“…The target words were played to the participants in their sentential contexts in order to facilitate perceptual learning by providing additional phrase-level acoustic cues to pitch-accent contrasts (Pierrehumbert & Beckman, 1988; Sugito, 1982b; Vance, 1995) and phonetic variability in the stimuli (Hirata, 1999; Lee et al, 2009; Nishinuma et al, 1996). The list of sentences in Table 1 shows that they varied in the position of the target word (sentence-initial in 1, 3–6 vs. sentence-medial in 2, 7); the accentual type of the following lexical word (accented in 4, 5 vs. unaccented in 1–2, 6); and the type of sentence-final boundary tones (low tones in sentences 1–2 and 4, high tones in questions 6–7, high insisting-rise tones in 3, 5).…”