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The Effects of Cognitive Load on the Perception of Foreign-Accented Words" (2016)

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The Effects of Cognitive Load on the Perception of Foreign-Accented Words Cleveland State University EngagedScholarship@CSU ETD Archive 2016 The Effects of Cognitive Load on the Perception of Foreign- Accented Words Leah M. Bonath Follow this and additional works at: https://engagedscholarship.csuohio.edu/etdarchive Part of the Psychology Commons How does access to this work benefit ou?y Let us know! Recommended Citation Bonath, Leah M., "The Effects of Cognitive Load on the Perception of Foreign-Accented Words" (2016). ETD Archive. 907. https://engagedscholarship.csuohio.edu/etdarchive/907 This Thesis is brought to you for free and open access by EngagedScholarship@CSU. It has been accepted for inclusion in ETD Archive by an authorized administrator of EngagedScholarship@CSU. For more information, please contact [email protected]. THE EFFECTS OF COGNTIVE LOAD ON THE PERCEPTION OF FOREIGN- ACCENTED WORDS LEAH M. BONATH Bachelor of Arts in Neuroscience Hiram College May, 2013 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY at the Cleveland State University May, 2016 We hereby approve this thesis For Leah M. Bonath Candidate for the Master’s of Arts degree for the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by Thesis Chairperson, Conor T. McLennan _____________________________________ Psychology & Date Methodologist and Committee Member, Albert F. Smith _____________________________________ Department & Date Committee Member, Eric Allard ______________________________________ Department & Date Committee Member, Andrew Slifkin _____________________________________ Psychology & Date _________April 21, 2016_________ Date of Defense ACKNOWLEDGEMENT I would first like to thank my advisor, Dr. Conor McLennan, for his invaluable guidance and assistance throughout this project. I greatly appreciate his dedication to seeing all of his students become more capable and knowledgeable researchers. I’d also like to thank Dr. Sara Incera, my fellow LRLer for sacrificing so much of her time giving me feedback on my manuscript and helping me with data analysis on top of finishing up her own dissertation. I acknowledge the rest of the members of the Language Research Lab for their continued helpful feedback that improved the quality of this research. Lastly, I’d like to thank my parents for continuously supporting me during my studies and encouraging me to follow my dreams. THE EFFECTS OF COGNTIVE LOAD ON THE PERCEPTION OF FOREIGN- ACCENTED SPEECH LEAH M. BONATH ABSTRACT A significant amount of the research conducted in the area of foreign-accented speech has examined the influence that intelligibility, comprehensibility, and strength of accent have on the perception of foreign-accented speech. Factors such as speaking rate, signal-to- noise ratio, number of talkers, familiarity with the foreign-accent and, most relevant to the present study, cognitive load all play a role in how accented speech is perceived. In the current study, we explored the inverse of this relationship. We hypothesized that degree of cognitive load would affect participants’ accent ratings. The purpose of this research was to evaluate two competing hypotheses. According to a difficulty-based account, increases in cognitive load should lead to increased accent ratings, such that both native and non-native accents are rated stronger. According to an alternative resource-based account, increases in cognitive load should push accent ratings toward more neutral ratings, such that native accents are rated stronger and non-native accents are rated weaker, as there will be fewer available resources to attend to the accent-rating task. Results showed that cognitive load led to significantly weaker ratings of the foreign- accented speakers, as predicted by the alternative resource-based account. However, the influence of cognitive load only emerged in a high cognitive load condition, and cognitive load had no significant effects on the native-accented speakers. In addition to a iv number of potential practical implications for accented speakers, our results have important theoretical implications for the perception of foreign-accented speech and for the relationships between language and accent perception. v TABLE OF CONTENTS PAGE ABSTRACT…………………………………………………………………………...…iv LIST OF TABLES………………………………………………………………...…....viii LIST OF FIGURES………………………………………………………………….…...ix CHAPTER I. INTRODUCTION………………………………………………………………...1 Foreign Accents and Comprehension……………………………………..1 Speaker-Dependent Variables……………………………………………..3 Speaker-Independent Variables…………………………………………...6 Comprehension Affects Foreign Accent Perception………………………7 Cognitive Load…………………………………………………………….8 Rating Foreign Accents…………………………………………………..10 Previous Work…….