Tonal symmetry induces fluency and sense of well-formedness

Qiao, Fuqiang, Sun, Fenfen, Li, Fengying, Ling, Xiaoli, Zheng, Li, Li, Lin, Guo, Xiuyan and Dienes, Zoltan (2018) Tonal symmetry induces fluency and sense of well-formedness. Frontiers in Psychology. ISSN 1664-1078

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Abstract

Fluency influences grammaticality judgments of visually presented strings in artificial grammar learning (AGL). Of many potential sources that engender fluency, symmetry is considered to be an important factor. However, symmetry may function differently for visual and auditory stimuli, which present computationally different problems. Thus, the current study aimed to examine whether objectively manipulating fluency by speeding up perception (i.e. manipulating the inter-stimulus interval, ISI, between each syllable of a string) influenced judgments of tonal strings; and thus how symmetry-based fluency might influence judgments. In experiment 1, with only a test phase, participants were required to give their preference ratings of tonal strings as a measurement of fluency. In experiment 2, participants were instructed to make grammaticality judgments after being incidentally trained on tonal symmetry. Results of experiment 1 showed that tonal strings with shorter ISI were liked more than those with longer ISI while such difference was not found between symmetric and asymmetric strings without training. Additionally, experiment 2 found both main effects of symmetry and ISI as well as an interaction. In particular, only asymmetric strings were more likely to be judged as grammatical when they were presented at a shorter ISI. Taken together, participants were sensitive to the fluency induced by the manipulation of ISI and sensitive to symmetry only after training. In sum, we conclude that objective speed influenced grammaticality judgments, implicit learning of tonal symmetry resulted in enhanced fluency, and that fluency may serve as a basis for grammaticality judgments.

Item Type: Article
Keywords: onal symmetry; fluency; AGL; grammaticality judgments; implicit learning
Schools and Departments: School of Psychology > Psychology
Research Centres and Groups: Sackler Centre for Consciousness Science
Related URLs:
Depositing User: Ellena Adams
Date Deposited: 15 Feb 2018 12:20
Last Modified: 03 May 2018 13:56
URI: http://sro.sussex.ac.uk/id/eprint/73603

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