Title: PSY 369: Psycholinguistics
1PSY 369 Psycholinguistics
- Language Production
- Introduction
2Homework 3 (Due in 1 week)
- Try to be vigilant for four or five days in
noting speech errors made by yourself and others.
Write each slip down (carry a small notebook and
pencil with you). Then, when you have accumulated
a reasonably size sample (aim for 20 to 30, but
don't panic if you don't get that many), try to
classify each slip in terms of - the unit(s) involved
- the type of error
- Remember that each error may be interpreted in
different ways. For some of them, see if you can
come up with more than one possibility.
3Discourse in memory
- Kintsch and colleagues (1990)
It was Friday night and Jack and Melissa
were bored, so they decided to catch a movie.
Jack scanned the newspaper. He saw that they
could just make the nine oclock showing of the
hot new romantic comedy. Off they went.
- Did this sentence occur in the paragraph?
Jack scanned the newspaper. Jack looked through
the newspaper. Jack looked through the movie
ads. Jack looked over some editorials.
4Some of the big questions
the horse raced past the barn
- Production forms half of language ability
- Input to comprehension
- More difficult problem than comprehension?
- Developmental lag
- Learning a second language
5What we dont do
Dr. C How much money is there in my current
account and in my deposit account? ltSILENCEgt Dr.
C Hello? ltSILENCEgt Computer Colourless green
ideas sleeeeeep furiously. Dr. C How much money
is there in my current account and in my deposit
account? ltSILENCEgt Computer Your current
a-ccount encompasses two hundred dollars. I
cannot access how..ltSILENCEgt.. in your deposit
account money much is there.
6Undesirable features
- Meaningless and irrelevant content.
- Long silences, strange pausing.
- Infelicities of vocabulary and structure
- Your current account encompasses 200
- I cannot access how in your deposit account
money much is there. - Strange intonation and pronunciation
- Your current a-ccount
- Sleeeeeep
7What we do do
- Expressing non-ordered conceptual message via
ordered array of sounds. - Start with a message (idea) and partition it,
sequence it, and articulate it - Speakers must produce utterances with
- Appropriate meaningful content, lexical items,
syntax, pronunciation, intonation, and
phrasing. - And they must do this fluently, in real time.
8Getting the form right
- Hearers
- Details of form can sometimes (often?) be ignored
(e.g. missing words, not paying attention). - Speakers
- Have to get every aspect of the form right,
whether or not germane to message.
9Getting the content wrong
- Paradox Adept at getting form right but content
wrong - Subject-verb agreement errors
- The report about the fires are very long
- Less than 5 errors in experiment designed to
elicit them (Bock Miller 1991).
10Getting the content wrong
- Paradox Adept at getting form right but content
wrong - Serious structural anomalies (unparseable)
- I cannot access how in your deposit account money
much is there. - 0.5 utterances (Deese 1984).
11Getting the content wrong
- Paradox Adept at getting form right but content
wrong - Sound/word errors
- Can you put the desk back on my book when youve
finished with it? - Itll get fast a lot hotter if you put the burner
on. - Garnham et al 1982
- Sound errors 3.2/10,000 words
- Word errors 5.1/10,000 words
12Methodologies
- Production is intrinsically more difficult
subject to study than language comprehension - Not susceptible to experimental study?
- Yes it is, but requires careful and clever
methods - Historically observational methods
- Recently experimental methods
13Whats the problem?
- Comprehension
- Can control input precisely
- Moving from language to conceptual representation
- Production
- How do we control input?
- Moving from (unobservable) conceptual
representation to language - BUT end product is observable in production but
not comprehension
14Common Measures
- What people say
- Under which circumstances do they produce
particular words, utterances etc - May be intended, or may be errors
- How frequently do they do this
- Time course
- How quickly do people produce language
- Neurophysiological
- How is language production represented in the
brain?
15Methodologies Observational
- Naturally occurring speech
16Methodologies Observational
- Naturally occurring speech
17Methodologies Observational
- Naturally occurring speech errors
18Experimental approaches
- Not prey to same problems as observational
studies - Reduces observer bias
- Isolates phenomenon of interest
- Increases potential for systematic observation
- Different problems!
- How to control input and output?
- Input ecological validity problem (controlling
thoughts) - Output controlling responses
- Response specification - artificiality
- Exuberant responding loss of data
19Picture naming description
swan
20Picture naming description
swing
21Picture naming description
Describe the action in this picture
The girl is throwing a ball to the boy
The girl is throwing the boy a ball
22Picture-word interference task
- Name the picture (While ignoring the word)
tiger
23Neurophysiological Measures
- Recent technological developments allow research
on neurophysiological aspects of production. - ERPs, fMRI, PET,
- Which areas of the brain are involved?
