language production

Question 1

speech production

Answer 1

2-3 words per second (-150 words per minute)

Question 2

use strategies to reduce processing when planning speech

Answer 2

• preformulation: production of phrases used before. language and culture have influence. e.g. a piece of cake
• under specification: use of simplified expressions, common, use as pauses to fill in the gap e.g. or something

Question 3

effect of intoxication

Answer 3

• reveals complexities about speech production
• impairs attention, memory, thinking and reasoning
• produce more dysfluencies e.g. stuttering
• slower speaking rate (hollien et al)
• reduction in richness and creativity

Question 4

speech planning

Answer 4

first stage occurs at different levels

Question 5

clause

Answer 5

• part of sentence containing a subject and a verb e.g. the dog is sleeping

Question 6

phrase

Answer 6

a group of words that express a single idea e.g. on the bed

Question 7

clause level

Answer 7

speech errors provide evidence that speech planning extends over the clause

Question 8

phrase level

Answer 8

(martin et al)

• describe moving pictures
  two differing conditions
  1. simple initial known phrase e.g. the tie moves
  2.conjoined initial noun phrase e.g. the tie and candle move

Question 9

speech errors

Answer 9

• generally accurate when speaking but sometimes prone to error
• not random but systematic
• provides insight into how cognitive systems work

Question 10

word exchange

Answer 10

speech planning extends over the entire clause

Question 11

sound or phoneme exchange

Answer 11

sound of words planned shortly in advance

Question 12

spoonerism

Answer 12

initial letter of two words are switched

Question 13

semantic substitution

Answer 13

word replaced by another similar meaning

Question 14

morpheme exchange

Answer 14

inflexions/suffixes attached to wrong words

Question 15

morpheme exchange

Answer 15

inflexions/suffixes attached to wrong words

Question 16

categorical rules

Answer 16

impose constraints on items/categories that acceptable at each level

Question 17

insertion rules

Answer 17

• select items to be spoken
• most highly activated nodes selected
• can account for several speech production errors
• link between speech production and other cognitive activities e.g. word recognition
• extent interactive processes involved in speech production unclear
• occur less when processing demands high

Question 18

weaver

Answer 18

• word form encoding by activation verification
• feed for ward activation in serial fashion

Question 19

three main levels

Answer 19

1. highest level:nodes representing lexical concepts
2. second level:nodes representing lemmas
3. lowest level:nodes representing word forms
   - speech production proceeds from meaning (lexical/selection/lemma) to sound (morphemes/phonemes)
   - explains tip of the tongue state- semantic activation but phonological processing unsuccessful

Question 20

strengths and weaknesses of spreading activation theory

Answer 20

strengths
- shift focus from speech errors and towards precise timing of production processes
- simple model that can make testable predictions
weaknesses
- does not allow interaction between different levels
- speech errors occur more than model predicts

Question 21

neuropsychology

Answer 21

• study of patients with aphasia in 19th century, due to stroke, brain tumour injury infections.
• impairment of language comprehension/production
• some truth but over simplified
• several different areas involved in language processing
• patients with brocas aphasia have damage to wernickes area
• more general problems

Question 22

neuropsychology

Answer 22

• study of patients with aphasia in 19th century, due to stroke, brain tumour injury infections.
• impairment of language comprehension/production
• some truth but over simplified
• several different areas involved in language processing
• patients with brocas aphasia have damage to wernickes area
• more general problems

Question 23

Broca’s aphasia

Answer 23

• slow, non-fluent speech
• poor ability to produce syntactically correct sentences
• comprehension relatively intact
• problem with speech production

Question 24

wernicke’s aphasia

Answer 24

• known as fluent or receptive aphasia
• fluent and grammatical speech
• speech lacks meaning
• issues with comprehension

Question 25

ammonia

Answer 25

• experience by all aphasics
• impaired ability to name everyday objects
• problems with world retrieval
• no problem with comprehension

Question 26

agrammatism

Answer 26

• difficulties producing grammatically correct sentences
• short sentences with content words (nouns/verbs)
• omit function words (the,and,in) and words endings
• problems at lexical (syntax/grammar) levels

Question 27

jargon aphasia

Answer 27

• speech gramatically correct but have difficulties accessing correct words
• substitute one word for another
• produce neologisms (made up words)
• problems at phonological level

Question 28

speech as communication

Answer 28

• speech nearly always occurs in a social context
• importance of audience design
• need to take into account and tailor to the needs of the listener

Question 29

common ground

Answer 29

• shared knowledge between speaker/listener
• work together to ensure mutual understanding
• speaker makes assumptions about the listener
• global: preferred language, general knowledge, shared experiences
• local:attending to at a given moment

Question 30

very cognitively demanding

Answer 30

• difficult for speakers to focus on listeners perspective while also planning what to say next
• often plan what to say without considering listeners perspective

Question 31

synaptic priming

Answer 31

• copies words, phrases heard previously
• other person speaking serves as a prime/prompt

Question 32

gesture

Answer 32

• assumed to increase ability to communicate with listener
• also makes it easier to understand
• also makes it easier to work out what to say, use gestures even when we can’t see the speaker

Question 33

prosodic cues

Answer 33

• how words are uttered: rhythm, stress (accent), intonation etc
• more likely to be provided when meaning is ambigous

Question 33

prosodic cues

Answer 33

• how words are uttered: rhythm, stress (accent), intonation etc
• more likely to be provided when meaning is ambigous

Question 34

discourse markers

Answer 34

• words/phrases that are not directly relevant to speakers message
• speakers experiencing problems deciding what to say
• speaker checking that listener understands