The ability to learn rules is at the heart of the ability to learn language. This thesis is a collection of papers tackling rule learning from various perspectives and domains – including... Show moreThe ability to learn rules is at the heart of the ability to learn language. This thesis is a collection of papers tackling rule learning from various perspectives and domains – including visual, auditory, and speech domains – in both infants and adults. Using both simple XYX-, XXY-, or XYY-type rules, and more complex Lindenmayer grammars, we were able to gain insights into the rule learning processes of young infants and of adults. While we were unsuccessful in attempted replications and extensions of previous studies, it was precisely these failures that helped to provide a more nuanced picture of rule learning: even the simplest type of rule learning is far from straightforward. For infants, we find evidence for a repetition bias in both the visual and speech domain that is difficult to overcome, while for adults we show that the learning environment – the task used, the instructions, types of testing stimuli – are all highly influential in determining whether a simple rule can be learned or not. Furthermore, by studying patterns found in babbling we were able to hypothesize for the first time about the parallels between production and perceptual abilities with respect to rule learning. Show less
The phoneme /h/ is absent in French and its acquisition has been described as being difficult for second language learners of Dutch, a language with /h/ in its phoneme inventory. In this study,... Show moreThe phoneme /h/ is absent in French and its acquisition has been described as being difficult for second language learners of Dutch, a language with /h/ in its phoneme inventory. In this study, several factors were examined that may affect the production of /h/ by Belgian-French learners of Dutch. Specifically, the factors included in this exploratory study were (1) L1-to-L2 transfer, (2) semantic contrastiveness, (3) the monitoring of one’s speech, and (4) educational grade. L1-to-L2 transfer was operationalized as the effect of liaison/elision contexts on /h/-production. The expectation was liaison contexts might transfer and would therefore hinder /h/-production. Semantic contrasts in minimal pairs including an h-initial word would elicit more /h/-productions if that word was contrasted with an empty onset than an onset (oor-hoor) filled by some other consonant (hand-tand). If a speaker pays more attention to his/her speech in an increased-monitoring task, the speaker is expected to produce /h/ more often, and finally it was expected that increased exposure to Dutch would result in more correct productions.In a cross-sectional study, students from the first, third and sixth grades of secondary education (60 in total, aged between 12 years and 19 years old) took part in two reading-aloud tasks, which were assumed to differ in the degree of speech monitoring they require. The first task was a text, with which L1-to-L2 transfer was assessed, and the second a list of minimal pairs containing h-onsets contrasting with either empty or filled onsets. Monitoring was assessed by comparing results between reading tasks.Results showed that increased monitoring positively influenced the numbers of [h]s produced, but that L1-to-L2 transfer of liaison/elision contexts did not occur. A small difference between conditions was found, but in the opposite direction. There was large between-learner variability and no performance increase with amount of exposure from first to sixth grade. Overall, performance left much room for improvement relative to native Dutch speakers and to the learners’ teacher. Further research is needed to better understand the development of French-speaker learners’ production of Dutch /h/. Show less
This thesis tapped into the details of speech production in Mandarin Chinese in the framework of current psycholinguistic models of speech production. The findings in this thesis not only... Show moreThis thesis tapped into the details of speech production in Mandarin Chinese in the framework of current psycholinguistic models of speech production. The findings in this thesis not only contribute to the understanding of the underlying neuropsychological mechanisms of speech production in Mandarin Chinese, but also provides insights into the understanding of the accountability of current models of speech production that are mostly based on evidence from West Germanic languages. Show less
Spoken communication involves transmission of a message which takes physical form in acoustic waves. Within any given language, acoustic cues pattern in language-specific ways along language... Show moreSpoken communication involves transmission of a message which takes physical form in acoustic waves. Within any given language, acoustic cues pattern in language-specific ways along language-specific acoustic dimensions to create speech sound contrasts. These cues are utilized by listeners to discriminate between possible messages intended by the speaker. It is well documented that individual listeners attend to different acoustic cues in different ways. For example, adult second-language (L2) learners often have trouble distinguishing certain L2 speech contrasts. Yet, the question of how listeners come to utilise certain cues and not others for discrimination is not yet well understood. The relationship between this continuous and inherently noisy acoustic signal and the discrete nature of the underlying messages forms the basis for this thesis. I used electrophysiological (EEG) and behavioural measures to investigate how allophonic tonal variants and sub-phonemic features are processed during Mandarin and Dutch speech production, visual processing of written words and reading aloud. In addition, using the visual world eyetracking paradigm, I investigated how the degree of variation (statistical noise) in the acoustic signal affects perception of Cantonese segment and tone contrasts. Show less
This thesis investigated the correlates of verbal self-monitoring in healthy adults. The central questions addressed in the thesis are: Does verbal monitoring work in a similar way as action... Show moreThis thesis investigated the correlates of verbal self-monitoring in healthy adults. The central questions addressed in the thesis are: Does verbal monitoring work in a similar way as action monitoring? If the Error-Related Negativity (ERN) is associated with error processing in action monitoring, can it also be applied to error processing in verbal monitoring? In a series of experiments, an ERN was shown in a various tasks in which performance was dependent on a verbal judgment. Moreover, the ERN was not only present after verbal errors, but was also affected by lexical conflict, which was the result of simultaneous activation of multiple concepts from the same semantic category. Results of studies in the thesis provide converging evidence that verbal monitoring might be a special case of general performance monitoring instead of a completely separate process. Both types of monitoring theories independently state that in order to detect an error a monitor compares the representation of a correct response with the copy of an on-line response. It is possible that during verbal monitoring, as well as during executive action monitoring, a copy of the on-line response is created and compared to the representation of the correct response. If there is a mismatch between them, an error signal is generated and corrective processes can be started. Show less
