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Across two experiments, we examine the relationship between individual differences in working memory (WM) and the acquisition of non-native speech categories in adulthood. While WM is associated with individual differences in a variety of learning tasks, successful acquisition of speech categories is argued to be contingent on WM-independent procedural-learning mechanisms. Thus, the role of WM in speech category learning is unclear. In Experiment 1, we show that individuals with higher WMdoi:10.1101/2021.01.10.426093 fatcat:wdomdnsoozfsbixf6oxs2k7w5m