Multidimensional signals and analytic flexibility: Estimating degrees of freedom in human speech analyses

Recent empirical studies have highlighted the large degree of analytic flexibility in data analysis which can lead to substantially different conclusions based on the same data set. Thus, researchers have expressed their concerns that these researcher degrees of freedom might facilitate bias and can lead to claims that do not stand the test of time. Even greater flexibility is to be expected in fields in which the primary data lend themselves to a variety of possible operationalizations. The multidimensional, temporally extended nature of speech constitutes an ideal testing ground for assessing the variability in analytic approaches, which derives not only from aspects of statistical modeling, but also from decisions regarding the quantification of the measured behavior. In the present study, we gave the same speech production data set to 46 teams of researchers and asked them to answer the same research question, resulting insubstantial variability in reported effect sizes and their interpretation. Using Bayesian meta-analytic tools, we further find little to no evidence that the observed variability can be explained by analysts’ prior beliefs, expertise or the perceived quality of their analyses. In light of this idiosyncratic variability, we recommend that researchers more transparently share details of their analysis, strengthen the link between theoretical construct and quantitative system and calibrate their (un)certainty in their conclusions

Investigating the Effect of Second Language Learning on the Acquisition of a Third Language Rhythm Pattern

Project files are comprised of 1 page pdf and presentation recording in mp4 format.Language rhythm arises from the language-specific timing of syllables, dictated by the language-specific stress patterns. Previous studies show that speaking a language with a similar rhythm pattern to a target second language (L2) could aid in rhythm acquisition of that language. The question addressed in this study is whether training in an L2 could help the acquisition of a third language (L3). We hypothesize that compared to a monolingual speaker, an L2 learner will better acquire the rhythm patterns of an L3 if the L2 rhythm pattern is similar to that of the L3. We tested this hypothesis by asking whether English-speaking learners of French more quickly learn an L3 language with a French-like rhythm pattern (i.e., Indonesian) than English speakers with no such L2 experience. The French learners and English-only speakers were recorded while repeating Indonesian sentences as well as French sentences. Their repetitions were acoustically segmented into consonant and vowel intervals, and several interval-based rhythm metrics were calculated. Findings based on 6 second-year English learners of French and 6 monolingual English speakers, show that compared to the French learners, the monolingual English speakers' production are closer to the native Indonesian speaker. Two explanations are considered as to why this might be. The first is because French learners might have interferences that would affect their performance. The second is because in early L2 acquisition, a learner would exhibit a more syllable-timed-like rhythm, regardless of native language. Further work will be done in analyzing the participants' French production, to ensure that the French learners are more proficient in French than the monolingual English speakers

How Good Does This Sound? Examining Listeners’ Second Language Proficiency and Their Perception of Category Goodness in Their Native Language

Language learners often transfer the sounds and prosody of their native language into their second language, but this influence can also flow in the opposite direction, with the second language influencing the first. Among other variables, language proficiency is known to affect the degree and directionality of cross-linguistic influence. However, little is known about how second language learning affects listeners’ perception of their native language. To begin addressing this gap, we examined the relationship between learners’ second language proficiency and their category goodness ratings in their native language. Thirty-nine English-speaking learners of Spanish listened to English words that began with voiced and voiceless stop consonants and were asked to rate how well the word represented the intended word on a 5-point scale. To create a voicing continuum, we manipulated the voice onset time of the word-initial stop in each target item from 125 ms of prevoicing to 100 ms of aspiration, in 25 ms steps. Proficiency did not affect the perception of voiced targets, but both proficiency and L2 stop production affected the perception of voiceless targets