Brainscape's Knowledge GenomeTM

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


See full index

Cognitive Part A > Week 11: Language Production > Flashcards

Week 11: Language Production Flashcards

1
Q

Speech production

A

– Speech planning
– Speech errors
– Theories

Is speech production effortless? - 2-3 words/s

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

Strategies to reduce cognitive demands when planning speech:

A
  • preformulation
  • under specification
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Preformulation

A

production/ using of phrases used before

e.g. a piece of cake

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

Under specification

A

Use simplified expressions

‘… or something’

’.. and things like that’

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

Speech production is complex: effect of intoxication

A

suggests speech is not effortless

  • impairs attention, memory, thinking and reasoning
  • produce more dysfluencies (stammering, stuttering)
  • slower speaking rate
  • reduction of richness and creativity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

1st stage of speech production: Speech planning

A

Can occur at different levels:
- clause
- phrase

Clause: part of the sentence containing a subject and verb
‘ the dog was sleeping’

Phrase: group of words that express a single idea
‘ on the bed’

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

Clause level

A

Speech errors provide evidence that speech planning extends over the entire clause

e.g. word exchange error

instead of ‘my room seems empty without my chair’ they may say ‘my chair seems empty without my room’

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

Speech errors: when?

A
  • Generally accurate when speaking, but sometimes prone to error
    • Majority of errors are not random, but systematic
    • Provide insight into how cognitive systems work
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Phrase level

A

decribe moving pictures

2 differing conditions:

1) simple initial noun phrase: [the tie moves] above the candle and the foot

2) conjoined initial noun phrase: [the tie and the candle] move above the foot

finding: took longer to initiate the conjoined phrase

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

Types of speech errors:

A

Word exchange

Sound (or phoneme) exchange

Spoonerism

Semantic substitution

Morpheme exchange

Number agreement

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

Word exchange

A
  • speech planning extends over the entire CLAUSE

e.g. the chair seems empty without my room

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

Sound/ phoneme exchange

A

Sounds of words planned shortly in advance

E.g. Bedbugs -> Budbegs

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

Spoonerism

A

Initial letter of 2 words are switched

go and shake a tower –> go and take a shower

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

Semantic substitution

A

Word replaced by another with a similar meaning

Where is my cricket bat? -> where is my cricket racket?

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

Morpheme exchange

A

Inflexions/ suffixes attached to wrong words

He has already trunked two packs

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

Number agreement

A

The team HAS won the match (correct)

the collective noun ‘team’ is singular but someone may say:
The team HAVE won the match (plural = wrong)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Theories of speech production (two major theories)

A
  • spreading-activation theory (Dell)
  • Weaver++ model
15
Q

Spreading-activation

A

Processing occurs in parallel at different levels (semantic, lexical and phonological)

CATEGORICAL RULES: Impose constraints on items/ categories that are acceptable at each level

INSERTION RULES: select items to be spoken, most highly activated nodes selected

16
Q

Spreading activation: strengths

A
  • levels of processing interact (parallel)
  • can account for several speech production errors
  • link between speech production and other cognitive activities (e.g. word recognition)
17
Q

Spreading-activation: weakness

A
  • extent interactive processes involved in speech production unclear
  • occur less when processing demands high
18
Q

Weaver++

A

Word-form Encoding by Activation VERification

  • activation of levels in serial fashion

3 main levels:

1) Highest level: nodes representing lexical concepts

2) Second level: Nodes representing lemmas (abstract words with syntactic/semantic features only)

3) Lowest level: nodes representing words forms (morphemes/ phonemes)

SPEECH PRODUCTION PROCEEDS FROM MEANING (LEXICAL SELECTION/ LEMMA) TO SOUND (MORPHEMES/ PHONEMES)

explains TIP-OF-THE-TOUNGUE state - semantic activation successful but then phonological processing unsuccessful

19
Q

Weaknesses

A

– Does not allow interaction between different levels

– Speech errors occur more than model predicts

19
Q

Weaver ++ strengths

A

– Shift focus from speech errors and toward precise timing of production processes

– Simple model that can make testable predictions

20
Q

Neuropsychology (study of brain damage patients)

A
  • study of aphasia in 19th century
  • due to stroke, tumors, injury or infection, etc.

