This study investigated the effects of training in /r/-/l/ perceptual identification on /r/-/l/ production by adult Japanese speakers. Subjects were recorded producing English words that contrast /r/ and /l/ before and after participating in an extended period of /r/-/l/ identification training using a high-variability presentation format. All subjects showed significant perceptual learning as a result of the training program, and this perceptual learning generalized to novel items spoken by new talkers. Improvement in the Japanese trainees' /r/-/l/ spoken utterances as a consequence of perceptual training was evaluated using two separate tests with native English listeners. First, a direct comparison of the pretest and post-test tokens showed significant improvement in the perceived rating of /r/ and /l/ productions as a consequence of perceptual learning. Second, the post-test productions were more accurately identified by English listeners than the pretest productions in a two-alternative minimal-pair identification procedure. These results indicate that the knowledge gained during perceptual learning of /r/ and /l/ transferred to the production domain, and thus provides novel information regarding the relationship between speech perception and production.

Previous work from our laboratories has shown that monolingual Japanese adults who were given intensive high-variability perceptual training improved in both perception and production of English Iri-ill minimal pairs. In this study, we extended those findings by investigating the long-term retention of learning in both perception and production of this difficult non-native contrast. Results showed that 3 months after completion of the perceptual training procedure, the Japanese trainees maintained their improved levels of performance on the perceptual identification task. Furthermore, perceptual evaluations by native American English listeners of the Japanese trainees' pretest, posttest, and 3-month follow-up speech productions showed that the trainees retained their long-term improvements in the general quality, identifiability, and overall intelligibility of their English 1r1-11/ word productions. Taken together, the results provide further support for the efficacy of high-variability laboratory speech sound training procedures, and suggest an optimistic outlook for the application of such procedures for a wide range of "special populations."Over the past decade, several important advances have been made toward establishing effective laboratory training procedures for modifying the identification of difficult non-native phonetic categories (for recent reviews, see

Monolingual speakers of Japanese were trained to identify English /r/ and /l/ using Logan et al.'s [J. Acoust. Soc. Am. 89, 874-886 (1991)] high-variability training procedure. Subjects' performance improved from the pretest to the post-test and during the 3 weeks of training. Performance during training varied as a function of talker and phonetic environment. Generalization accuracy to new words depended on the voice of the talker producing the /r/-/l/ contrast: Subjects were significantly more accurate when new words were produced by a familiar talker than when new words were produced by an unfamiliar talker. This difference could not be attributed to differences in intelligibility of the stimuli. Three and six months after the conclusion of training, subjects returned to the laboratory and were given the post-test and tests of generalization again. Performance was surprisingly good on each test after 3 months without any further training: Accuracy decreased only 2% from the post-test given at the end of training to the post-test given 3 months later. Similarly, no significant decrease in accuracy was observed for the tests of generalization. After 6 months without training, subjects' accuracy was still 4.5% above pretest levels. Performance on the tests of generalization did not decrease and significant differences were still observed between talkers. The present results suggest that the highvariability training paradigm encourages a long-term modification of listeners' phonetic perception. Changes in perception are brought about by shifts in selective attention to the acoustic cues that signal phonetic contrasts. These modifications in attention appear to be retrained over time, despite the fact that listeners are not exposed to the /r/-/l/ contrast in their native language environment.

The McGurk effect is a phenomenon that demonstrates a perceptual fusion between auditory and visual (lip-read) information in speech perception under the condition of audio-visual discrepancy, created by dubbed video tapes. This paper investigated whether or not the McGurk effect could be extended to Japanese subjects listening to Japanese syllables of different auditory intelligibility. The audio and video signal of a female talker's speech for ten Japanese syllables (/ba/, /pa/, /ma/, /wa/, /da/, /ta/, /na/, /ra/, /ga/, /ka/) was combined on videotapes, giving 100 audio-visual stimuli. These stimuli were presented to ten Japanese subjects who were required to identify the stimuli as heard speech in both noise-added and noise-free conditions. For both conditions, the intelligibility of the auditory stimuli was measured, by presenting the audio-alone stimuli. The results showed that, in the noise-free condition, the McGurk effect was small and almost limited to auditory stimuli of which the intelligibility was less than 100%. In the noise-added condition, the McGurk effect was very strong and widespread. These results indicate that the "Japanese McGurk effect" is less easily induced than the English one, and that it depends on the auditory intelligibility of the speech signal.

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