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Lang & Comm 2 Flashcards

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1
Q

three stages in spoken word production

A

conceptualisation
formulation
articulation

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2
Q

conceptualisation

A

determining what you want to say (pre-verbal and universal)

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3
Q

formulation

A

translating pre-verbal message to linguistic form

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4
Q

4 steps involved in formulation (LSPP)

A

lexicalisation - choosing words
syntactic planning - forming sentence
phonological encoding - turning words to sounds
phonetic planning - pronouncing

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5
Q

articulation

A

verbal word pronounciation

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6
Q

who extended the process of spoken word production?

A

Levelt 1989 and Roelofs 1997

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7
Q

Who conceptualised the 3 major steps?

A

Griffin and Ferreira (2006)

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8
Q

What did Levelt and Roelof extend this process into?

A

the WEAVER++ model: adds self-monitoring

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9
Q

give the kinds of self-monitoring

A

internal (planning what to say) and external (you can self-correct when speaking)

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10
Q

what does WEAVER stand for

A

word form encoding by activation and verification

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11
Q

explain this in 3 parts:

A

prepare a concept (select lemma)
morphological encoding (grammar)
phonological encoding (select lexeme)

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12
Q

what is your mental lexicon?

A

store of all the words you know

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13
Q

what is within your mental lexicon?

A

lemma of words - the meaning of them.
lexeme - basic lexical unit of language of one or several words (play, plays, playing)

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14
Q

what are 3 pieces of evidence for the WEAVER++ model? (SPT)

A
  • speech errors
  • picture naming and picture-word interference
  • tip of the tongue (ToT) phenomenon
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15
Q

how many speech sounds do we produce per second?

A

15

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16
Q

how does Levelt characterise speech errors?

A

they are automatic: “impossible to think in the middle of a word shall I say ‘t’ or ‘d’”

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17
Q

speech production vs. comprehension?

A

we pay less attention to production

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18
Q

how many speech errors per 1000 words? how many per day?

A

1-2
7-22

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19
Q

what is the Freudian belief on speech errors?

A

it’s our repressed thoughts

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20
Q

what is Dell’s belief on speech errors?

A

it reflects someone’s capacity for using language and its components

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21
Q

what is a major general belief on speech errors?

A

THEY DO NOT OCCUR AT RANDOM

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22
Q

List the 8 main types of speech errors (SPEDASAB)

A

shift
persevation
exchange
deletion
addition
substitution
anticipation
blend

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23
Q

word errors vs sound errors?

A

word errors: happen EARLY, not restricted by distance and always of same word type

sound errors: happen LATER, restricted by closeness and cross word type

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24
Q

list 4 common properties of errors (NECE)

A

Novel words follow language’s phonology (perple, not peorslpe)
Exchange of phonemes in similar positions
Consonants-consonants & vowels-vowels
Experimentally induced by SLIP technique

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25
Q

explain what this shows about errors:

A

Garrett’s model of speech production

from highest level to lowest = word errors happen earlier (chosen in lemma) and why sound errors happen later (lexeme errors)

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26
Q

lexicalisation

A

turning thought into sound

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27
Q

what are the stages of the two-stage retrieval process of lexicalisation

A

lemma (feline animal noun) and lexeme (/c a t/)

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28
Q

what is evidence for this 2-stage retrieval process?

A

there are 2 types of substitution errors - ALWAYS separate

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29
Q

what are the 2 types of substitution errors

A

semantic and phonological

30
Q

describe ToT

A

Subjective feeling of knowing lemma but not lexeme

31
Q

what gets activated when you experience ToT? what are they called?

A

phonologically similar words - interlopers

32
Q

how is ToT evidence for the lexicalisation process?

A

shows that the retrieval of meaning is a separate process to retrieval of sound.

33
Q

what are the 2 main theories explaining ToT?

A

blocking hypothesis
transmission deficit hypothesis

34
Q

who introduced the blocking hypothesis?

A

Jones and Langford (1987)

35
Q

what did Jones and Langford (1987) focus on?

A

blocking hypothesis for ToT - interlopers suppress activation of correct word

36
Q

who introduced transmission deficit hypothesis?

A

Burke et al. (1991)

37
Q

What did Burke et al (1991) focus on?

A

transmission deficit hypothesis - weak links between grammar and word form = problem with transmission of lemma to lexeme

38
Q

according to transmission deficit hypothesis, what are the reasons for weak links?

A

ageing
low frequency words

39
Q

what 3 pieces evidence favour transmission deficit hypothesis?

A

blocking is wrong: words with less interlopers = more ToTs
bilinguals = more ToTs
dyslexic children. = more ToTs

40
Q

Who researched picture naming as evidence of lexicalisation?

