Bilingualism augments memory advantage of accent congruency in word recognition.

Potential differences in word and speaker recognition, among monolinguals versus bilinguals, were investigated. Participants heard English words spoken by a male or female with a native Canadian English accent or a Chinese accent at study. Then, participants performed an old/new word recognition test with new words and half of the study words.

Speaker's voice as a memory cue.

Speaker's voice occupies a central role as the cornerstone of auditory social interaction. Here, we review the evidence suggesting that speaker's voice constitutes an integral context cue in auditory memory. Investigation into the nature of voice representation as a memory cue is essential to understanding auditory memory and the neural correlates which underlie it.

Voice reinstatement modulates neural indices of continuous word recognition.

The present study was designed to examine listeners' ability to use voice information incidentally during spoken word recognition. We recorded event-related brain potentials (ERPs) during a continuous recognition paradigm in which participants indicated on each trial whether the spoken word was "new" or "old." Old items were presented at 2, 8 or 16 words following the first presentation.

Voice congruency facilitates word recognition.

Behavioral studies of spoken word memory have shown that context congruency facilitates both word and source recognition, though the level at which context exerts its influence remains equivocal. We measured event-related potentials (ERPs) while participants performed both types of recognition task with words spoken in four voices. Two voice parameters (i.

Auditory evoked potentials dissociate rapid perceptual learning from task repetition without learning.

Performance improvement during an hour of auditory perceptual training is accompanied by rapid physiological changes. These changes may reflect learning or simply task repetition independent of learning. We assessed the contribution of learning and task repetition to changes in auditory evoked potentials during a difficult speech identification task and an easy tone identification task.