Meigh, Kimberly M.
(2014)
Rule- versus instance-based learning in speech-like behavior: An evaluation of transfer and motor class effects.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Two information-processing theories of motor control have been postulated for motor learning.
Rule-based learning theory predicts transfer when new, untrained stimuli or behaviors share the
same set of rules. Instance-based learning theory predicts transfer when new, untrained stimuli
are similar in a specific way to the trained stimuli. The purpose of this study was to provide
insight into the learning theory operating during nonword acquisition and transfer by evaluating
reaction times during an old-new judgment task. Nonword stimuli were constructed to bias
familiarity judgments by systematically varying two parameters associated with each theory:
phonetic similarity (instance-based) and syllable stress pattern (rule-based).
Twenty-four participants (18-35 years of age) with normal hearing and speech production
participated in a syllable stress training task and an old-new judgment task. During training,
participants articulated a series of nonword stimuli while producing a specific syllable stress pattern. Syllable stress accuracy was monitored by the examiner via perceptual judgments and
custom software evaluating acoustic intensity of the articulated stressed syllable. Accurate
articulation of nonwords was monitored with recognition probes throughout training. Participants met pre-established accuracy criteria for syllable stress and phonetic production of each
experimental nonword. Once criterion was met, participants were assumed to have a highlyaccurate
baseline memory representation of the trained items that was judged against a variety of
untrained transfer stimuli varying in phonetic similarity and syllable stress pattern. Following
training, an old-new judgment task was administered in which participants made familiarity
judgments upon hearing a trained or untrained nonword; reaction times were collected via a
response box.
Reaction time results indicated participants responded faster to untrained nonwords with
different phonemes than to untrained nonwords with similar phonemes. Syllable stress pattern
did not affect reaction time. These results are consistent with instance-based learning. However,
the direction of the similarity effect was in the opposite direction as originally predicted for this
theory, i.e., positive transfer occurred when stimuli were dissimilar to one another. Future studies
should evaluate what parameters need to be manipulated along a similarity index, and how the
variable of dissimilarity may affect overall transfer patterns.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
10 September 2014 |
| Date Type: |
Publication |
| Defense Date: |
14 July 2014 |
| Approval Date: |
10 September 2014 |
| Submission Date: |
22 July 2014 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
271 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Health and Rehabilitation Sciences > Communication Science and Disorders |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
speech, motor learning, memory, transfer |
| Date Deposited: |
10 Sep 2014 19:18 |
| Last Modified: |
15 Nov 2016 14:22 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/22244 |
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