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cognitive research > Language Production > Flashcards

Language Production Flashcards

week 11

1
Q

what is not a prosodic cue?

A

frequency

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1
Q

the garden path model of parsing ncan be described as:

A

a two-stage, serial processing model

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2
Q

what is not a type of inference?

A

embellishment

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3
Q

is speech production effortless?

A

○ 2-3 words per second (~150 words per minute)
○ Probably not as effortless as we think it is.
* Use strategies to reduce processing demands when planning speech:
○ Deciding what we are going to say before we say it
§ Cognitively demanding

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4
Q

what is preformulation?

A

production of phrases used before A piece of cake/ Under the weather
§ Go to well used phrases (generically understood) to make speech production easier
Consensus in understanding

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5
Q

what is under specification?

A

use of simplified expressions …or something/ …and things like that
§ Simplified expressions that make understanding speech easier.
Attached to sentences to simplify what we are saying.

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6
Q

how does intoxication infliuence language?

A
  • Reveals complexities of speech production
    ○ Requires effort.
    ○ Impairs attention, memory, thinking and reasoning
    ○ Produce more dysfluencies (e.g. stammering, stuttering) (1)
    ○ Slower speaking rate (1)
    ○ Reduction in richness and creativity (2)
    (1) Hollien et al (2001); (2) Reichel & Kisler (2002)
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7
Q

what is speech planning?

A
  • First stage of speech production
    • Might occur at different levels
      ○ Clause
      § Part of the sentence containing a subject and a verb
      □ The dog (subject) is sleeping (verb)…
      ○ Phrase
      § A group of words that express a single idea
      □ …on the bed
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8
Q

what is a clause level speech production?

A

Speech errors provide evidence that speech planning extends over the entire clause
We have to have planned the sentences before we say it- suggests that speech planning may not only occur at clause level

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9
Q

what is phrase level speech production?

A

Describe moving pictures
has two differing conditions

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10
Q

what are the 2 different levels of phrase level speech production?

A

Simple initial noun phrase
§ The tie moves above the candle and the foot
§ One noun at the start of the phrase
2. Conjoined initial noun phrase
§ The tie and the candle move above the foot
§ Two nouns at the start of the phrase.
* Simple initial noun phrase
○ The tie moves above the candle and the shoe
* Conjoined initial noun phrase
○ The tie and the candle move above the shoe
Martin et al (2004)

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11
Q

what did Martin et al (2004) into phrase level processing find?

A
  1. Simple initial noun phrase
    ○ The tie moves above the candle and the foot
    1. Conjoined initial noun phrase
      ○ The tie and the candle move above the foot
      * Took longer (~77ms) to initiate conjoined phrase
      At phrase level when speech becomes more complicated (more nouns in sentence) it takes us longer to produce (and plan) the sentence
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12
Q

what are speech errors?

A
  • Generally accurate when speaking, but sometimes prone to error
    • Majority of errors are not random, but systematic
      ○ Don’t happen at random
      ○ Specific speech errors that we can make
    • Provide insight into how cognitive systems work
      What happens when we plan and produce speech
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13
Q

what is word exchange? give an example

A

Speech planning extends over the entire clause
- My chair seems empty without my room

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14
Q

what is sound (phoneme) exchange? give an example.

A

Sounds of words planned shortly in advance
Sounds have switched (sound exchange)
- bedbugs to budbegs

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15
Q

what is spoonerism? give an example.

A

Initial letter of two words are switched
First letter of two words are switched
- saying “go and shake a tower” instead of “go and take a shower”

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16
Q

what is semantic substitution? give an example.

A

○ Word replaced by another with similar meaning (semantically similar)
§ Where is my cricket bat?
Where is my cricket racket?

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17
Q

what is morpheme exchange? give an example

A

○ Inflexions (first few letter in a word) /suffixes (last few letters in a word) attached to wrong words
○ Groups of letters are swapped.
§ He has already trunked two packs

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18
Q

what is number agreement? give an example.

