PSY2002 W1 Language I - Core Reading

Question 1

What stages does speech productino involve

Answer 1

Semantic, syntactic, morphological adn phonological

Question 2

What is a Discrete Models?

Answer 2

Are modules that have seperate parts that do not interact.

Question 3

What is a Interactive Model?

Answer 3

It is a flexible interactive model, where sections/parts interact with one an other.

Question 4

Similarities between speaking and writing

Answer 4

Start with planning which then follows by language production. Children usually learn to writer after they have developed spoken-language skills.

Question 5

Differences between speaing and writing

Answer 5

Written languge: longer/complex construction, laregr vocab, permanent adn have direct access to production.
Speech: time-bound, less planning, direct verbal/non-verbal feedback.

Question 6

What could be behind the fact that during speech comprehension adn production the same brain areas are activated?

Answer 6

could be due to the same processes are occurring or different processes occur within the same brain area.

Question 7

What is more cogntiively demanding

Answer 7

Speech prodcution (greater impairment in attentin task) over speech comprehension.

Question 8

Syntactic priming

Answer 8

tendency for speaker’s utterances to have the same syntactic structure as those they have heard shortly beforehand.

Question 9

Preformulating

Answer 9

production by speakers of phrases used frequently before it reduce the demands of speech production.

Question 10

Underspecification

Answer 10

strategy used to reduce processing cost in speech production by using simplified expressions.

Question 11

Stages in speech production

Answer 11

Semantic, Syntactic, morphological and Phonological level

Question 12

Word exchange errors

Answer 12

involve word belonging to the same syntactic/grammatical category, errors occur during grammatical encoding.

Question 13

Sound- exchange errors

Answer 13

involve nearby elements within a phrase, during phonological encoding.

Question 14

Factors influencing advance planning

Answer 14

slower speakers plan more, more planning before speaker produced simple rather than complex, more planning under low cognitive load.

Question 15

Flexibility- speach planning - Ferreira and Swets, 2002

Answer 15

No time pressure speakers planned their response, time pressure speakers engaged in limited planning and did additional planning during the speaking.

Question 16

Spoonerism

Answer 16

speech error in which the initial letter or letters of two words are switched to form two different words.

Question 17

Freudian

Answer 17

speech error that reveals speakers sexual desires

Question 18

Semantic substitution errors

Answer 18

occur when the correct word is replaced by one of similar meaning

Question 19

Morpheme-exchange errors

Answer 19

involve inflectino or suffixes being attached to wrong word

Question 20

Two factors causing speech errors

Answer 20

Planning processes relating to the targets of articulation.
Articulatory processes specifying the motor movement required to execute this plan.

Question 21

Perceptual Loop theory (Levelt 1983)

Answer 21

explains error detection by monitoring their utterance. Inner speech (typically occur faster) and over speech ( speaker make use of auditory feedback, the comprehension system detects own speech errors
==> viewed as incorrect

Question 22

Conflict-based Monitoring theory Nozari 2011

Answer 22

Conflict based account predicts speaker ability to detect their speech errors depends on the quality of their speech production system.

Question 23

Spreading activatino theory - Delll 1986

Answer 23

Activation of a node (corresponding to a word/concept) in the brain causes some activation to spread to several related nodes or words.
Based on speech errors.
Processes can occur in parallel (at same time) at different levels. Processing is interactive, can be cascade processing.

Question 24

Mixed-error effect

Answer 24

A form of speech error in which the incorrect word spoken is related to the correct one in terms of both meaning and sound.

Question 25

Lexical bias effect

Answer 25

the tendency for speech errors to form words rather than non-words.

Question 26

Strenghts of Dells theory

Answer 26

eplains several speech errors, provides links between speech prodcution adn cognitive activities and flexibility.

Question 27

Limitation of Dell’s theory

Answer 27

De-emphasises processes involved in construction of a message, does not predict time it can take, less interactive processing when high processing demands

Question 28

Speech errors belong to 2 categories (Dell)

Answer 28

Anticipatory adn Preservatory

Question 29

Lemma

Answer 29

abstract words possessing syntactic and semantic features but not phonological ones.

Question 30

WEAVER++ Model (Levelt et al 1999)

Answer 30

Serial processing, feedforwards system with processing occuring in a strictly fowards direction. Decide meaning, then appropriate sounds to articulate.

