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 The final fricative of 20 critical words had been replaced by an ambiguous sound, between [f] and [s].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., [WItlo?], 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).

中文翻译：

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言语中的感性学习

这项研究表明，听众在语音的感知学习中使用词汇知识。荷兰语听众首先对荷兰语单词和非单词做出词汇决定。20 个关键词的最后擦音已被[f] 和[s] 之间的模棱两可的声音取代。一组听众听到模棱两可的[f]-词尾（例如，[WItlo?]，来自witlof、菊苣）和不含糊的[s]-词尾（例如，naaldbos、松树林）。另一组听到了相反的情况（例如，模棱两可的 [na:ldbo?]、明确的 witlof）。在 [f]-final words 中听到 [?] 的听众随后更有可能将 [f]-[s] 连续统中的歧义声音归类为 [f]，而不是那些在 [s]-final words 中听到 [?] 的听众. 控制条件排除了基于选择性适应和对比的替代解释。因此，词汇信息可用于训练语音分类。词汇信息的这种使用不同于语音感知交互模型中体现的在线词汇反馈。与在线反馈相反，用于学习的词汇反馈有利于口语识别（例如，适应新遇到的方言）。