W2 - Speech

Question 1

What are the primary levels in the structure of language?

Answer 1

Phonetics, Phonology, Morphology, Syntax, Semantics, Pragmatics

Question 2

Name the three types of phonetics.

Answer 2

Articulatory, Auditory, Acoustic

Question 3

Define ‘articulatory phonetics.’

Answer 3

The study of how sounds are physically produced by the vocal apparatus

Question 4

How does ‘auditory phonetics’ differ from ‘acoustic phonetics’?

Answer 4

Auditory phonetics studies sound perception, while acoustic phonetics studies physical sound properties.

Question 5

Provide an example illustrating that sounds and letters do not always correlate.

Answer 5

‘Knot’ (silent ‘k’) or ‘judge’ (multiple sounds for ‘j’)

Question 6

Define ‘phonemes’ and give an example.

Answer 6

Phonemes are the smallest sound units that change meaning, like /s/ in ‘sip’ vs. /z/ in ‘zip.’

Question 7

What is a ‘minimal pair,’ and why is it important in phonology?

Answer 7

Two words that differ by one phoneme, like ‘bat’ and ‘pat,’ help identify phonemes.

Question 8

Describe ‘morphology’ in language structure.

Answer 8

The study of word formation, such as verb tense changes (e.g., ‘kick’ to ‘kicked’)

Question 9

How is syntax different from semantics?

Answer 9

Syntax is word arrangement in sentences, while semantics is meaning conveyed by words and sentences.

Question 10

Define ‘pragmatics’ in language.

Answer 10

Language use in context; interpreting implied meanings.

Question 11

What are the stages in spoken word production according to Griffin & Ferreira (2006)?

Answer 11

Conceptualization, Formulation, Articulation

Question 12

What happens during the ‘conceptualization’ stage in word production?

Answer 12

Deciding the content of speech; pre-verbal and language-neutral

Question 13

What is ‘lexicalization’ in the formulation stage?

Answer 13

Selecting words (lemmas) that represent the intended concept

Question 14

Explain ‘phonological encoding’ in speech production.

Answer 14

Translating selected words into sound structures (lexemes)

Question 15

What is the purpose of the ‘WEAVER++’ model in self-monitoring?

Answer 15

Detects and corrects speech errors as you speak or plan to speak

Question 16

What is a ‘shift’ error in speech?

Answer 16

Moving a word or part of a word to an incorrect position in a sentence, like ‘decide to hits it.’

Question 17

Describe an ‘exchange’ error in speech production.

Answer 17

Swapping two words or sounds, such as saying ‘model renosed’ instead of ‘nose remodelled.’

Question 18

What is an ‘anticipation’ speech error?

Answer 18

Using a sound or word too early, e.g., ‘Bake my bike’ instead of ‘Take my bike.’

Question 19

Define ‘perseveration’ error with an example.

Answer 19

Repeating a previous sound, like ‘pantrum’ for ‘tantrum.’ when saying he pulled a tantrum

Question 20

What is a ‘substitution’ error in speech?

Answer 20

Replacing a word with a similar but incorrect one, e.g., ‘light’ instead of ‘heavy.’

Question 21

How do speech errors support Freud’s view?

Answer 21

Freud suggests they reveal repressed thoughts.

Question 22

What is the SLIP technique, and who developed it?

Answer 22

A technique for studying speech errors, developed by Baars & Motley (1974)

Question 23

Differentiate between word errors and sound errors in speech production.

Answer 23

Word errors involve early substitutions, while sound errors happen later and affect adjacent sounds.

Question 24

Outline Garrett’s Model stages in speech production.

Answer 24

Conceptualization –> Formulation ( Functional Level, Positional Level, Sound Level) –> Articulation

Question 25

What is the main function of Garrett’s Functional Level?

Answer 25

Lexical selection for word meaning and grammatical role

Question 26

What kind of errors are common at Garrett’s Sound Level?

Answer 26

Sound errors, like slips of the tongue

Question 27

What is the ‘tip-of-the-tongue’ (ToT) phenomenon?

Answer 27

A state where a person recalls partial word features but not the full word

Question 28

How does the Blocking Hypothesis explain ToT?

Answer 28

Similar-sounding words block retrieval of the target word

Question 29

What does the Transmission-Deficit Hypothesis suggest about ToT?

Answer 29

Weak connections between meaning and form cause retrieval difficulty

Question 30

What evidence supports the Transmission-Deficit Hypothesis?

Answer 30

Phonological neighbors often aid rather than block retrieval

Question 31

Why do bilinguals experience more ToTs?

Answer 31

Weaker connections between meaning and sound across two languages

Question 32

In bilingual ToTs, how does syntactic information affect retrieval?

Answer 32

Grammatical gender or class of a word may still be accessible

Question 33

Describe ‘lexical-semantic anomia.’

Answer 33

Anomia where individuals lose word meanings, often category-specific

Question 34

What is the difference between ‘lexical-semantic’ and ‘phonological’ anomia?

Answer 34

Lexical-semantic involves meaning loss, while phonological anomia involves selecting incorrect phonological forms.

Question 35

Explain the discrete model in lexicalization.

Answer 35

Meaning and form are processed in separate steps without interaction

Question 36

What does the interactive model of lexicalization propose?

Answer 36

Allows partial activation of multiple related words before selection

Question 37

How does Patricia Kuhl’s research contribute to understanding phonological processing in babies?

Answer 37

Shows babies can initially distinguish all language sounds but later focus on native sounds

Question 38

What is the ‘critical period’ in phonological development?

Answer 38

A window during which exposure to diverse sounds is essential

Question 39

Define ‘statistical learning’ in language acquisition.

Answer 39

Babies learn sound patterns based on frequency of exposure

Question 40

How does ‘subvocalization’ affect silent reading?

Answer 40

It involves silent articulation of words while reading

Question 41

What effect does stuttering have on silent reading?

Answer 41

Stutterers show longer fixations on words they stutter on

Question 42

What does ‘lexical bias’ imply in language errors?

Answer 42

Errors more likely produce real words than nonsensical ones

Question 43

What is ‘output monitoring’ in speech production?

Answer 43

Checking intended speech for errors before saying it aloud

Question 44

How does ‘feedback activation’ affect language processing?

Answer 44

Allows interaction between meaning and sound, reducing random errors