Language Production Flashcards

1
Q

What are the 4 main differences between Speaking and Writing?

A
  • Speakers generally know who they are speaking to.
  • Speakers generally receive moment for moment feedback.
  • Speakers have less time to prepare.
  • Writers have direct access to their previous content.
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2
Q

What are 2 strategies that we use to reduce the processing demands of speech.

A

Preformulation
-About 70% of our word combinations have been used before by us.

Underspecification
-Simplied expressions,

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3
Q

What are the four levels of speech production.

A

Semantic
Syntactic
Morphemes
Phonemes

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4
Q

What are the different speech errors?

A

Spoonerism
-Initial letters of two words are switched

Freudian Slip
-Accidentally letting out inner thoughts

Semantic Substitution
-Replacing a word with one of similar meaning

Morpheme-exchange error
Inflections are in place but attached to wrong word

Word-exchange error
Two words in the sentence are swapped

Number-agreement error
Singular verbs mistaken with plural(and vice versa)

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5
Q

What are two error detection theories?

A

-Comprehension system
Through a perceptual loop, speakers discover their own mistakes by listening to what they said.

Conflict-based account
Speaker engages in error detection during competition among various possible words.

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6
Q

What did Nozari et al(2011) test and find

A

Tested people with aphasia to see if error detection was due to their comprehension or production abiltiy.

Found that comprehension was not relevant, but speech production was.

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7
Q

Explain Dell(1986) Spreading Activation Theory

A

-Processes involved in speech production occur in parallel.

  • A representation is formed at each level.
  • Processing occurs at each level silmulatenously
  • Interactive
  • Nodes within a network vary in activation energy
  • When a node is activated, energy from it spreads to other nodes.
  • Categorial rules at each level constrain the categories of items and the combinations of categories.
  • Insertion rules select the items for insertion at each level.
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8
Q

What are some errors that the Spreading Activation Theory attempts to explain.

A

Mixed-error Effect
Incorrect word is semantically and phonetically related to target.
Lexical Bias Effect
Errors tend to be real words rather than nonwords
Anticipatory Errors
The sound is spoken earlier than expected
Exchange Errors
Two words in the sentence are swapped.
Error involve words near in the sentence

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9
Q

What are Activation and Perserveration Errors

A

Activation Error
When the word/sound is spoken earlier in the sentence

Perserveration Error
When the word/sound is spoken later in the sentence

Activation errors tend to appear more with age

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10
Q

What are some strength and limitations of the Spreading Activation Theory.

A

Strengths
Predicts more speech errors
Provides links to other cognitive processes
Plausible mechanisms for monitoring errors

Limtitations

  • De-emphasises procesess related to semantics
  • Does not predict time taken to produce words
  • Interactive processes more likely to occur in error than error-free speeches
  • Insuffient focus on the extent of interactive processes.
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11
Q

What is Levelt’s WEAVER++

A

Word-form Encoding by Activation and Verification

A computational model that explains how word production proceeds from meaning to sound

Three main levels
Nodes representing lexical concepts
Nodes representing lemmas(representation of words)
Nodes representing word forms

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12
Q

What are the strengths and weaknesses of WEAVER++

A

Strengths
Some studies have shown that speakers have access to syntactic and semantic information before phonological.
Shifts the balance away from speech errors and towards the timing of word-production
Simple and elegant that makes tesatable predictions

Weaknesses
Narrow focus
More interaction between processing stages than the model indicates.
Does account for parallel processing

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13
Q

What is cognitive neuropsychology

A

An approach to the analysis of speech and language production that focus on aphasia.

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14
Q

What is aphasia

A

A acquired central language disorder. Results in a deficit of listening, speaking, reading and writing.

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15
Q

What are the differences between Broca and Wernicke’s aphasia.

A
Broca 
Nonfluent/motor aphasia
Slow speech
May have agrammatism
Relatively well preserved auditory comprehension
Wernicke
Fluent/Sensory aphasia
Fluent speech
Sentences can be long with complex grammar
Severe word finding difficulties
Poor comprehension
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16
Q

In what ways are the differences between Broca and Wernicke’s aphasia an oversimplification?

A
  • Implies that all brain damaged people have similar levels of impairment
  • There are several areas of the brian which deal with language processing, and they are interconnected in complex ways
  • Damage to the areas are not mutually exclusive
  • Brocas aphasia having difficulty with grammar is language specific
17
Q

What is Anomia?

A

A difficulty in naming objects.

18
Q

What is Jargon Aphasia?

A

An extreme form of fluent aphasia
Severe problems with language processing - both comprehension and production.
Severe word finding difficulties
Numerous neologisms

19
Q

What are the different types of inferences?

A

-Logical inferences
Depends on meaning of words

-Backwards inferences
Establish coherence between current and preceding tedxt

-Fowards inferences
Add details to text from general knowledge.

20
Q

What are the differences between the Constructionist and Minimalist approaches to inferences

A

Constructionist
Brandsford et al(1972)
Readers construct a relatively complete mental model of the situation and evens related to the text.
Comprehension typically requries our active involvement in supplying outside infomration

Minimalist
Mckoon and Ratcliff(1992)
Inferences are automatic or goal-directed
Strategic inferences are formed in pursuit of the reader’s goals
Most elaborate inferences are only made at the time of recall

21
Q

What are the difference between Anaphoric resolutions and Complex Inferences

A

Anaphoric resolutions
Simpliest type of bridging inference
A pronoun or noun has to be identified with a previously mentioned noun or noun phrase.

Complex inferences
Garrod and Terras(2000) described two stages
-Bonding(Low-level process involving automatic activation of words from preceding sentences
-Resolution(Ensure the overall implementation is consistent with the contextual information).