Gradient effects of reading ability on native and non-native talker identification

Talker identification is heightened for native compared to non-native talkers, suggesting that language comprehension influences talker recognition. Research has revealed a gradient effect of language experience on talker recognition; adults with reading disability show poor talker identification even in their native language. We examined whether this gradient would be observed among adults without reading disability. Monolingual English adults were assigned to the high or low reading group based on standardized assessments. All learned to identify the voices of English and French talkers and were then tested for retention of learning. The results indicate that compared to the low reading group, the high reading group (1) showed increased talker identification during training for both the native and non-native voices and (2) showed increased retention of learning, but only for the non-native voices. These results extend gradient effects of language proficiency on talker identification to include within-normal differences in reading ability.