Psy ch 3+4.txt

    • author "me"
    • tags "Psycholinguistics"
    • description ""
    • fileName "Psy ch 3+4"
    • freezingBlueDBID -1.0
    • Normal
    • Being able to communicate what you mean and to understand what the people areoukd you mean, at the rate and level of satisfaction that brings you satisfaction in your personal and professional life
  1. Know a word--> know attributes
    • Phonological
    • Morpgological
    • Syntactic
    • Semantic
  2. Error v Target
    Connection between error and Target gives us valuable info about the interconnected networks of info in our brains
  3. Where is word knowledge kept?
    • Memory
    • Internal lexicon
  4. Category knowledge
    • Coordinate- groups (hypernym, hyponym)
    • Part/whole -what its made of
    • Attribute- description (chair = comfortable)
    • Function-what to do with it
  5. How do psycholinguists study and explain how our brains create and understand meaningful language?
    • -models and experiments of models
    • -study speech errors, hesitations, and revisions of normal speakers
    • -study speech production and comprehension of atypical speakers
  6. Overt
    Message not recieved by other person as intended
  7. Covert
    Speech error caught/monitored by speaker
  8. Lemmas
    The semantic and grammatical information in your brain about each word that you know
  9. Semantic roles
    Agent, undergoer, recipient, source, goal, theme *roles assigned by situation
  10. Event structure
    • -organizing the concepts you want to say
    • -activating lemmas and tagging each with a semantic function
    • -key things that make a sentence
  11. Speech gesture level
    • -process of producing what we want to say
    • -listening to what you sat to make sure its what you meant
  12. Phonological encoding level
    • -Morphemes
  13. Positional level
    • -getting word forms in grammatically appropriate order
    • -second linguistic level
  14. Functional level
    • -arousing word meaning and semantic roles
    • -errors-activate wrong lemmas
    • -first linguistic level
  15. Message level
    • -choosing story angle, arousing concepts of referents and event structure
  16. Production levels
    • Message level
    • Functional level
    • Positional level
    • Phonological level
    • Speech gesture level
  17. Slip of the ear
    Misanalyzing a word or phrase as you hear it
  18. Mental lexicon
    Words are stored here
  19. Malapropism
    Fusing or confusing two words that have similar sounds and using one of them when the other is appropriate
  20. Lexical retrieval
    How we activate a content word when we need it
  21. Tip of the tongue state
    Can't come up with the right word. Must activate others in order to try to get the right word
  22. Perception errors
    • 1 mondegreen
    • 2 malapropism
    • 3 slip of the ear
    • ** connection between top-down and bottom-up
  23. Slip of the tongue
    Saying something we didn't mean to, scrambling the order of the sounds or words or putting in a wrong word
  24. Mondegreen
    Misanalysis of a phrase you gave heard frequently
  25. Repairs
    • -cooperative
    • -trace back to mistake and correct
    • -go back to point before error
    • -fresh starts
  26. Monitoring
    • -message generation
    • -phonetic plan
    • -overt articulation
  27. Production errors
    • 1 slip of the tongue
    • 2 tip of the tongue state
  28. Planning
    • -macroplan
    • -mircoplan
    • -occurs in cycles
    • -occurs in units
  29. Mircoplanning
    Specifics of what you will say (level of sentence)
  30. Macroplanning
    Plan to extend over many utterances
  31. Where errors occur:units
    • 1 features- voiced, voiceless, stop
    • 2 segments- too early, too late, Exchange
    • 3 syllables- deletion and exchanges
    • 4 morphemes- inflectional, derevational
    • 5 words- Exchange
    • 6 phrases- Exchange
  32. Types of speech errors (7)
    • 1 exchange
    • 2 anticipation
    • 3 perseveration
    • 4 addition
    • 5 deletion
    • 6 substitution
    • 7 blend
  33. Evidence that stages are independent
    • 1 word exchange errors are grammatical
    • 2 morphemea accomodate to new phonetic environment
    • 3 majority of errors contain mistakes at only 1 level of planning
  34. What we know about speech errors
    • **elements that interact
    • 1 similar to one another
    • 2 come from similar linguistic environments
    • 3 grammatical
  35. What do errors tell us about planning?
    • -we have separate plans for phonetic features, phonemes, and morphemes
    • -we produce speech thru a series of separate stages
    • -each for one level of linguistic planning
    • -majority of speech errors contain mistakes
  36. Errors in phonological encoding
    • *nonwords are created
    • *phonological accomodation
    • -indefinate article changes
    • -rules for plurals
  37. Buffer
    An item is activated but is waiting to be used
  38. Cascade model of processing
    When any step of processing reaches threshold it starts to send activation to the next step, regardless of other items.
Card Set
Psy ch 3+4.txt
Chapters 3 and 4 of speech level errors