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pragmatics and psycholinguistics > Psycholinguistic lesson 3 > Flashcards

Psycholinguistic lesson 3 Flashcards

1
Q

People with dementia, young children, second language learners and people with stutters all have difficulty speaking _____.

A

fluently

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2
Q

Even “normal people” experience difficulty with speaking- give 2 examples.

A
  1. We can’t think of a word

2. we cant pronounce a word

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3
Q

Name 4 everyday disfluencies.

A

Pauses
fillers (um,eh)
Repetitions
Repairs

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4
Q

Speaking involves converting a _____ into a _____.

A

meaning

sound

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5
Q

Speaking has many _____ for example how to say it, what to say and what words to use.

A

options/choices

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6
Q

What is an active sentence?

A

When the agent is the subject.

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7
Q

What type of sentence is this?- The girl hit the ball

A

An ACTIVE sentence

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8
Q

a _____ sentence structure means that the patient is the subject.

A

Passive

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9
Q

Use ball/girl example to create a passive sentence.

A

The ball was hit by the girl

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10
Q

What other sentence structures are possible?

A

The object first the recipient- gave flowers to his gran

Th recipient first then the object- gave his gran flowers

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11
Q

We choose what words to ____, how ____ to speak and what _____ to use.

A

Stress
fast
language

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12
Q

Psycholinguists are interested in the what of speaking?

A

Mechanisms of speaking

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13
Q

Name the 3 levels of linguistic representation?

A

Semantics, syntax and phonology

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14
Q

What does symantics mean?

A

meaning

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15
Q

What does syntax mean?

A

grammar

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16
Q

What does phonology mean?

A

Sound

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17
Q

psycholinguists are interested in how _____ are accessed in the speaker’s mental ____.

A

representations

lexicon

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18
Q

What would the entry in our mental lexicon be for the word dog? (referring to all 3 levels of representation)

A

semantics- 4 legged animal kept as pet
syntax- noun, countable (1 dog, 2 dogs)
sound - /dɔg/, monosyllable

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19
Q

What is the process of selecting individual words known as?

A

Lexical selection/retrieval

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20
Q

How many stages does experimental evidence suggest that lexical selection has?

A

2

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21
Q

What is the first stage of lexical selection?

A

First we retrieve the Semantics (word meaning) and the syntax

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22
Q

What is the second stage of lexical selection?

A

We retrieve phonemes/sound

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23
Q

The processes of lexical selection are _____ of each other.

A

independent

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24
Q

Where does lexical selection stage evidence come from (3 main sources)?

A

Speech errors
Tips of the tongue (TOT)
Reaction Time (RT) experiments

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25
Q

What is a speech error?

A

A slip of the tongue

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26
Q

How frequent are speech errors?

A

Fairly infrequent- 1 in 1000 words

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27
Q

speech errors are less common than ____, that occur approx. 6 times in every 100 words.

A

disfluencies

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28
Q

What do speech errors provide psycholinguists?

A

A window into the mechanisms of speaking

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29
Q

_____ slips that are unconscious are not explored, it is simply to explore language ___ processes.

A

Freudian

production

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30
Q

Speech errors are not random but ____.

A

systematic

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31
Q

There are many different ____ of speech errors.

A

types

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32
Q

Name a speech error (to do with semantics).

A

Semantically related word substitution

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33
Q

Define semantically related word substitution and give an example

A

When the speaker uses a word that means something similar to the intended word eg. mixing up shoulder with elbow.

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34
Q

Name this speech error- the speaker used a word that sounded similar (mushroom) to the intended word (moustache).

A

Phonologically Related Word Substitution

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35
Q

Define this state- A feeling a person has when they know a word but it is inaccessible at that moment.

A

Tip of the Tongue State- (TOT state)

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36
Q

when do TOT states become more frequent?

A

as you get older

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37
Q

describe 2 different TOT experiments.

A
  1. ask participants to name pictures especially of uncommon objects eg. lute
  2. Give participants definitions of objects and ask them to name them (eg. nostalgia definition)
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38
Q

when participants experience TOT what do they often know about the word?

A

Often know some features eg the initial sound, number of syllables, words that are related to its in meaning, its grammatical gender etc.

39
Q

What evidence does TOT provide?

A

That information about a word that is in our ,mental lexicon can be retrieved partially meaning some processes are separate.

40
Q

TOT state is similar to failures to find words experienced by _____ ______ individuals with ______.

A

brain damaged

anomia

41
Q

patient EST with ammonia (kay and ellis, 1987) had no problems with ___ and _____ information and could repeat a word he heard however he could not _____ the _____ himself as he couldn’t access the _____ representation of the word .

A 
semantic
syntactic 
produce
sound
sound
42
Q

Name the RT experiment that Schriefers et al. 92, Levelt et al. 99, were involved with.

A

Picture-Word Interference Paradigm

43
Q

Describe the basic principle of a Picture-Word Interference Paradigm.

A

Target picture to name (dog) however there is a distractor word written inside the picture.

44
Q

Name the 3 types of distractors (picture-word Interference Paradigm and give the example.

A

Semantic distractor eg. cat
Phonological distractor eg. dot
Unrelated distractor eg. car

45
Q

When the semantic distractor word was presented BEFORE the picture the reaction time was _______ than the unrelated distractor.

A

slower

46
Q

When the phonological distractor (dot) was presented BEFORE the picture, what effect did this have on RT?

A

it had no effect

47
Q

When the distractor word was presented AFTER the picture what 2 distractors had no effect on RT?