Distinguished between 2 types of aphasia…

21
Q

Broca’s aphasia

A

Problems with speech production

* Slow, non-fluent speech
* Poor ability to produce syntactically correct sentences * Comprehension relatively intact
22
Q

Wernicke’s aphasia

A
  • Also known as fluent or receptive aphasia
    • Fluent and grammatical speech
    • Speech often lacks meaning

➢ Problems with speech comprehension

23
Q

Neuropsychology: oversimplified?

A

Some truth in distinction between 2 types, but oversimplification
– Same form of aphasia, but different impairments
– Several different areas involved in language processing
– Patients with Broca’s aphasia have damage to Wernicke’s area (and vice versa!)
– Patients also have more general problems (attention/memory)

24
Q

Neuropsychology: Moving away from Brocas/Wernickes distinction: 3 SPECIFIC COGNITIVE IMPAIRMENTS

A
  • Anomia
  • Agrammatism
  • Jargon aphasia
25
Q

Agrammatism

A

Difficulties PRODUCING GRAMMATICALLY CORRECT SENTENCES
– Short sentences with content words (nouns/verbs)
– Omit function words (the, and, in) and word endings

(Problems at the LEXICAL (SYNTAX/GRAMMAR) levels

25
Q

Anomia

A
  • Experienced by all aphasics
  • Impaired ability to NAME EVERYDAY OBJECTS – Problems with word retrieval
    – No problem with comprehension

(Problems at PHONOLOGICAL level)

e.g. describing matches as something you use to make fire

26
Q

Jargon aphasia

A

Speech grammatically correct but have difficulties ACCESSING CORRECT WORDS – Substitute one word for another
– Produce NEOLOGISMS (made-up-words)

(Problems at PHONOLOGICAL level)

27
Q

Next part of lecture: Speech as communication

A
  • nearly always occurs in a social context
  • importance of AUDIENCE DESIGN
    (tailor to the needs of listeners)
28
Q

Common ground

A

Shared knowledge of speaker & listener
- work together for mutual understanding

Speaker makes assumptions of listener:
- global
- local

29
Q

Global:

A

preferred language, general knowledge, shared experiences

30
Q

Local

A

attending to at a given moment

31
Q

Is common ground cognitively demanding?

A

Yes

Speaker needs to focus on listerners pov whilst also planning what to say

Often plan what to say without considering the listener’s perspective

32
Q

Audience design: Common ground (4 factors)

A
  1. syntactic priming
  2. gesture
  3. prosodic cues
  4. discourse markers
33
Q

Syntactic priming

A
  • Speaker copies words, phrases heard previously
    – Other person speaking serves as a prime/prompt

E.g. If someone says a passive sentence (the ball was chased by the dog) you’re likely to say a passive one back (my homework was eaten by my dog)

e.g. moving to uni and picking up some of the words there can make common ground less demanding as words can serve as a prompt

34
Q
  1. gesture
A
  • Assumed to increase ability to communicate with listener
    – Listeners find it easier to understand
  • Also makes it easier to work-out what to say
    – Use gestures even when we can’t see speaker

Research found: fewer words were provided (22%) in giving a definition when hand gestures were restricted

35
Q
  1. prosodic cues
A
  • How words are uttered
    – Rhythm, stress (accent), intonation, etc.
  • More likely to be provided when meaning is ambiguous

e.g. pauses change the meaning of: the old men and women sat on the bench

36
Q
  1. discourse markers
A
  • Words/phrases that are not directly relevant to the speaker’s message

Um.. Er… = Speaker experiencing problems deciding what to say

You know?… = Speaker checking that listener understands

Cognitive Part A (10 decks)

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