Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

LI LANGUAGE AND COMMUNICATION > Speech > Flashcards

Speech Flashcards

1
Q

what is the structure of language?

A
  1. phonetics
  2. phonology
  3. morphology
  4. syntax
  5. semantics
  6. pragmatics
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is phonetics

A

-describing and classifying speech sounds
-these aren’t language specific

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is phonology

A
  • sound system
  • speech sounds of a particular language
    -even if you don’t know the language, you know how to pronounce it
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is morphology

A
  • word formation
    -e.g. combines stem and suffix
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is syntax

A
  • sentence structure
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what is semantics

A

meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is pragmatics

A

-language in context
-how language is used in context
-e.g. using language to convey blame

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
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)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

distinction between letter and sound

A

-Each letter stands for a single sound but only sometimes
-Sometimes each sound is not represented by the same letter or letter combination
- e.g. The ‘e’ is spelled differently in ‘he’ and ‘seas’

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is phonology concerned with?

A

-the way speech sounds form systems within a language
- so the phonology of English is different to the phonology of Japanese, only phonetics would stay the same

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what are phones?

A

-the inventory of phonetic segments and distinct [sounds] in a language
- regardless of whether the exact sound is critical to the meanings of words
- the physical characteristics of a phoneme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what are phonemes?

A

-the /smallest/ sounds in language that distinguish between words
-if swapped with another phoneme, could change one word to another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

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

A

-minimal pairs
- e.g sip and zip

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
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
-e.g. In Thai, the use of an excavated puh sound changes the meaning of the word as they are two different phonemes. English doesn’t making them allophones

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

process of language production, from thought to speech:

A
  1. conceptualisation/ preverbal
  2. formulation
  3. articulation
  4. self-monitoring
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what does conceptualisation consist of?

A

-prelinguistic message planning of what to express
-language neutral (Pinkers mentalese)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Whats another word for word selection

A

lemmas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Whats another word for sound processing

A

lexemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what does formulation consist of?

A

determining how to express information by using lemmas and lexemes
- lexicalisation (picking out the right words )
- syntactic planning (putting into syntactic frame)
- phonological encoding (activates sounds of word)
- phonetic planning (preparing to say word)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what is articulation?

A

expressing/pronouncing information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is evidence for speech monitoring

A
  • speech errors
    -tip of the tongue
  • picture naming
  • picture-word interference
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

how many speech sounds are made per second?

A

around 15

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

why do large speech errors occur?

A

-is it a fast automatic process
-less attention is paid to speech production rather than comprehension so we pick up errors later

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what do speech errors tell us

A
  • a persons capacity for using language and its components
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

where do speech errors occur

A

all levels
- phoneme, morpheme and words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

type of speech error: shift

A
  • in case she DECIDE to HITS it
  • The s shifted from one word to another word
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

type of speech error: exchange

A

-fancy getting your MODEL RENOSED
-two words shifted (remodeled )

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

type of speech error: anticipation

A

-BAKE my bike
-Where you anticipate an upcoming sound, bake and bike are similar causing this error

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

type of speech error: perseveration

A

-he pulled a PANTRUM
- The same sound that you already produced is used for a bit longer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

type of speech error: addition

A

i didn’t explain this CLAREFULLY
- another sound is added

32
Q

type of speech error: deletion

A

mutter INTELLIGIBLY
- part of word/sound is deleted (unintelligibly)

33
Q

type of speech error: substitution

A

it’s too LIGHT
- word is substitutted for a different word (heavy)

34
Q

type of speech error: blend

A

john is quite CABLE
- two words are activated and used together (calm/stable)

35
Q

what are common properties of speech errors

A
  • phonemes exchange in similar positions
  • consonant wont be replaced for a vowel (vice versa)
  • when a word that doesn’t exist is introduced, it still follows the phonological rules of language
36
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)

37
Q

components of word errors

A

-not restricted by distance
always happen of the same type
-happens early in speech production

38
Q

components of sound errors

A

-made closer together
can cross word types
- happens later in speech production

39
Q

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

A

1.functional level
-2. positional level
3. sound level

40
Q

What is the functional level of the formulation stage

A

lexical/word selection
-location of word errors
- as words haven’t been produced and put into syntactic frame, error can happen anywhere

41
Q

What is the positional level of the formulation stage

A

-grammatical encoding
-puts words in correct word order

42
Q

What is the sound level of the formulation stage (Garrets model of speech production)

A

-sound form encoding
-location of sound errors

43
Q

what does lexicalisation consist of?

A

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

44
Q

semantic word substitution errors

A

-glass/cup
- meanings are related

45
Q

phonological word substitution errors

A

-historical/hysterical
- sound of two words are related

46
Q

what do different types of word substitution errors suggest?

A

semantic and phonological processes are seperate

47
Q

Neurological evidence for lexicalisation

A

double disassociation for retrieving lexical meaning and lexical form

48
Q

what does tip-of-the-tongue involve?

