1. Speech Production

4. The main problems of Speech Production: 1)Lexical selection/morpheme retrieval: How do we choose words and morphemes? 2) Grammatical Encoding: How do we organize it all into a grammatical sentence? 3) Phonological encoding: How do we coordinate our muscles to make the appropriate sounds? (and…How do we do this so quickly?)

5. Merrill F. Garrett: archaeologist of speech errors Proposed that speech errors could help us form working hypotheses about speech production Two most common errors: –word-exchange errors I’m sending a brother to my e-mail –phoneme-exchange errors teep a kape

6. Slips of the Tongue “slips of the tongue can be seen as products of the productivity of language. A slip is an unintended novelty. Word errors create syntactic novelties; morphemic errors create novel words; and sound errors create novel but phonologically legal combinations of sounds” (Dell, 1986, p. 286)

7. A few example errors Taby take me out back The blicks were blue Joining our vases with angels I’m afraid of falling asheep in the slaugher Nixed meighbors The streaky gwease gets the wheel

9. Caption: “Good morning, beheaded – oh, I mean beloved”

10. Was Freud Right? Motley (1980) Bine foddy  Fine body –male participants –more frequent error when experimenter provocatively clad –more frequent when participants scored higher on test of sexual anxiety

11. Fromkin: 6 levels 1 – Identify Meaning 2 – Select syntactic structure 3 – Generate intonation/stress patterns 4 – Insert content words 5 – Put together affixes & function words 6 – Specify phonetic segments, according to phonological rules

12. A more common model 3 levels –conceptualization –formulation: functional level positional level –articulation Almost all speech errors occur within 1 level ‘stop beating your brick against a head wall!’

13. Conceptualization Connecting with semantic memory and the world Speaker: –conceives intention –selects relevant information Product is preverbal message

14. Formulation: Functional level Builds grammatical “frame” Content words (N, V, Adj) retrieved and assigned grammatical functions NOT lined up in order No phonological information (just syntax & semantics) Grammatical affixes and function words exist as features

15. Formulation: Positional Level Content words: –inserted into labeled (N,V,Adj) slots in frame –specified phonologically Frames contain function words & grammatical affixes (still not phonologically specified)

16. Articulation All sounds are specified Muscles are coordinated, and speech is produced!

17. Evidence for 2 levels of Formulation? Speech Errors! Word-exchange errors: (Functional Level) –Words of the same category –Long/Short-distance (even different sentences) I’m sending a brother to my e-mail (N-N, long-distance exchange) Phoneme-exchange errors: (Positional Level) –Between two content words –Phonetically similar (usually) –Short-distance (can be separated by function word) teep a kape (V-N, short-distance exchange)

18. Evidence for 2 levels of Formulation? Speech Errors! Functional Level: –Semantic substitution errors, same syntactic category on my knee (on my elbow) Positional Level: –Function words – don’t participate in phoneme exchanges lite wine for white line, but NOT luh thine for the line

19. Working Memory? Ferreira & Pasher (2002) –Concurrent tone discrimination task Slows performance during early stages of word production No interference during later stages of word production –Selecting a response is cognitively demanding, but implementing it is not!

20. Phoneme exchange demonstration Read each pair of words silently to yourself. Once the word RESPOND appears, say the preceding word pair out loud, as quickly as you can.

21. Give Back

22. Get Book

23. Go Booth

24. Give Booth

25. Bad Goof

26. RESPOND

27. Ball Doze

28. Bash Door

29. Bean Deck

30. Bell Dark

31. Barn Door

32. Darn Boor

33. RESPOND

34. Ripe Long

35. Real Log

36. Long Rice

37. RESPOND

38. Big Dutch

39. Bang Dog

40. Big Deal

41. Bang Door

42. Dart Board

43. RESPOND

44. Rack Seal

45. Road Sale

46. Real Slick

47. Soul Rock

48. RESPOND

49. Give Book

50. Go Back

51. Get Boot

52. Bad Goof

53. RESPOND

54. Ball Doze

55. Bash Door

56. Bean Deck

57. Bell Dark

58. Darn Bore

59. RESPOND

60. Ripe Long

61. Real Log

62. Long Rice

63. RESPOND

64. Big Dutch

65. Bang Doll

66. Bill Deal

67. Bark Dog

68. Dart Board

69. RESPOND

70. Rack Seal

71. Road Sale

72. Real Slick

73. Soul Rock

74. RESPOND

75. Lexical Bias Effect Phoneme exchange errors create real words rather than non-words more often than you’d expect Darn Bore  Barn Door (30%) Dart Board  Bart Doared (10%) Evidence for… –parallel activation? –monitoring? –both?

76. Errors demonstrating lexical bias a leading list (reading list) a phonological fool (phonological rule) peach error (speech error) fool the pill (fill the pool) sea weeded the garden (Sue weeded…) bop a dromb (drop a bomb) when you get old your shrine spinks (spine shrinks) - notice that the lexical bias applies the most strongly to the first word that’s produced! (e.g. last two examples)

77. Don’t think of pink elephants! We often develop more than one speech plan. The “other” plan can interfere Lane, Groisman, & Ferreira (2006) –Don’t ‘leak’ privileged information about the smaller triangle –More mistakes when given “conceal info” instructions than when no instructions given

78. Malapropisms - errors in phonological retrieval The 1775 Restoration comedy, The Rivals, by Richard Sheridan introduced the humorous character, Mrs. Malaprop (from French mal à propos, “inappropriate”). The self- educated Mrs. Malaprop was always substituting a similar- sounding word for the word that she intended to use. –"Make no delusions to the past." –"Oh! It gives me the hydrostatics to such a degree!" –“The pineapple (pinnacle) of perfection…” –"I have interceded another letter from the fellow.“ Shakespeare also used malapropisms as with the character “Bottom” in A Midsummer Night's Dream: "'Thisby, the flowers of odious savors sweet.'" (III.i.81) Audiences in Shakespeare's day would have known that Bottom meant "odorous savors sweet" as in sweet smelling, instead of "odious," which means hateful.

79. Malapropisms in “Peanuts” cartoons

80. Planning… Almost all exchange errors occur with units that are phrases or smaller –the Grand Canyon went to my sister –the red color was attracted by a hummingbird of the feeder about 80% of our exchange errors occur within the same clause –(85% - Garrett, 1975; 78% - Fromkin, 1989) If we correct ourselves, we tend to do it at the edge of a constituent: –The doctor looked up Joe’s nose – that is, up Joe’s left nostril. –NOT … “that is, left nostril” So planning units seem to be phrases and clauses