- What is the time course of processing?
- Are different areas/processes/timecourses
associated with different aspects of production?
24The case of Speech Errors
- What errors tell us about correct speech
- Observational and experimental approaches
Recommended reading Um Slips, Stumbles, and
Verbal Blunders, and What they Mean, by Michael
Erard (2007)
25Speech Errors -Spoonerisms
- Reverend Dr. William Archibald Spooner,
1844-1930. - Lecturer, tutor, and dean at Oxford university
famous for speech errors - Some famous examples
Nosey little cook
FOR ... Cosy little nook
FOR ... Battle ships and cruisers
Cattle ships and bruisers
..well have the hags flung out
FOR ... ..well have the flags hung out
FOR ... .. youve wasted two terms
youve tasted two worms
FOR ... customary to kiss the bride
kisstomary to cuss the bride.
26Speech errors
- Shift one segment disappears from its
appropriate location and appears somewhere else.
The thing that shifts moves from one element to
another of the same type
..in case she decide FOR ...in case she
decides to hits it. to hit it
27Speech errors
- Exchange in effect double shifts, since 2
linguistic units change places
You have hissed all my mystery lectures FOR ..
You have missed all my history lectures
your model renosed. FOR ..your nose remodelled.
28Speech errors
- Anticipation in anticipation of a forthcoming
segment, we replace an earlier segment with the
later segment
It's a meal mystery FOR .. It's a real mystery
..bake my bike. FOR .. take my bike.
29Speech errors
- Perseverance an earlier segment replaces a later
one (while also being articulated in its correct
location)
- give the goy FOR .. give the boy
..he pulled a pantrum. FOR ..he pulled a tantrum.
30Speech errors
- Addition something is added to the target
utterance
- I didnt explain it clarefully enough
FOR I didnt explain it carefully enough.
31Speech errors
- Blends occur when more than one word is being
considered, and the two blend into a single item
- didnt bother me FOR didnt bother me
- in the sleast. in the
least/slightest.
32Speech errors
- Deletion something is omitted
..mutter intelligibly. FOR ..mutter
unintelligibly.
33Speech errors
- Substitutions (malapropisms) when one segment is
replaced by an intruder, but this differs from
the other types of errors since the intruder may
not occur at all in the intended sentence
Jack is the president FOR Jack is
the subject of the sentence. of the
sentence. Im stuttering FOR Im
studying psycholinguistics.
psycholinguistics.
34Speech error regularities
- What can we learn from speech errors?
- Look for regularities in the patterns of errors
35Speech error regularities
- What can we learn from speech errors?
- If we look at the shift error
a maniac for weekends.
FOR a weekend for maniacs.
- From this we can infer that
- Speech is planned in advance.
- Accommodation to the phonological environment
takes place (plural pronounced /z/ instead of
/s/). - Order of processing is
- Selection of morpheme ? error ? application of
phonological rule
36Speech error regularities
- What can we learn from speech errors?
econ 'om ists FOR e con omists
- From this we can infer that
- Stress may be independent and may simply move
from one syllable to another (unlikely
explanation). - The exchange may be the result of competing plans
resulting in a blend of - e con omists and econ 'omics.
37Speech error regularities
- What can we learn from speech errors?
- Is this a double substitution (/b/ for /p/ and
/t/ for /d/)? - /p/ and /t/ are vocieless plosives and /b/ and
/d/ voiced plosives - Better analysed as a shift of the phonetic
feature voicing.
- From this we can infer that
- Indicates that phonetic features are
psychologically real - phonetic features must be
units in speech production.
38Speech error regularities
- What can we learn from speech errors?
- Consonant-vowel rule consonants never exchange
for vowels or vice versa - Suggests that vowels and consonants are separate
units in the planning of the phonological form of
an utterance. - Errors produce legal non-words.
- Suggests that we use phonological rules in
production. - Lexical bias effect spontaneous (and
experimentally induced) speech errors are more
likely to result in real words than non-words. - Grammaticality effect elaborate here
39Speech error regularities
- What can we learn from speech errors?
- That speech is planned in advance - anticipation
and exchange errors indicate speaker has a
representation of more than one word. - Substitutions indicate that the lexicon is
organised phonologically and semantically.
Substitutions appear to occur after syntactic
organisation as substitutions are always from the
same grammatical class (noun for noun, verb for
verb etc.). - External influences - situation and personality
also influence speech production.