener, PhD
role: PRINCIPAL_INVESTIGATOR
References: