Two experiments investigated the effectiveness of computer-assisted prosody training, its generalization to novel sentences and segmental accuracy, and the relationship between prosodic and lexical information in long-term memory. Experiment 1, using a pretest-posttest design, provided native English-speaking learners of French with 3 weeks of training focused on prosody using a real-time computerized pitch display. Multiple exemplars produced by native speakers (NSs) of French and stored on hard disk provided training feedback. Learners' recorded pre- and posttest productions were presented to NSs for evaluation in two conditions: filtered (unintelligible segmental information) and unfiltered. Ratings using 7-point scales for the prosody and segmental accuracy of unfiltered samples revealed significant improvement in prosody with generalization to segmental production and novel sentences. Comparison of prosody ratings for filtered and unfiltered samples revealed some segmental influence on the pretest ratings of prosody. In Experiment 2, involving a memory recall task using filtered stimuli of reduced intelligibility, learners identified the exact lexical content of an average of 80% of the training sentences based on prosodic cues consistent with exemplar-based learning models. Questionnaire responses indicated a greater awareness of the various aspects of speech and increased confidence in producing another language.