A

○ The team has won the match
○ Collective noun is singular, but… The team have won the match …resembles plural noun
Word attached to a plural can be incorrect.

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19
Q

what tupe of error is: “i saw you fight a liar”

A

spoonerism

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20
Q

what type of error is: “knife light”

A

sound exchange

21
Q

what type of error is: “i must let the house out of the cat”

A

word exchange

22
Q

what type of error is: :she has already paired two soles”

A

morpheme exchange

23
Q

what type of error is: “the government have made a mess of things”

A

number agreement

24
Q

what type of error is: “he used the ladle to flip the pancakes”

A

semantic substitution

25
Q

what are the two major theories of speech production?

A
  1. Spreading- activation theory (Dell, 1986)
    ○ Processing occurs in parallel at different levels (semantic, lexical, phonological)
  2. WEAVER ++ model (Levelt et al, 1999)
    Each processing stage occurs in seriation
26
Q

what is the spreading activation theory?

A
  • Categorical rules
    ○ Impose constraints on items/categories that are acceptable at each level
    • Insertion rules
      ○ Select items to be spoken
      Most highly activated nodes selected- To produce the speech
27
Q

what are the key strengths of the spreading activation theory:

A
  • Key strength = levels of processing interact
    ○ Can account for several speech production errors
    ○ Link between speech production and other cognitive activities (e.g. word recognition)
    ○ Tapping into other aspects of cognitive activities as well.
    • Extent interactive processes involved in speech production unclear
      ○ Occur less when processing demands high- the interactive process (maybe aren’t as synced/ happen as fluidly)
      Don’t know the full extent of how they interact to produce speech
28
Q

what is the weaver++ model of speech production?

A
  • Word-form Encoding by Activation VERification
    ○ Feed-forward activation in serial fashion
    ○ Happens in a serial fashion
    • Three main levels
      1. Highest level: nodes representing lexical concepts (tapping into lexicon, initially- bank of words in brain)
      2. Second level: nodes representing lemmas (Abstract words with syntactic/semantic features only)
      ○ Grammatical and semantic features- abstract words
      3. Lowest level: nodes representing word forms (morphemes, letters/phonemes, sounds)
      Produce speech by looking at the letters and sounds together
29
Q

what does the weaver++ model explain?

A

tip-of-the tounge state- semantic activation but phonological processing unsuccessful
and shows how speech production proceeds from meaning to sound

30
Q

what are the strengths of the weaver++ model of speech production?

A

○ Shift focus from speech errors and toward precise timing of production processes
§ Indication of what actually happens (STEP-BY-STEP)
○ Simple model that can make testable predictions
Can test different stages to see how speech is produced.

31
Q

what are the weaknesses of the weaver++ model?

A

○ Does not allow interaction between different levels
§ Could unlock semantic and sounding of words at the same time
○ Speech errors occur more than model predicts
Doesn’t account for all the speech errors we can produce.

32
Q

what is neuropsychology?

A
  • Study of patients with Aphasia in 19th century
    ○ Due to stroke, brain tumour, injury, infection, etc.
    ○ Impairments of language comprehension/production
    • Early research made distinction between two types of aphasia
      Broca’s aphasia - centralised to front of the brain
      Wernicke’s aphasia - centralised to the back of the brain
33
Q

what is broca’s aphasia?

A
  • Slow, non-fluent speech
    • Poor ability to produce syntactically correct sentences
      ○ Grammatically correct sentences
    • Comprehension relatively intact- understanding of speech intact
      ➢Problems with speech production
34
Q

what is wernicke’s aphasia?

A
  • Also known as fluent or receptive aphasia
    • Fluent and grammatical speech- syntactic structure of producing sentences is fluent
    • Speech often lacks meaning
      ➢Problems with speech comprehension
35
Q

what are the limiatations of only neuropsychology only looking at wernicke’s and broca’s aphasia?

