Influences of talker variability, reading ability, and language ability on word learning

Abstract

Studies show that talker variability is beneficial for learning second language contrasts, though less is known about variability in processing speech in a speaker’s native language. Talker variability benefits have also been found for word learning studies with children, with better performance for children in the high variability condition than those in the low variability condition. Furthermore, it has been shown that individuals with a range of reading and language abilities perform differently on tasks that tap into phonological processes. Therefore, the current study examines how individual differences in reading and language abilities influence word learning and the extent to which talker variability improves performance. One hundred and forty listeners were randomly assigned to three conditions: (1) single talker, (2) multiple talker (randomized), and (3) multiple talker (blocked). Our results showed that individuals with poorer reading or language skills performed worse than individuals with higher reading and language skills. Surprisingly, variability was not beneficial and instead, listeners in the single talker condition performed better than those in the multiple talker conditions. These results suggest that talker variability benefits in word learning may be dependent on other aspects such as the amount of difference between talkers or the task.