PSY 369: Psycholinguistics

1. PSY 369: Psycholinguistics Language Production: Introduction

2. Homework 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.

3. Discourse 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 o’clock 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.

4. Some of the big questions • Production forms half of language ability: • Input to comprehension • More difficult problem than comprehension? • Developmental lag • Learning a second language “the horse raced past the barn”

5. What we don’t do Dr. C: How much money is there in my current account and in my deposit account? <SILENCE> Dr. C: Hello? <SILENCE> Computer: Colourless green ideas sleeeeeep furiously. Dr. C: How much money is there in my current account and in my deposit account? <SILENCE> Computer: Your current a-ccount encompasses two hundred dollars. I cannot access how..<SILENCE>.. in your deposit account money much is there.

6. Undesirable features • Meaningless and irrelevant content. • Long silences, strange pausing. • Infelicities of vocabulary and structure: • ‘Your current account encompasses $200’ • ‘I cannot access how in yourdeposit account money much is there.’ • Strange intonation and pronunciation: • ‘Your current a-ccount’ • ‘Sleeeeeep’

7. What 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.

8. Getting 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.

9. Getting the content wrong • Paradox: Adept at getting form right but content wrong: • Subject-verb agreement errors The report about the firesare very long • Less than 5% errors in experiment designed to elicit them (Bock & Miller 1991).

10. Getting 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).

11. Getting 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 you’ve finished with it? It’ll 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

12. Methodologies • 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

13. What’s 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

14. Common 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?

15. Fluent speech: • Sentence types, verb forms, prosodic markers, etc (Deese, 1984) • Distribution of extraposed structures (Arnold, Wasow,Losongco & Ginstrom, 2000) • Distribution of thuh vs thee (Clark & Fox-Tree, 1997) • Distribution of reduced phonological forms (Bard et al., 2001) Methodologies: Observational • Naturally occurring speech

16. Disfluent speech: • Scope of utterance planning (Ford & Holmes, 1978; Beattie, 1983) • Error detection and correction (Levelt, 1983) Methodologies: Observational • Naturally occurring speech

17. "The law I sign today directs new funds and new focus to the task of collecting vital intelligence on terrorist threats and on weapons of mass production.” George W. Bush • "There's an old saying in Tennessee - I know it's in Texas, probably in Tennessee - that says, fool me once, shame on—shame on you. Fool me—you can't get fooled again." George W. Bush • "For seven and a half years I've worked alongside President Reagan.We've had triumphs. Made some mistakes. We've had some sex ... uh...setbacks.” George Bush Sr. Methodologies: Observational • Naturally occurring speech errors

18. Experimental 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

19. Picture naming & description Name these pictures “swan”

20. Picture naming & description Name these pictures “swing”

21. Picture 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”

22. Picture-word interference task Name the picture (While ignoring the word) tiger

23. Neurophysiological 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?

24. The 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)

25. Reverend Dr. William Archibald Spooner, 1844-1930. Lecturer, tutor, and dean at Oxford university famous for speech errors Some famous examples: Speech Errors -”Spoonerisms” Nosey little cook FOR ...Cosy little nook Cattle ships and bruisers FOR ...Battle ships and cruisers ..we’ll have the hags flung out FOR ... ..we’ll have the flags hung out FOR ... .. you’ve wasted two terms you’ve tasted two worms” kisstomary to cuss the bride. FOR ...customary to kiss the bride

26. Speech 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 decideFOR ...in case she decides to hits it. to hit it

27. Speech 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.

28. Speech 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.

29. Speech errors give the goy FOR .. give the boy • Perseverance: an earlier segment replaces a later one (while also being articulated in its correct location) ..he pulled a pantrum. FOR ..he pulled a tantrum.

30. Speech errors I didn’t explain it clarefully enough • Addition: something is added to the target utterance FOR I didn’t explain it carefully enough.

31. Speech errors • Blends: occur when more than one word is being considered, and the two blend into a single item didn’t bother me FOR didn’t bother me in the sleast. in the least/slightest.

32. Speech errors • Deletion: something is omitted ..mutter intelligibly. FOR ..mutter unintelligibly.

33. Speech 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 presidentFOR “Jack” is the subject of the sentence. of the sentence. I’m stutteringFOR I’m studying psycholinguistics. psycholinguistics.

34. Speech error regularities • What can we learn from speech errors? • Look for regularities in the patterns of errors

35. Speech error regularities • What can we learn from speech errors? • 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 • If we look at the shift error “a maniac for weekends.” FOR “a weekend for maniacs.”

36. Speech error regularities • What can we learn from speech errors? • Stress exchange: 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.

37. Speech 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. • “bat a tog” FOR “pat a dog” • From this we can infer that • Indicates that phonetic features are psychologically real - phonetic features must be units in speech production.

38. Speech 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

39. Speech 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.