Language 1 Flashcards
(37 cards)
Learning Outcomes from last year:
- Understand and describe the building blocks of language processing for production using appropriate terminology
- Understand and describe the processes required for speech production
- Explain how the evidence supports current assumptions
- Understand and describe the methods used to assess language production
Learning Outcomes for THIS YEAR:
- Understand and describe Levelt et al’s (1999) and Dell’s (1986) models of speech production
- Explain how the evidence supports Levelt et al’s (1999) model
- Explain how the evidence supports Dell’s (1986) model
- Evaluate the evidence that speech processing is interactive or discrete
- Understand and describe the methods used to assess language production
What is speaking?
Speaking is a process we do in order to communicate - to transmit thought to someone else. We have to formulate our thoughts into language in order tell someone else what we are thinking about. So, we need to understand the syntax and the structure of the language in order to get that in the right order. The person who hears specific phonemes that we use to express that concept, then, can understand what we are talking about – to develop their own mental representation of the concept we are trying to communicate.
How do we communicate?
> Evidence from speech errors suggests that we plan whole phrases before we start to speak
> Models based on theories of speech production have attempted to account for the processes required to speak
Neural networks and language
Models of language are based on neural networks. Nodes represent groups of neurons that are firing in response to stimuli.
Representationalism –> talking about mental representations in the mind stored as patterns of activation in groups of neurons – nodes represent this.
Activation of nodes means that we have kicked the nodes over the threshold for activation – is now active and ready for use. This activation spreads across the network.
Corresponds to being consciously aware of information.
Kahoot Quiz: Recap of last year
Which of the following are not building blocks of language?
Semantics, syntax, morphology, speech hesitations
Speech hesitations - method of measure not a building block
Kahoot Quiz: Recap of last year
What is a morpheme?
It is the smallest unit of language that contains meaning
Cow = 1 Cows = 2
Kahoot Quiz: Recap of last year
Which of the following words contains 2 morphemes?
Under, fungus, cats, corner
cats has 2 where the rest have 1
Kahoot Quiz: Recap of last year
What is syntax?
The rules and structure of a language
Kahoot Quiz: Recap of last year
What is a phoneme?
A unit in a writing system
A letter
A sound system of language
A unit of sound
A unit of sound
Kahoot Quiz: Recap of last year
What is orthography?
A spoken system for language
A written system for language
A written unit
A unit of sound
A written system for language
Kahoot Quiz: Recap of last year
What is a grapheme?
A unit in a writing system
The written system of language
A unit of sound
The sound system of language
A unit in a writing system
Kahoot Quiz: Recap of last year
What is phonology?
A written unit
A spoken system for language
A unit of sound
A written system for language
A spoken system for language
Kahoot Quiz: Recap of last year
Which statement represents the relationship between graphemes and phonemes in English?
1 grapheme is represented by 1 phoneme
1 grapheme can be represented by more than 1 phoneme
1 grapheme can be represented by more than 1 phoneme (this is not a transparent language)
Kahoot Quiz: Recap of last year
In a spreading activation model semantically related items…
Will be inhibited
Will be selected (could also be this one)
Will be activated
Will be hidden
Will be activated
Kahoot Quiz: Recap of last year
What is a person likely to write for AN_TO_Y, if you “prime” them with anchovy?
Nothing
Anchovy
Anatomy
Nothing (creates a tip of the tongue moment where you know what you want to write but you can’t retrieve it because you have something in the way that’s really similar, stopping you from retrieving the word you want)
Kahoot Quiz: Recap of last year
Speech errors tell us…?
That speech production is flawed
The order in which speech is produced
How speech can go wrong
The order of speech is flexible
The order in which speech is produced
Kahoot Quiz: Recap of last year
Hesitations in the onset of speech tell us…?
How tired a person is
How practised a person is at speaking
How difficult the speech planning process is
How good a person is at communicating
How difficult the speech planning process is
Models of Speech Production
(1) DELL (1986) SPREADING ACTIVATION THEORY
The Theory
Referred to as a cascaded interactive model. Dell predicts/assumes that we have three basic levels of processing; semantic level, syntax morphology, phoneme.
Semantic level - where we bring up the concepts that we want to talk about
Syntax morphology - where we plug in the syntax, add the specific morphemes/ morphology that we need in order to express the concept
Phoneme - Assess the phonemes that we will use to articulate the statement/ word/ phrase
Each level of this process is facilitated by spreading activation
Models of Speech Production
(1) DELL (1986) SPREADING ACTIVATION THEORY
Spreading activation
Spreading activation is a concept where if you’re thinking of something, you will spread activation out to semantically related concepts (connect related dots in your mind)
Dell predicts that this is happening semantically (in terms of meaning of words) but also, spreading activation is happening at the phonological level, so you will also spread activation out to words that sound like the thing you are trying to say.
Models of Speech Production
(1) DELL (1986) SPREADING ACTIVATION THEORY
The model is interactive
The model is interactive as Dell assumes that activation can go down but also up through the model…
For example, you could have an influence from phonologcally related items that have been activated at the phoneme level, and they could influence back up through the system the selection of the concept at the semantic level but generally information is cascading down through these levels in a progressive fashion.
Models of Speech Production
(1) DELL (1986) SPREADING ACTIVATION THEORY
The model is active in parallel
Dell also suggests that information through the system is active in parallel, so everything is active at the same time. So the mental lexicon contains information regarding a word’s meaning, pronunciation, syntactic characteristics, and so on.
Like a dictionary of words that link to the semantic concepts and the syntax that you use to express the concepts. It’s all interlinked in Dell’s model.
So for example, if you’re trying to think of the word text, it all comes up at once, so activation is spreading across the semantic level, phonologial level, related in semantics, related in sound, the syntax and the structures that you need in order to express the concept… all active at once, all the time.
Models of Speech Production
(1) DELL (1986) SPREADING ACTIVATION THEORY
How do we select the concepts/words etc that we want to express in such a complicated system?
Dell say’s that the concept with the greatest activation, that fits the target category in your syntactic structure, is the one that will be selected.
So, if we are thinking about a fork, for example, we might spread activation out to related concepts – like spoon, knife, prong etc. The thing that has the most activation would be the fork, so this will be the concept that is selected.
Models of Speech Production
(1) DELL (1986) SPREADING ACTIVATION THEORY
How do we select the concepts/words etc that we want to express in such a complicated system?
Fork worked example
- So if we want to say “the fork”…
- We select the “fork” from the mental lexicon
- We prepare the syntactic structures we need in order to say that, in this case it’s an article and a word form (word form = morpheme – so fork is a morpheme)
- We activate the phonemes that correspond to “the” and “fork”
- If we wanted to say “the forks”…
- We select “forks” from mental lexicon
- We prepare the syntactic structures needed, so we need an article and word form (morpheme) and plural marker (“s”)
- We activate the phonemes that correspond to “the forks”
- If we wanted to say something more complicated like “the prongs of a fork”…
- We select the phrase from the mental lexicon
- We prepare the syntactic structures we need so we need –> an article (prong), plural (s), possessive (of a), article (fork)
- We then activate the phonemes that give us that statement
ACCORDING TO DELL ALL THESE STEPS HAPPEN AT ONCE