《心理語言學》課件：CH7 Speech production

1、Ch7 Speech ProductionSPEECH PRODUCTIONFrom thought to speechHow is speech production studied?Analysis of pauses/hesitationsSpeech errors (a.k.a. slips of the tongue)FROM THOUGHT TO SPEECHHow does a mental concept get turned into a spoken utterance?Levelt, 1989, 4 stages of production:Conceptualising

2、: we conceptualise what we wish to communicate (“mentalese”). Formulating: we formulate what we want to say into a linguistic plan.LexicalisationLemma SelectionLexeme (or Phonological Form) SelectionSyntactic PlanningArticulating: we execute the plan through muscles in the vocal tract.Self-monitorin

3、g: we monitor our speech to assess whether it is what we intended to say, and how we intended to say it. HOW IS LANGUAGE PRODUCTION STUDIED? Psycholinguists have used pictures/videos without words which portray situations described by sentences they want to elicit. Problem: timing - how do you measu

4、re the time from when the (non-linguistic) concept was activated to when the subject selects and utters the relevant sentence.Hesitation/pause analysis: distribution of pauses and other disfluencies in speech.Using a corpus of spontaneously occurring speech errors (a.k.a. slips of the tongue).“SLIP”

5、 techniques: experimenters try to make people make speech errors.HESITATION ANALYSISFilled pauses: use of “filler” words, e.g. “uh”, “um”, repetition, false starts, or a parenthetical remark, e.g. “you know”, “I mean”.Unfilled pauses: a moment of silence (hesitation 200 msec), occurs every 5-8 words

6、 in picture describing experiments, and every 7-8 words in conversations. HESITATION ANALYSISGoldman-Eisler (1958, 1968), Pauses represent 2 types of difficulty: micro-planning (planning particularly difficult/unpredictable words), believed to reflect transient difficulty in lexical access, and macr

7、o-planning (planning syntax and contents of a sentence). Evidence that people make gestures relevant to what they are planning in pauses (before they have the correct word form).Tip-of-the-tongue phenomena is an extreme microplanning problem.PROBLEMSPauses might have more than one function.Speakers

8、may deliberately introduce pauses to aid comprehension for listener.Pauses of different length reflect different processes. Goldman-Eisler suggests that pauses medium low. Overall: Sex spoonerisms Neutral spoonerisms. Conclusion: appears to support Freuds view of sexual anxiety being revealed in Sli

9、ps of the TongueBUT: the experimenters (Baars and Motley) went on to show that any type of anxiety, not just sexual produced similar results. SO: anxiety was at play but it was more general, so the priming was more global. CONCLUSIONS: WHAT DO SPEECH ERRORS TELL US? Speech errors have provided data

10、about the units of speech production. By looking at the units involved in speech errors, we see that they closely reflect the those identified in the sub-disciplines of linguistics:Phonology - consonants, vowels, and consonant clusters (/fl/) can be disordered as units. Also, phonetic features.Sylla

11、bles which have morphemic status can be involved in errors. Separation of stem morphemes from affixes (inflectional and derivational).Stress? Stress errors could be examples of blends.CONCLUSIONS: WHAT DO SPEECH ERRORS TELL US? Syntax -grammatical rules may be applied to the wrong unit, but produce

12、the correct pronunciation (e.g. plural takes the correct form /s/, /z/, or /iz/.Indicates that these parts of words are marked as grammatical morphemes.Phrases (e.g. NP) and clauses can be exchanged or reversed.Words - can exchange, move, or be mis-selected.CONCLUSIONS: WHAT DO SPEECH ERRORS TELL US

13、?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 alwa

14、ys from the same grammatical class (noun for noun, verb for verb etc.).External influences - situation and personality also influence speech production.Levelts (1989) “Blueprint for the Speaker”CONCEPTUALIZERmessagegenerationmonitoringgrammaticalencodingphonologicalencodingpreverbal messageFORMULATO

15、RLEXICONlemmasformsphonetic plan(internal speech)ARTICULATORAUDITIONparsed speechdiscourse model,situation knowledge,encyclopediaetc.phonetic stringovert speechSPEECH-COMPREHENSIONSYSTEMsurfacestructureTheoretical Foundationsof the CRHILevelts “blueprint for the speaker”Describes conceptualization,

16、formulation, articulation, audition, and comprehensionExplains how speakers monitor the accuracy and appropriateness of their speechboth before and after speech is producedDescribes processes speakers can utilize to repair detected errors in their phonetic plan by interrupting ongoing speech (e.g.,

17、Levelt, 1983)CONCEPTUALIZERmessagegenerationmonitoringgrammaticalencodingphonologicalencodingpreverbal messageFORMULATORLEXICONlemmasformsphonetic plan(internal speech)ARTICULATORAUDITIONparsed speechdiscourse model,situation knowledge,encyclopediaetc.phonetic stringovert speechSPEECH-COMPREHENSIONS

18、YSTEMsurfacestructureLevelts (1989) “Blueprint for the Speaker”Levelts Monitoring LoopsInternal LoopsIn conceptualizer, before preverbal message is generatedAfter phonetic plan is generated by formulator (covert speech)External LoopAfter speech is articulated (overt speech)Theoretical foundationsof

19、the CRHIIDells (1988) Spreading-Activation Model of Phonological EncodingWord nodes activate phonemesPhonemes activate related words, creating competitionConnectionist modelDescribes how phonological units are selected (and mis-selected)When a node is activated at one level, activation spreads to al

20、l connected nodes at other levelsNode with highest degree of activation is selectedConnectionist ModelsSpreading-Activation and Phonological ErrorsWEAVER+ (Word-Form Encoding by Activation and Verification)Neuropsycholinguistic ModelPerkins, Kent, & Curlee (1991)Speech involves many concurrent langu

21、age and motoric processesThe timing of the interactions between these processes is crucialThis model, emphasizes timing, but now were interested in timing between language componentsNeuropsycholinguistic ModelPerkins, Kent, & Curlee (1991)Speech involves many concurrent language and motoric processesThe timing of the interactions between these