Just give it time: Differential effects of disruption and delay on perceptual learning

Abstract

Speech perception and production are critical skills when acquiring a new language. However, the nature of the relationship between these two processes is unclear, particularly for non-native speech sound contrasts. Although it has been assumed that perception and production are supportive, recent evidence has demonstrated that, under some circumstances, production can disrupt perceptual learning. Specifically, producing the to-be-learned contrast on each trial can disrupt perceptual learning of that contrast. Here, we treat speech perception and speech production as separate tasks. From this perspective, perceptual learning studies that include a production component on each trial create a task switch. We report two experiments that test how task switching can disrupt perceptual learning. One experiment demonstrates that the disruption caused by switching to production is sensitive to time delays: Increasing the delay between perception and production on a trial can reduce and even eliminate disruption of perceptual learning. The second experiment shows that if a task other than producing the to-be-learned contrast is imposed, the task-switching component of disruption is not influenced by a delay. These experiments provide a new understanding of the relationship between speech perception and speech production, and clarify conditions under which the two cooperate or compete.