………………………………....…………………..12 Present Study…………………………………………………………….13 II. METHOD………………………………………………………………………..14 Participants……………………………………………………………….14 Design……………………………………………………………………14 Stimuli……………………………………………………………………15 Procedure………………………………………………………………...16 III. RESULTS…………………………………………………………………...…...20 Reaction Times…..………………………………………………………20 Final Click……………………………………………………………..…21 Memory Performance……………………………………………………23 IV. DISCUSSION………………………………………………...………………….25 Practical Implications…………………………………………………….28 Classroom Setting………………………………………………..28 Clinical Setting…………………………………………………...30 vi Future Work………………………………………………..…………….31 V. REFERENCES……………………………………………………………………….33 VI. Appendix……………………………………………………………………………..37 vii LIST OF TABLES TABLE 1. Reaction times for foreign- and native-accented words……………………….…….21 2. Accent ratings by instructions, cognitive load and accent type……………………...22 a. Overall ratings collapsed by instructions…………………………………….22 b. Accent ratings in the accent instruction condition…………………………...23 c. Accent ratings in the cognitive load instruction condition…………………..23 3. Percent of recalled numbers per cognitive load level and instruction type………….24 viii LIST OF FIGURES FIGURE 1. Progression of a block of Trials……………………………………………………….19 ix CHAPTER I INTRODUCTION In the most recent report by the United Nations (2016), approximately 244 million people worldwide are classified as immigrants. Between 2000 and 2015 the United States is reported to have to the largest percentage of immigrants. These data suggest that it is not uncommon for listeners to encounter foreign-accented speech. In the present study, we aimed to further our understanding of how listeners perceive foreign-accented speakers. Specifically, I examined whether or not manipulations in cognitive load influenced participants’ subjective ratings of a foreign accent. Participants were asked to rate accented words while simultaneously performing a relatively difficult secondary task (high load), a relatively easy secondary task (low load), or no secondary task (no load). Understanding how foreign-accented speakers are perceived is an important topic with real potential for widespread practical implications. Foreign Accents and Comprehension The relationships between foreign-accented speech and comprehension, intelligibility, and perception have been widely studied in the field of spoken language research. Much of the literature focuses on how foreign accents affect speech processing 1 and comprehension (Bent & Holt, 2013; Bradlow & Bent, 2003; Bradlow & Bent, 2008; Clarke & Garrett, 2004; Flege, Munro, & MacKay, 1995; Levi, Winters & Pisoni, 2007; Shi & Farooq, 2011; Ulbrich, 2013). However, there have been only a few studies that have looked at the inverse of that relationship, how degree of speech comprehension affects the perception of accents (Behrman & Akhund, 2013; Derwing & Munro, 1997; Kennedy & Trofimovich, 2008). It is important to understand how the difficulty of the speech being produced affects the perception of foreign accents for a number of reasons. One such reason is the increasing number of international students and international job opportunities. Employment opportunities, travel, and technology are making interactions with someone who speaks a native language other than your own increasingly likely. Consequently, it is becoming increasingly important for foreign-accented speakers to understand the circumstances under which his or her speech may be more difficult for listeners to understand. It is also important in a classroom setting, as instructors with foreign accents may be unfairly judged as being difficult to understand if the topic of study is difficult. Identifying the factors that have the potential to cause speech to be more or less comprehensible will allow foreign-accented speakers to optimize their communication with native speakers of that language. There have been a number of variables that have been identified in previous research that could potentially increase or decrease comprehensibility, perceived accentedness, intelligibility of speech, or any combination. The simplest of these is the ability of the listener to adapt to foreign-accented speech. A study conducted by Bradlow and Bent (2003) showed that familiarizing the participants with an accent improved their 2 ability to understand that speaker when listening to sentences. Bradlow and Bent (2003) also found that familiarizing the participants with multiple talkers before administering a post-test led to even greater performance when transcribing sentences than training with a single talker. A later study conducted by the same authors in 2008 supported these findings and showed that with a single talker, adaptation to accented speech is affected by the intelligibility
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