A

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

49
Q

what can ToTs result in?

A

phonologically related words (interlopers) being activated instead

50
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

51
Q

the blocking hypothesis believes…

A

interlopers prevent activation of the correct word

52
Q

transmission deficit hypothesis believes…

A

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

53
Q

which hypothesis is favoured by evidence?

A

the transmission-deficit account
- ToTs do not increase alongside phonological neighbors, actually the opposite happens with phonological neighbor acting as retrieval cues (going against the blocking hypothesis)

54
Q

Evidence for transmission-deficit account ( bilingualism )

A
  • bilingual speakers have more ToT because they have weaker links between meaning/sound as they dont use the language as much as native speakers
55
Q

Evidence for transmission-deficit account (syntax properties vs sound)

A

-the transmission account confirms that both syntax properties and sounds are two separate things
- Gender is non semantic in Italian so we can refer to something masculine using a feminine gender
- So gender doesn’t tell you if the meaning of the word if masc or fem
- When Italians are in a ToT state they can still remember the grammatical gender of the word

56
Q

Evidence for transmission-deficit account (dyslexic children)

A
  • have more ToT
  • have no difference in recalling semantic meaning but more errors at the phonological stage
  • this causes a weaker link between both of them
57
Q

picture naming findings

A
  • long-term facilitation for naming lasts over many trials
  • no effect for homophone priming (sound without meaning) neither if we activated meaning without sound
    -It is the link between the lemma and lexeme that needs to be activated , we need to have both for successful priming
58
Q

what does picture word interference show?

A
  • phonologically related words/ distractors result in faster naming
  • semantically related words/ distractors lead to slower naming
59
Q

schriefers et al (1990) in picture word interference

A
  • early semantic priming resulted in inhibition/ takes longer
  • later phonological priming resulted in facilitation/ faster
60
Q

discrete lexicalisation

A

-semantics (meaning) are activated before phonology
- it is selected based on semantic info first then phonological form is retrieved

61
Q

interactive lexicalisation: cascading

A

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

62
Q

interactive lexicalisation: feedback

A

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

63
Q

what is mediated priming

A
  • When something has an effect on something else not because of what it is in itself, but mediated by the step in between
  • e.g. hearing lion then asking if stripes is a word or not
  • lion doesn’t have stripes but ‘lion’ activates tiger as they are closely related
  • These have stripes and so it helps us say stripes is a real word
64
Q

Evidence against cascading/feedback (Levelt et al., 1991)

A
  • picture of sheep shown, mediated priming used
  • found early inhibatory priming of ‘goat’ (semantic) at the lemma level
  • found late priming of ‘sheet ‘(phonological) at the lexeme level
  • found no priming of ‘goal’ (Unrelated word) , supports discrete
  • if the cascading model is correct , we expect sheet to be fast but also ‘goal’ as we activated goat
65
Q

evidence in support of cascading

A
  • near synonyms acted as a successful prime
66
Q

what does feedback activation suggest?

A

errors are not random

67
Q

lexical bias

A
  • sound speech errors result in words more often by chance
68
Q

similarity effects

A
  • mixed substitution errors (semantically and phonologically related) more often than chance
  • e.g. comma –> colon
69
Q

feedback activation support (lexical bias)

A
  • If it was serially from the meaning to the sound level, there should be no lexical bias
  • If you were to make an error, it would just be a phonological error and wrong sound would just be made
    HOWEVER
  • If you make a phonological error it results in real words much more often than non-words
  • So there must be a feedback from the sound level back to the meaning level
70
Q

What do people propose instead of feedback

A

-an output monitor
- we monitor what were going to say and if we notice something that isnt a word we substitute it for a real word

71
Q

evidence of the linguistic genius of babies

A
  • critical period for language acquisition (0-7y) decreases with age
  • babies have the ability to discriminate between all sounds from all languages due to them taking statistics which they are sensitive to
  • exposure to real life mandarin improved percentage of sounds correct (no effect of TV/audio exposure)
  • social brain is in control of if and when babies take note of statistics
72
Q

when is information encoded?

A

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

73
Q

subvocalisation and what does it show us

A
  • this is our inner speech
  • having more stressed syllables can increase word reading time, even when reading silently
  • subvocalisation during silent reading can also reflect regional accents
  • shows we activate sound when when reading silently
74
Q

stutterers had ______ ________ during silent reading for words they tend to stutter on? what does this mean

A

-longer fixations
- means stuttering event already started before the actual output

75
Q

34% of adults with dyslexia stuttered as a child, what moderated this?

A
  • this was moderated by the severity of their dyslexia
76
Q

50% of adults with stutters…

A

fulfilled the criteria of dyslexia, despite never being diagnosed

LI LANGUAGE AND COMMUNICATION (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions