Matlin, Chapter 10

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Matlin, Chapter 10
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Speech generation

• Producing a word retrieving grammatical,
  semantic, phonological info
• ERP measurementssome indication that grammatical
  aspect retrieved faster than phonological thus,
  independent (parallel) but not equally fast?
• Hand movements as aid to word retrieval (e.g.,
  pendulum study)

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Producing a sentence

• Stages
• Gist/overall meaning want to convey
• General structure of sentence
• Choose words their specific forms
• Generate speech sounds for sentence
• Prosody intonation contours for sentence (note
  that babies can do this part early on)

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Speech errors

• Sound-based errors
• Spoonerismssounds in nearby words exchanged
  (shred hinker, flute fry, let me sew you to a
  sheet)
• Morpheme errorsexchanges of prefixes, suffixes
  (self-destruct instruction instead of
  self-instruct destruction)

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Speech errors

• Word errorswhole words exchanged (please pick up
  the table and wipe the dishes)
• Non-exchange errors
• Anticipationswhat you will be saying interferes
  with what you are saying now
• Perseverationswhat you are saying now interferes
  with what you will be saying

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Speech errors

• Deletionsomission of a speech sound (often a
  prefix or suffix e.g., The movie was
  disappointingvery impressive. left out un
  from beginning of impressive)
• Blendstwo words merged to form new non-word
  (slickery, meef)

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Speech errors

• General characteristic of speech errors
• Exchanges usually involve similar parts of speech
  (2 prefixes, 2 suffixes, 2 nouns, etc.)

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Dells theory

• PDP-type model
• Activation of phoneme units error more likely
  when speech sound activated by more than one word
  (e.g., she sell seashells) because highly
  activated sound jumps into speech at wrong
  place

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Slips of the tongue

• What about Freudian slips? Semantic activation
  can produce some types of speech errors
• Experiment phonologically-induced speech errors
  also affected by semantic primingshock
  experiment and sexy female experimenter study

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Social context of speech pragmatics

• Pragmaticssituation, purpose, listener
  characteristics (knowledge, motivation, detail
  wanted, etc.)
• Common groundsome degree of common schemas
  needed for communication feedback monitoring
  help ensure this is working finding acceptable
  level of detail

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pragmatics

• Lexical entrainmentadopting a standard term to
  refer to something working together,
  relationships foster this process (i.e., Its
  like we have our own secret language!!youre
  not that special)
• Directivesa sentence that requests an action by
  another polite versions common

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directives

• Polite version of directives common, to avoid
  seeming to order others around indirect requests
• Can be misinterpreted, especially by children, or
  listener can reply sarcastically
• On phone Is your mother home? child Yes.
• Would you like to help me carry this?

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Writing

• Planningprewriting, to generate list of ideas
  outlinereally does help, according to research
• Revisionmuch less time devoted to revision by
  students (and others) than is needed distorted
  memory students think they spend more time
  revising than they actually do

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Writing

• Detecting spelling grammar errors, and major
  problems than detecting more subtle problems
• Audience problem can be difficult to write for
  a less knowledgeable audience
• Hard to proofread own work (top-down processing)

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Writing style

• Professional vs. creative writing
• Is jargon really necessary? Why are journals
  written that way? Is it really a problem?

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Bilingualism

• Advantages
• Greater expertise in first language
• Better phonological awareness
• Notice subtle aspects of language more
• More aware of arbitrariness of names
• Better at pragmatics
• Follow complicated instructions better
• More creative on language tasks

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Bilingualism

• Seems to help other forms of intelligence
  (problem solving, visual pattern recognition)
• Disadvantages
• Pronunciation not always standard
• Somewhat slower in some language tasks

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Bilingualism

• Age of acquisition and phonology (speaking second
  language with an accent) critical period
• Vocabularydoes not seem to be a critical period
• Grammarcontroversy over whether there is a
  critical period (some studies did not control for
  years of education in new country)