A

Wheeldon and Monsell (1992)

41
Q

Describe procedure Wheelson and Monsell’s experiment

A

pps had to name a picture (dog), where one condition did a priming generation task (finish sentence: man’s best friend is a ___) and control had no priming.

42
Q

Describe findings of Wheelson and Monsell’s experiment

A

long-term priming occurred, 10-12 minutes after generation task, pps in control were slower at naming picture than experimental condition

43
Q

does word form priming alone improve picture naming?

A

no - homophone priming of car boot and footwear boot did not persist in picture recognition

44
Q

does semantic priming alone improve picture naming?

A

no - bilinguals finished a sentence in English and picture named in Welsh, and there was no priming seen.

45
Q

What do picture naming tasks tell us about priming?

A

need BOTH word form and meaning to activate priming, otherwise there are no noticeable effects.

46
Q

Explain this study’s procedure:

A

picture word interference also is evidence of lexicalisation: name picture ignoring distractor words

47
Q

Explain this study’s findings:

A

a semantically related distractor word made naming slower than control distractor
a phonologically related distractor made word naming faster than control distractor

48
Q

How can this study be extended? (Hint: SOA)

A

Distractor onset can be manipulated = Stimulus Onset Asynchrony

49
Q

who conducted a picture word interference task study on SOA?

A

Schriefers et al 1990

50
Q

Describe procedure of Schriefers et al’s 1990 experiment

A

name a picture while hearing distractor words:
semantically or phonologically related
150ms before or after picture

51
Q

Describe findings of Schriefers et al’s 1990 experiment

A

semantically related distractor before picture = slower
phonologically related distractor just before picture = faster
- means that semantic comes in earlier than phonology

52
Q

anomic aphasia

A

milder form of aphasia - speech fluency but unable to generate correct words - mostly verbs and nouns.

53
Q

what are the 2 types of anomic aphasia

A

-lexical semantic aphasia - meaning is lost @lemma level
-phonological aphasia - wrong phonology selected @lexeme level

54
Q

what does anomic aphasia support?

A

the 2-stage model of lexicalisation

55
Q

How did Levelt at first describe his WEAVER++ model?

A

discrete and modular

56
Q

what made Levelt’s WEAVER++ model discrete and modular?

A

a single item was produced based on semanticity, then phonological form is retrieved

57
Q

why could the WEAVER++ model also be cascading?

A

there are ‘leakages’ between stages
multiple lemmas are activated from semantic to phonological stage.

58
Q

what do these counteract?

A

the idea that the WEAVER++ model is discrete and modular

59
Q

How was the WEAVER++ model tested as a cascading system and by who?

A

mediated priming (Levelt et al 1991)

60
Q

whose study is this and what is it exploring?

A

Levelt et al 1991, effects of mediated priming and whether lexicalisation is a cascading system

61
Q

Describe Levelt et al’s 1991 procedure

A

pps named a picture
also wearing headphones hearing a word that they had to identify as real or non-real before they said answer eg. ‘sheep’.

62
Q

Describe Levelt et al’s 1991 findings

A

Early inhibitory priming of goat (semantic) @ lemma level
Late priming of sheet (phonological) @ lexeme level
No priming of goal (evidence against cascading systems)

63
Q

Provide evidence in favour of lexicalisation being a cascading system

A

Peterson and Savoy 1998 - mediated priming of near synonyms was found (‘couch’ primed ‘soda’ through ‘sofa’)

64
Q

What major assumption does the feedback system of lexicalisation argue against the discrete one?

A

errors are not at random

65
Q

what 2 things prove the feedback lexicalisation model correct for arguing errors not being random

A

lexical bias (hissed mystery lesson, never missed cystery messon)
similarity effects (mixed substitution errors: comma - colon)

66
Q

what are lexical biases and similarity effects supporting

A

that errors are not random as these mistakes result in real words more often than by chance.

67
Q

what is the alternative to lexicalisation being feedback activated?

A

output monitor

68
Q

why are our speech errors usually real words according to output monitoring? (ENG)

A

External self-monitoring means we suppress non-real words
No taboo slip of tongues (hit shed)
Galvanic skin responses elevated for taboo trials - we catch ourselves

69
Q

what is subvocalisation

A

inner speech

70
Q

what do studies look at to show subvocalisation?

A

time taken to silently read words

71
Q

give 3 studies of subvocalisation

A

Filik and Barber (2011): pps spent longer reading words that didn’t rhyme (bath/kath/garth Northerners vs Southerners)

Ashby and Clifton (2005): people read publication for longer than experiment as it has 2 stresses rather than 1.

Corcoran and Frisson: stutterers took disproportionately longer to silently read words they stuttered on in their head

Psychology (20 decks)

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