Abstract

Speech motor learning is the multimodal process of acquiring speech sounds. Speech motor learning is trained through speech-language pathologist intervention in individuals across the lifespan. Previous research has explored which factors can influence speech motor learning, such as musical experience or training, which is the subject of this study. Sixty young adult participants (four male, 56 female) were recruited as part of a larger study that examined four possibly influential factors: bilingualism, phonetic knowledge, perceptual skills, and musical experience. Since the adult population has already acquired all the speech sounds in English, learning was measured using nonnative consonant clusters. Participants practiced speaking nonsense words containing non-English consonant clusters, a shortened version of the Profile of Music Perception Skills (micro-PROMS), and a self-report of musical experience. Acoustic analysis of the consonant cluster and word duration was used as an index of motor learning. Statistical analysis did not reveal a significant correlation between the musical assessments and speech motor learning; however, there was a significant effect of bilingualism and total micro-PROMS score, as well as phonetic knowledge and the accent subtest of the micro-PROMS. These findings demonstrate a relationship between musical ability and language, which is consistent with previous literature on this topic. Further research is warranted to more closely examine the speech motor learning aspect of language and its relationship to musical experience.

Degree

MS

College and Department

David O. McKay School of Education; Communication Disorders

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-05-28

Document Type

Thesis

Keywords

speech motor learning, speech acoustics, music

Language

english

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