Question 31

Computational Model

Answer 31

WEAVER ++ Model

Question 32

Serial Processing

Answer 32

One at the time no going backwards

Question 33

WEAVER Model Levels of speech production

Answer 33

Nodes representing lexical concept [higher level]
Nodes representing lemmas from mental lexicon.
Nodes representing word in terms of morphemes and phonemic segments [lowest]

Question 34

Lexicalisation

Answer 34

The process of translating a word’s meaning into its sound representation during speech production.

Question 35

Limitation of WEAVER ++

Answer 35

Processes involved in production a signle word, no focus on sentence production. Interaction between different levels, evidence from speech errors indicates more parallel processing.

Question 36

Summary of WEAVER ++ =/= Dell

Answer 36

WEAVER ++ Abstract words/lemmas are selected before phonological information about the word is accessed. [more evidence]=/= Dell Phonological processing can start before lemma or word selection is completed.

Question 37

Short-term memory - Speech

Answer 37

Short term memory, attention, cognitive control play important roles in language processing. “Now or Never” with the limited capacity of short term memory. Chunking reduces processing demands

Question 38

Aphasia

Answer 38

: severe problems in the comprehension/production of language caused by brain damage.

Question 39

Wernicke’s aphasia

Answer 39

: A form of aphasia involving fluent speech with many content words missing and impaired comprehension.

Question 40

Broca’s aphasia

Answer 40

A form of aphasia involving nonfluent speech and grammatical errors. Sentence comprehension is relatively intact.

Question 41

Anomia

Answer 41

most aphasics suffer from it, it’s the impaired ability to name objects. Levelt (1999) two reasons semantic or phonological level of problem.

Question 42

Phonological output lexicon

Answer 42

It contains information about the spoken form of words (e.g., number of syllables) and is used in object naming and reading aloud.

Question 43

Agrammatism

Answer 43

without grammar, speech production lacks grammatical structure and many function words and words ending are omitted and problem with language comprehension.

Question 44

Jargon aphasia

Answer 44

brain damaged condition, reasonably correct grammatically but severe problems in accessing appropriate words. Deficient self-monitoring (unaware their speech contain errors)

Question 45

Neologisms

Answer 45

Made up words produced by patients suffering from jargon aphasia.

Question 46

Four maxims - Grices

Answer 46

Relevance, Quantity, Quality and manner. (Grice’s maxims) Speakers often fail to adhere to them.

Question 47

Audiance design

Answer 47

: involves speakers tailoring what they say to the specific need and knowledge of their audience. With common ground (shared knowledge)

Question 48

Prosodic cues

Answer 48

(rhythm, stress and intonation): feature of spoken lanaue that make It easier to work out grammatical strucute and meaning.

Question 49

Discourse markers

Answer 49

Spoken words and phrases that do not contribute directly to the content of what is being said but still serve various functions (e.g., clarifying the speaker’s intentions).

Question 50

Directed retrospection

Answer 50

A technique in which individuals (e.g., writers) categorise their immediately preceding thoughts

Question 51

Key features of writing

Answer 51

Planning (producing ideas/organising), Sentence generation, Revision.

Question 52

Chenoweth and Hayes (2003):

Answer 52

proposer, translator, transcriber (convert word string into written processed text), Evaluator/reviser.

Question 53

Dysexecutive agraphia

Answer 53

Severely impaired writing abilities in individuals with damage to the frontal lobes whose central executive functioning is generally impaired.O

Question 54

Orthographic working memory

Answer 54

A store in which information about the individual letters in a word (and their ordering) is held immediately prior to spelling the word.

Question 55

Phonological dysgraphia

Answer 55

A condition caused by brain damage in which there is impaired spelling of irregular words but reasonably accurate spelling of regular words and non words cannot.

Question 56

Orthographic lexicon

Answer 56

Part of long-term memory in which learned word spellings are stored.

Question 57

Dyslexia

Answer 57

Impaired ability to read not attributable to low intelligence.

Question 58

Dysgraphia

Answer 58

Impaired ability to write (including spelling).

Question 59

3 active areas during handwriting

Answer 59

-Intraparietal sulcus and superior parietal lobule
-Superior frontal sulcus
-Posterior cerebellum (motor activity)

Question 60

Dual Route thoery

Answer 60

understanding the processes involved in spelling. 2 main route: lexical (phonological long-term memory, then access meaning and spelling in orthographic long-term memory) and non-lexical (not involve gaining access to details information it uses rules to convert sounds or phonemes into groups of letters/words). Both routes converge on orthographic working memory.