Document Type

Thesis

Date of Degree

Spring 2010

Degree Name

MA (Master of Arts)

Degree In

Psychology

First Advisor

Prahlad Gupta

Abstract

Seven experiments examined phonological word-form learning (i.e., the learning of novel wordlike sound patterns) after differing types of training. In each case, learning at the end of training was assessed via stem-completion ability. Experiment 1 presented participants with 11 epochs of listening and repeating (incidental learning) and found significant stem-completion ability. The results of Experiment 2 showed greater stem-completion ability after 11 epochs of listening, repeating, and stem-completion testing (deliberate learning). Experiment 3 replicated results from Experiments 1 and 2 in a within-subject design and demonstrated that learning of both types is item-specific and not merely the result of generalized task facilitation. Experiment 4 measured stem-completion ability after 100 epochs of incidental learning and found that it remained lower than after only 11 blocks of deliberate learning in Experiments 2 and 3. Experiments 4, 5, and 6 utilized monosyllabic nonword stimuli, in contrast to the disyllabic nonword stimuli utilized in the first four experiments, and replicated results from Experiments 1, 2, and 3, respectively. Taken together, these results suggest that incidental learning does not yield full mastery of phonological word-forms.

Keywords

deliberate learning, incidental learning, phonological learning

Pages

vi, 66 pages

Bibliography

Includes bibliographical references (pages 65-66).

Copyright

Copyright 2010 Stephanie Leona Packard

Included in

Psychology Commons

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