Language-general versus language-specific processes in bilingual voice learning.

Language experience confers a benefit to voice learning, a concept described in the literature as the language familiarity effect (LFE). What experiences are necessary for the LFE to be conferred is less clear. We contribute empirically and theoretically to this debate by examining within and across language voice learning with Cantonese-English bilingual voices in a talker-voice association paradigm. Listeners were trained in Cantonese or English and assessed on their abilities to generalize voice learning at test on Cantonese and English utterances. By testing listeners from four language backgrounds - English Monolingual, Cantonese-English Multilingual, Tone Multilingual, and Non-tone Multilingual groups - we assess whether the LFE and group-level differences in voice learning are due to varying abilities (1) in accessing the relative acoustic-phonetic features that distinguish a voice, (2) learning at a given rate, or (3) generalizing learning of talker-voice associations to novel same-language and different-language utterances. The specific four language background groups allow us to investigate the roles of language-specific familiarity, tone language experience, and generic multilingual experience in voice learning. Differences in performance across listener groups shows evidence in support of the LFE and the role of two mechanisms for voice learning: the extraction and association of talker-specific, language-general information that is more robustly generalized across languages, and talker-specific, language-specific information that may be more readily accessible and learnable, but due to its language-specific nature, is less able to be extended to another language.