Implicit and explicit learning in talker identification.

Abstract

In the real world, listeners seem to implicitly learn talkers' vocal identities during interactions that prioritize attending to the content of talkers' speech. In contrast, most laboratory experiments of talker identification employ training paradigms that require listeners to explicitly practice identifying voices. Here, we investigated whether listeners become familiar with talkers' vocal identities during initial exposures that do not involve explicit talker identification. Participants were assigned to one of three exposure tasks, in which they heard identical stimuli but were differentially required to attend to the talkers' vocal identity or to the verbal content of their speech: (1) matching the talker to a concurrent visual cue (talker-matching); (2) discriminating whether the talker was the same as the prior trial (talker 1-back); or (3) discriminating whether speech content matched the previous trial (verbal 1-back). All participants were then tested on their ability to learn to identify talkers from novel speech content. Critically, we manipulated whether the talkers during this post-test differed from those heard during training. Compared to learning to identify novel talkers, listeners were significantly more accurate learning to identify the talkers they had previously been exposed to in the talker-matching and verbal 1-back tasks, but not the talker 1-back task. The correlation between talker identification test performance and exposure task performance was also greater when the talkers were the same in both tasks. These results suggest that listeners learn talkers' vocal identity implicitly during speech perception, even if they are not explicitly attending to the talkers' identity.