A

unrelated distractor= no effect

semantic distractor= no effect

48
Q

What distractor when presented after the picture, actually facilitated RT?

A

Phonological distractor

49
Q

A conclusion of this experiment was that there was a _____ effect when the distractor occurs before the picture.

A

semantic

50
Q

There was a _____ effect when the distractor occurred after the picture.

A

phonological

51
Q

What do RT experiments suggest?

A

That speakers select meaning before sound

52
Q

Lexical selection stages do not _____.

A

overlap

53
Q

When a distractor activates a related word (cat) which interferes with naming the target word (dog)- what is this slowing down of RT called?

A

inhibition

54
Q

What does phonological facilitation mean in terms of RT?

A

A phonologically related word (dot) makes the search for the target word (dog) faster and easier.

55
Q

What do speech errors, tots and rt experimants all show?

A

that meaning and syntax information is accessed separately from sound.

56
Q

In particular what do RT experiments show?

A

That we FIRST access semantics and syntax, Then we access sound.

57
Q

Name the 2 influential models of lexical access.

A
  1. WEAVER Model (Levelt, Roelofs and Meyer’s, 1999)

2. Dell’s Interactive Model (Dell 1982, Dell and O’Seaghdha, 1992)

58
Q

Name the 3 main levels of the WEAVER model and the 4th not as important level.

A
  1. Conceptual level
  2. Lemma level
  3. Lexeme level
    (4. Articulation level)
59
Q

Define concepts.

A

Non-linguistic, semantically related concepts organised in networks

60
Q

Lemmas are involved with ____ and ______.

A

semantics and syntax

61
Q

What happens at the lemma level?

A

The semantically related words Compete with each other for selection, eventually the most activated (correct) word is selected.

62
Q

Describe the Lexeme Level

A

At the lexeme level, the lemma that is selected in the previous stage is encoded phonologically

63
Q

At what level is motor information sent to the mouth muscles and the word spoken?

A

Articulation level

64
Q

What word does the WEAVER model use as their example?

A

sheep

65
Q

what 2 things does the WEAVER model assume?

A
  1. that only 1 lemma gets selected and only it’s phonological form gets activated- the unselected lemma/loser is not accessed.
  2. That lemma selection and phonological encoding are temporally separate and don’t interact (they are autonomous).
66
Q

Architecture of the WEAVER Model- It is strictly ______.

A

feedforward

67
Q

In the WEAVER model information moves in…

A

only 1 direction (down)

68
Q

The WEAVER model doesn’t allow information to ______ in the _____ direction.

A

feedback

opposite

69
Q

WEAVER Model has discrete processing. What is discrete stage processing?

A

The completion of one stage before the next

70
Q

(Gary) Dell’s interactive model is _____.

A

connective/interactive

71
Q

What does Dell’s interactive model also postulate?

A

conceptual, lemma and phonological (lexeme and articulation) levels

72
Q

In Dell’s model- what do the levels do?

A

They interact with one another (via network of connections)

73
Q

In Dell’s interactive model the lower levels can affect the higher levels, what is this known as?

A

That Dell’s interactive model has feedback.

74
Q

`In Dell’s model the links are ______.

A

bi-directional

75
Q

In Dell’s model ___ activated lemma ___ its ____ to the phonological level. for example not just dog but also cat and rat are activated( /k/, /r/ and /d/ all activated at phonological level).

A

any
spreads
activation

76
Q

In Dell’s interactive model, how can “log” be activated at the lemma level?

A

Due to feedback from the phonological level - log rhymes with dog so as sounds appear in both lemmas, log is feedback to the lemma level and can compete for selection with dog

77
Q

Name the difference in terms of feedback between the 2 models.

A

Dells’ model= feedback

WEAVERS model= no feedback

78
Q

Phonology via feedback can influence ____ selection in what model?

A

lexical

Dell’s interactive model

79
Q

what 2 things can Dell’s model explain better than WEAVERS Model?

A

Mixed Substitution Errors

Lexical Bias effect

80
Q

Define Mixed Substitution Errors

A

When the exchange is both semantically ans phonologically related eg. lemon and melon

81
Q

Big Feet being said as Fig Beet is more likely than Big Horse being said as Hig Borse, name this effect.

A

Lexical Bias effect

82
Q

Phonological substitution errors are more likely to result in _____ than ______.

A

real words

non words

83
Q

Do non words have representation at lemma level?

A

No

84
Q

Only real words have representation at lemma level- T or F

A

T

85
Q

what does the presence of the wrong real words in an error imply?

A

That the real words come from the lemma, due to the activation and feedback at the phonological level because they share phonemes with the target word.

86
Q

In lexical access, the retrieval of ____ and ______ precedes phonology.

A

semantics and syntax

87
Q

Levelt et al.’s theory of word production is strictly _______ and they believe that phonology cannot influence ___ ______.

A

feedforward

lexical selection

88
Q

in Dell’s model there is interaction between ____ selection and ____ processing.

A

lemma

phonological

89
Q

What type of model does recent evidence seem to favour?

A

interactive eg. Dell’s

90
Q

A property of an interactive model is that it is ______ plausible.

A

biologically

91
Q

In an interactive model what do the connections simulate?

A

The connections between neurons in the brain

92
Q

Interactive models can be implemented and tested easily on a _______ _______.

A

computer programme

93
Q

What are interactive models better equipped to explain than non-interactive ones?

A

Language Deficits eg. different types of aphasia

and the complexity of the behaviour associated with these deficits

94
Q

Deficits are simulated by selectively ____ ______ ______.

A

lesioning network connections.

pragmatics and psycholinguistics (6 decks)

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