Actively seeking variability: effects of active learning and talker variability on novel word learning in adults

Talker variability has been found to be both helpful and challenging for learners. For example, while adult word recognition is slowed down when the talker changes rapidly from trial to trial, this same talker variability can benefit learning non-native sound contrasts and production of novel words. However, all prior research has exposed participants to predetermined orders or variability conditions. Since research suggests that learners engage in active information seeking and it can benefit learning, here we ask whether adults seek out talker variability during word learning and how this variability influences performance. Active participants chose to hear words from 5 talkers on average, and hearing more talker variability for individual words predicted production and comprehension accuracy. While active learning was not beneficial, participants in the Passive condition performed better on the comprehension test. Results are consistent when cognates are excluded from the analyses. We discuss the results in the context of high variability phonetic training and active learning theories.