Abstract

The acoustic realization of speech is constrained by the physical mechanisms by which it is produced. Yet for speech perception, the degree to which listeners utilize experience derived from speech production has long been debated. In the present study, we examined how sensorimotor adaptation during production may affect perception, and how this relationship may be reflected in early vs. late electrophysiological responses. Participants first performed a baseline speech production task, followed by a vowel categorization task during which EEG responses were recorded. In a subsequent speech production task, half the participants received shifted auditory feedback, leading most to alter their articulations. This was followed by a second, post-training vowel categorization task. We compared changes in vowel production to both behavioral and electrophysiological changes in vowel perception. No differences in phonetic categorization were observed between groups receiving altered or unaltered feedback. However, exploratory analyses revealed correlations between vocal motor behavior and phonetic categorization. EEG analyses revealed correlations between vocal motor behavior and cortical responses in both early and late time windows. These results suggest that participants' recent production behavior influenced subsequent vowel perception. We suggest that the change in perception can be best characterized as a mapping of acoustics onto articulation.

Highlights

  • Learning to produce speech requires mapping acoustics onto articulation (Guenther, 1994; Kuhl, 2004)

  • No correlations with standardized F2 were found. These analyses suggest that overall differences in phonetic categorization may have been related to differences in vocal motor behavior, though unexpectedly, the primary locus of these individual differences was found in variation in F2, not F1

  • This study investigated to what extent phonetic categorization reflects one’s sensorimotor experience

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Summary

Introduction

Learning to produce speech requires mapping acoustics onto articulation (Guenther, 1994; Kuhl, 2004). Sensory-to-motor mappings may be continuously updated during adulthood based on input from the environment (e.g., Sancier and Fowler, 1997) and sensorimotor experience (Brainard and Doupe, 2000; Tschida and Mooney, 2012). While the role of sensorimotor experience for maintaining production abilities is uncontroversial, the role of sensorimotor experience during speech perception has been highly contested (Hickok, 2009; Hickok et al, 2009; Wilson, 2009). While sensory-to-motor mappings appear to be critical for developing speech production abilities, it is unclear to what extent perception may involve mapping acoustics onto articulation.

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