Purpose Perceptual learning and production practice are basic mechanisms that children depend on to acquire adult levels of speech accuracy. In this study, we examined perceptual learning and production practice as they contributed to changes in speech accuracy in 3- and 4-year-old children. Our primary focus was manipulating the order of perceptual learning and production practice to better understand when and how these learning mechanisms interact. Method Sixty-five typically developing children between the ages of 3 and 4 years were included in the study. Children were asked to produce CVCCVC (C = consonant, V = vowel) nonwords like /bozjəm/ and /tʌvtʃəp/ that were described as the names of make-believe animals. All children completed two separate experimental blocks: a control block in which participants heard each nonword once and repeated it, and a test block in which the perceptual input frequency of each nonword varied between 1 and 10. Half of the participants completed a control–test order; half completed a test–control order. Results Greater accuracy was observed for nonwords produced in the second experimental block, reflecting a production practice effect. Perceptual learning resulted in greater accuracy during the test for nonwords that participants heard 3 times or more. However, perceptual learning did not carry over to control productions in the test–control design, suggesting that it reflects a kind of temporary priming. Finally, a post hoc analysis suggested that the size of the production practice effect depended on the age of acquisition of the consonants that comprised the nonwords. Conclusions The study provides new details about how perceptual learning and production practice interact with each other and with phonological aspects of the nonwords, resulting in complex effects on speech accuracy and learning of form-referent pairs. These findings may ultimately help speech-language pathologists maximize their clients' improvement in therapy. Supplemental Material https://doi.org/10.23641/asha.12971411

中文翻译：

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感知学习和生产实践对儿童产生新词的方式有不同的影响

目的感知学习和生产实践是儿童获得成人水平言语准确性的基本机制。在这项研究中，我们研究了感知学习和生产实践对 3 岁和 4 岁儿童言语准确性变化的影响。我们的主要重点是操纵感知学习和生产实践的顺序，以更好地理解这些学习机制何时以及如何相互作用。 方法该研究纳入了 65 名年龄在 3 至 4 岁之间的正常发育儿童。孩子们被要求说出 CVCCVC（C = 辅音，V = 元音）非单词，如 /bozjəm/ 和 /tʌvtʃəp/，这些单词被描述为虚构的动物名称。所有孩子都完成了两个单独的实验块：一个控制块，其中参与者听到每个非单词一次并重复它，以及一个测试块，其中每个非单词的感知输入频率在 1 到 10 之间变化。一半的参与者完成了控制测试命令; 一半完成了测试控制订单。 结果在第二个实验块中观察到产生的非单词具有更高的准确性，反映了生产实践效果。在测试参与者听到 3 次或更多次的非单词时，感知学习可以提高准确性。然而，感知学习并没有延续到测试控制设计中的控制产生，这表明它反映了一种暂时的启动。最后，事后分析表明，生产实践效果的大小取决于构成非单词的辅音的习得年龄。 结论该研究提供了关于感知学习和生产实践如何相互作用以及如何与非单词的语音方面相互作用的新细节，从而对语音准确性和形式指涉对的学习产生复杂的影响。这些发现最终可能会帮助言语病理学家最大限度地提高客户的治疗效果。 补充材料 https://doi.org/10.23641/asha.12971411