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LI LANGUAGE AND COMMUNICATION > Speech > Flashcards

Speech Flashcards

1
Q

what is the structure of language?

A
  1. phonetics (speech sounds)
  2. phonology (sound system)
  3. morphology (word formation)
  4. syntax (sentence structure)
  5. semantics (meaning)
  6. pragmatics (language in context)
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2
Q

what do phonetics describe?

A

the speech sounds that occur in language

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3
Q

what do phonetics consist of?

A
  • articulatory (how speech sounds are produced)
  • auditory (how speech sounds are perceived)
  • acoustic (the physical properties of sounds)
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4
Q

what is phonology concerned with?

A

the way speech sounds form systems within a language

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5
Q

what are phones?

A

the inventory of phonetic segments and distinct [sounds] in a language

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6
Q

what are phonemes?

A

the /smallest/ sounds in language that distinguish between words

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7
Q

what is used to determine between the phonemes of a language?

A

minimal pairs

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8
Q

how can languages differ in regard to phonemes?

A

in which phones they choose to use as phonemes

  • when two sounds are allophones (variations of the same phoneme) it is difficult to distinguish between them
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9
Q

process of language production:

A
  1. conceptualisation
  2. formulation
  3. articulation
  4. self-monitoring
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10
Q

what does conceptualisation consist of?

A

prelinguistic message planning of what to express

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11
Q

what does formulation consist of?

A

determining how to express information by using lemmas and lexemes
- lexicalisation
- syntactic planning
- phonological encoding
- phonetic planning

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12
Q

what is articulation?

A

expressing/pronouncing information

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13
Q

what component did weaver introduce, and what does this involve?

A

self-monitoring
- internal monitoring of what you’re going to say
- external monitoring that exists during speech

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14
Q

how many speech sounds are made per second?

A

around 15

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15
Q

why do large speech errors occur?

A

less attention is paid to speech production rather than comprehension

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16
Q

type of speech error: shift

A

in case she DECIDE to HITS it

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17
Q

type of speech error: exchange

A

fancy getting your MODEL RENOSED

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18
Q

type of speech error: anticipation

A

BAKE my bike

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19
Q

type of speech error: perseveration

A

he pulled a PANTRUM

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20
Q

type of speech error: addition

A

i didn’t explain this CLAREFULLY

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21
Q

type of speech error: deletion

A

mutter INTELLIGIBLY

22
Q

type of speech error: substitution

A

it’s too LIGHT

23
Q

type of speech error: blend

A

john is quite CABLE

24
Q

what do common speech errors suggest?

A

there are two different processes:
1. word retrieval
2. syntactic frame being constructed (tenses, plurals, and grammar)

25
Q

components of word errors

A

not restricted by distance
always happen of the same type

26
Q

components of speech errors

A

made closer together
can cross word types

27
Q

what does garrett’s model of speech production break formulation into?

A
  • functional (lexicalisation)
  • positional (grammatical encoding)
  • sound level (sound form encoding)
28
Q

what does lexicalisation consist of?

A

a two-stage retrieval process
1. meaning (lemma)
2. form (lexeme)

29
Q

semantic word substitution errors

A

glass/cup

30
Q

phonological word substitution errors

A

historical/hysterical

31
Q

what do different types of word substitution errors suggest?

A

semantic and phonological processes are seperate

32
Q

what does tip-of-the-tongue involve?

A

remembering partial information, e.g., initials, sounds, syllables, and stress patterns

33
Q

what can ToTs result in?

A

phonologically related words (interlopers) being activated instead

34
Q

how can lexicalisation explain ToTs?

A

failure in the second stage of lexicalisation
1. lemma (meaning/syntactic)
2. lexeme (form and sound)

failure in the lexeme stage results in having meaning without sound

35
Q

the blocking hypothesis believes…

A

interlopers prevent activation of the correct word

36
Q

transmission deficit hypothesis believes…

A

weak links between meaning and word form result in limited activation of the correct word

37
Q

what provides evidence of self-monitoring

A
  • speech errors
  • ToTs
  • picture naming
  • picture-word inteference
38
Q

which hypothesis is favoured by evidence?

A

the transmission-deficit account
- ToTs do not increase alongside phonological neighbours, actually the opposite happens
- bilingual speakers have weaker links between meaning/sound, leading to more ToTs

39
Q

picture naming findings

A
  • long-term facilitation for naming lasts over many trials
  • no effect for homophone priming (must require the same meaning for priming)
40
Q

what does picture word interference show?

A

phonologically related words result in faster naming than semantically related words

41
Q

schriefers et al (1990)

A
  • early semantic priming resulted in inhibition
  • later phonological priming resulted in facilitation
42
Q

discrete lexicalisation

A

semantics (meaning) are activated before phonology

43
Q

interactive lexicalisation: cascading

A

activation flows to the form lexicon before a single lemma has been selected
- multiple word forms are activated

44
Q

interactive lexicalisation: feedback

A

activation cascades down and feeds back to the above level
- lemma activation of related word forms

45
Q

what does feedback activation show?

A

errors are not random

46
Q

evidence of the linguistic genius of babies

A
  • critical period for language acquisition (0-7y) decreases with age
  • exposure to mandarin improved percentage of sounds correct (no effect of TV/audio exposure)
  • social brain is in control of when babies take note of statistics
47
Q

when is information encoded?

A

in the first 50-60ms of fixating, and this duration is also dependent on phonology (sound systems)

48
Q

subvocalisation

A
  • having more stressed syllables can increase word reading time, even when reading silently
  • subvocalisation during silent reading can also reflect regional accents
49
Q

stutterers had ______ ________ during silent reading for words they tend to stutter on

A

longer fixations

50
Q

34% of adults with dyslexia stuttered as a child

A
  • this was moderated by the severity of their dyslexia
51
Q

50% of adults with stutters…

A

fulfilled the criteria of dyslexia, despite never being diagnosed

52
Q
A

LI LANGUAGE AND COMMUNICATION (10 decks)

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