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| Content Provider | frontiers |
|---|---|
| Author | Meigh, Kimberly M. Kee, Elisabeth |
| Description | The contextual interference effect is a motor learning phenomenon where conditions that decrease overall learning during practice enhance overall learning with new tasks. Historically, practice conditions have elicited this effect in the limbs. In speech motor learning, these same conditions provide mixed results. Given that speech is a unique motor act influenced by language, we evaluated whether manipulating identical and similar phonemes (or sounds) induced contextual inference effects during speech motor learning. Using a cross-over design, participants with intact speech abilities underwent two nonword training protocols that varied by similar or dissimilar nonwords. The results suggested manipulating the similarity of phonemes within nonwords acted as interference variables during speech motor learning. Participants had greater speech accuracy when producing nonwords with similar phonemes during training and retention conditions. However, they produced significantly more speech errors when producing new similar nonwords during a transfer condition. Participants training with nonwords with different phonemes produced contrasting results: decreased accuracy during training and retention conditions but significantly higher accuracy when repeating new dissimilar nonwords during the transfer condition. These results suggest stimuli construction, specifically phoneme selection, may influence speech motor learning outcomes. |
| Abstract | Purpose: The contextual interference effect is a motor learning phenomenon where conditions that decrease overall learning during practice enhance overall learning with new tasks. In the limb literature, this effect is observed when different practice conditions are used (e.g., blocked vs. random practice schedules). In speech motor learning, contextual interference effects are mixed. The differences observed during speech motor learning may be due to the stimuli used. We hypothesized that dissimilar phonemes might create interference during speech motor learning, such that training accuracy would decrease. However, generalization accuracy would increase compared to practice with nonwords containing similar phonemes.Method: Thirty young adults with typical speech and hearing participated in a motor learning study using a cross-over design. Participants engaged in nonword repetition training followed by an immediate retention and transfer task with two sets of nonwords: nonwords with similar phonemes and nonwords with dissimilar phonemes. Percent consonants correct were calculated to examine the effects of the two different types of nonwords based on the stage of skill acquisition.Results: A contextual interference effect was observed in this study using nonwords that varied in phonemic similarity. Nonwords with similar phonemes were produced with greater accuracy during the training stage of skill acquisition, and nonwords with dissimilar phonemes were produced with greate... |
| ISSN | 16641078 |
| DOI | 10.3389/fpsyg.2020.585745 |
| Volume Number | 11 |
| Journal | Frontiers in Psychology |
| Language | English |
| Publisher Date | 2020-11-10 |
| Access Restriction | Open |
| Subject Keyword | Speech Phoneme Motor learning Phoneme complexity Contextual interference |
| Content Type | Text |
| Resource Type | Article |
| Subject | Psychology |
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