Same or Different? Perceptual Learning for Connected Speech Induced by Brief and Longer Experiences

Abstract Perceptual learning, defined as long-lasting changes in the ability to extract information from the environment, occurs following either brief exposure or prolonged practice. Whether these two types of experience yield qualitatively distinct patterns of learning is not clear. We used a time-compressed speech task to assess perceptual learning following either rapid exposure or additional training. We report that both experiences yielded robust and long-lasting learning. Individual differences in rapid learning explained unique variance in performance in independent speech tasks (natural-fast speech and speech-in-noise) with no additional contribution for training-induced learning (Experiment 1). Finally, it seems that similar factors influence the specificity of the two types of learning (Experiment 1 and 2). We suggest that rapid learning is key for understanding the role of perceptual learning in speech recognition under adverse conditions while longer learning could serve to strengthen and stabilize learning.