A
  • Some truth in distinction (between Broca’s and Wernicke’s aphasia), but over simplification
    ○ Same form of aphasia, but different impairments
    § People have different symptoms of the same disease.
    ○ Several different areas involved in language processing
    § More than just what is originally identified- lots of the brain is involved.
    ○ Patients with Broca’s aphasia have damage to Wernicke’s area (and vice versa!)
    § Not localised to one area
    ○ Patients also have more general problems (attention/memory)
    Not restrictive to language comprehension/speech production
36
Q

what are the 3 specific cognitive impairments neuropsychology focuses on?

A
  1. anomia
  2. agrammatism
  3. jargon aphasia
37
Q

what is anomia?

A
  • Experienced by all aphasics
    • Impaired ability to name everyday objects
      ○ Problems with word retrieval
      ○ No problem with comprehension
      § Can understand a word even though you can’t identify it.
      ► Problems at phonological level
      Speech is grammatically correct but cant identify an object
38
Q

what is agrammatism?

A
  • Difficulties producing grammatically correct sentences
    ○ Short sentences with content words (nouns/verbs)
    § Can pinpoint them and identify/ say what they are
    ○ remove function words (the, and, in) and word endings
    ► Problems at lexical (syntax/grammar) levels
    ○ Can identify names of objects but cant provide the grammatical structure of sentences
39
Q

what is jargon aphasia?

A
  • Speech grammatically correct but have difficulties accessing correct words
    ○ Substitute one word for another
    § Word substitutions make it not make sense
    ○ Produce neologisms (made-up-words)
    ► Problems at phonological level
    ○ Speech is grammatically correct but cant identify the correct words for the sentence.
    Trouble understanding sounds of words to produce the correct one.
40
Q

what is the goal of laguage production?

A

communication

41
Q

what ar ethe 3 main ways in hwich we communicate?

A
  1. linguistics
  2. motivation
  3. social
42
Q

how is speech a form of communication?

A
  • Speech nearly always occurs in a social context
    • Importance of audience design
      ○ Need to take into account and tailor to the needs of listener(s)
      ○ Understand who our audience is.
      Key to how we communicate in different contexts.
43
Q

what is common ground?

A
  • Shared knowledge between speaker/listener
    ○ Work together to ensure mutual understanding
    ○ Both understand what is being said : e.g.: sarcasm, etc.
    • Speaker makes assumptions about the listener
      ○ Global: preferred language, general knowledge, shared experiences
      ○ Local: attending to at a given moment
      § Environmental factors, pay more attention/ annunciate words more
44
Q

how is common ground cognitively demanding?

A

○ Difficult for speakers to focus on listeners perspective while also planning what to say next
○ High cognitive demand
* Often plan what to say without considering listeners perspective
Not responded effectively.

45
Q

what are the 4 comonents of common ground?

A
  1. syntactic priming
  2. gestures
  3. prosodic cues
  4. discourse markers
46
Q

what is sytactic priming?

A

○ Speaker copies words, phrases heard previously
○ Other person speaking serves as a prime/prompt
e.g.: mirror a passive snertence if you hear a passive sentence

47
Q

what are gestures?

A
  • Assumed to increase ability to communicate with listener
    ○ Listeners find it easier to understand
    ○ Communicates visually what is going on.
    • Also makes it easier to work-out what to say
      ○ Use gestures even when we cant see speaker
      E.g.: talk with hands
48
Q

what did horbury and Guttentag (1998) find about gestures in speech?

A

gave participants teh definitions of uncommon words, they had to provide word for definition.
when they couldnt use their hands, they produced fewer words (22%)

49
Q

what are prosodic cues?

A
  • How words are uttered
    ○ Rhythm, stress (accent), intonation (rise and fall of speech), etc.
    More likely to be provided when meaning is ambiguous
  • e.g.: the old men and women sat on the bench
50
Q

what are discourse markers?

A
  • Words/phrases that are not directly relevant to the speaker’s message
    • Speaker experiencing problems deciding what to say (Um… Er… Like…)
      ○ Trouble with speech production
      Speaker checking that listener understands (… you know?)

cognitive research (12 decks)

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