研究自监督语音模型是否具备语言习得关键期效应
Do Self-Supervised Speech Models Exhibit the Critical Period Effects in Language Acquisition?
- 通过调整第二语言训练起始时间与第一语言训练终止时间，测试语音模型表现
- 延迟第二语言训练反而提升其发音区分能力，延迟第一语言训练导致遗忘
- 发现语音模型不具人类关键期特征，对语言习得规律有新启示
本文探究自监督语音模型（S3Ms）是否表现出人类语言习得中的关键期（CP）效应。关键期效应指第二语言（L2）暴露过晚则学习更难，而第一语言（L1）暴露终止过晚则保留更强。尽管已有研究在文本模型中验证该现象，但语音模型因在人类语言习得中占据核心地位，其相关研究仍不足。本研究在儿童导向语音数据上训练S3M，设置不同L2训练起始时间与L1训练终止时间，评估其音素辨别能力。结果表明，S3M在音位习得方面未表现出明确的关键期效应。值得注意的是，延迟L2暴露起始的模型在L2任务上表现更优，而延迟L1暴露终止的模型出现L1遗忘现象。
原文摘要 · Abstract (English)
This paper investigates whether the Critical Period (CP) effects in human language acquisition are observed in self-supervised speech models (S3Ms). CP effects refer to greater difficulty in acquiring a second language (L2) with delayed L2 exposure onset, and greater retention of their first language (L1) with delayed L1 exposure offset. While previous work has studied these effects using textual language models, their presence in speech models remains underexplored despite the central role of spoken language in human language acquisition. We train S3Ms with varying L2 training onsets and L1 training offsets on child-directed speech and evaluate their phone discrimination performance. We find that S3Ms do not exhibit clear evidence of either CP effects in terms of phonological acquisition. Notably, models with delayed L2 exposure onset tend to perform better on L2 and delayed L1 exposure offset leads to L1 forgetting.
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