SPHHRNG 4430- Exam 1

exchange errors

"a language needer learns" ("a language learner needs)

In order for patients to generate their own phonemic cues, they need to be able to

- indicate initial letter of word which cannot be retrieved - convert letter into phoneme - use a phonemic cue to aid word retrieval

Perception errors happen because

- presence of unknown/unfamiliar/unlikely words that are normalized by the listener - matching prosody of original and mondegreen - presence of perceptual similar (confusable) sounds -poorer intelligibility of sung speech vs. regular speech - differences in real and heard word boundaries

Points of Phrenology

1. Brain is organ of the mind 2. Mind consists of about 3 dozen faculties (intellectual/emotional) 3. Each faculty has its own brain location 4. People have different amounts of those faculties (more of a certain one= more tissue @ this location) 5. Because the shape of the skull is similar to the shape of the brain, it's possible to measure the skull to assess these faculties

Model of Speech Production

1. Message 2. Functional 3. Positional 4. Phonological Encoding 5. Speech Gesture

Tan

51 y.o. who suffered from epilepsy and only would say tan & obscenities Broca presented his brain to science after Tan's death

In casual convo, what is normal?

Being able to communicate what you mean and to understand what people around you mean at a rate of level of sophistication that brings you satisfaction in personal and professional life

Expressive language in the brain

Broca's area

Subject-Verb-Object (SVO)

English

Creator of phrenology

Franz Joseph Gall

Subject-Object-Verb (SOV)

Japanese, Turkis, Hindi

Receptive language in the brain

Wernicke's

Limb Apraxia

ability to move limbs, but for some/many skilled movements

When certain levels of NTs are received, the next neuron becomes active, which passes along the signal in the form of NTs to another neuron in the group

activation occurs

Semantic roles

agent & undergoer

Slips of the tongue

altering the order of sounds/words/using the wrong word collect examples to study from naturalistic recording and elicitation i.e. "I'll move out here until I can get things put awayED" "I lost track of thought" " It's not taCK deduCKstible"

alveolar

alveolar ridge

Coarticulation

anticipating/retaining articulatory movements rounding your lips on sounds earlier in a word that ends /o/ or /u/ (steel vs. stool) cheese= lip retraction that lasts....the better to take smiling portraits

What is responsible to language reception?

band of fibers connecting receptive & expressive (arcuate fasciculus)

Jigsaw puzzle and trying to find pieces but without pictures

bottom up

see green & drinking beer must mean St. Pat's Day

bottom up

Central Nervous System

brain & spinal cord

Plasticity

brain keeps changing with experience as synaptic connections change with strength

Phrenology

can feel bumps on skulls and that says something about brain tissue underneath

Oral Apraxia

can lick lips after eating sugary donut, but can't imitate/respond to request to lick them

Free morpheme

can stand alone; a word i.e. girl, boy, dog, run, hide

Clauses

combo of VP + subject (implicit/explicit)

Wernicke's Area

comprehension

Peripheral Nervous System

cranial & spinal nerves

Content words

cread when 2 existing free morphemes are combined with a new meaning web+mail=webmail sleep+walk=sleepwalk

deletion errors

did the printout turn out ok?--> did the printout turn ok?

Intransitive verbs

do not have an object + adv I think They argue

stronger strength between neurons =

easier to recall

Spreading activation

electrical activation spreads from neuron to neuron, being passed on from each neuron that reaches its activation threshold to all other neurons that it connects to thru its synapses

slots help us account for what can be called an

exchange error

merrible hess (horrible mess) light knife (night life) revelant (relevant)

exchange errors with phonemes (phonological encoding errors)

Excitatory neurons

excite their neighbors

Frontal Lobe

executive functions- plan, organize, carry oneself thru a task, reason, recognize consequences of actions, problem solve motor movement expressive language

False memories

feel as real as true ones (problems w/ eyewitness testimonies) memories can be modified by time, emotions & later experience b/c synaptic connections that stored the original info have been changed

Speech gesture level

finding out what to move abstract sound categories (phonemes) in a phonological encoding bugger get translated into neuromotor signals (motor comments) associated with allophones (actually produced sounds) where you plan specifics of actually moving your oral structures

high resting level

frequently visited nodes activated more easily

spreading activation

frequently visited nodes activated more easily

1st linguistic level

functional

exchange errors occur when lemma tags get switched at the ______ level

functional

Message level

getting your ideas together thinking about questions asked and coming up with overall message you want to convey choosing story angle arousing concepts (referents) event structure (what happened, regardless of how you talk about it) pragmatics PRELINGUSITIC

Transitive verbs

have an object following

self-monitoring

having enough awareness to stop your errors before they get to the speech-gesture level; feedback system to monitor how we sound common in aphasia or conditions where self-monitoring is reduced e.g. driving in heavy traffic; terribly fatigued

Pragmatic

helps speakers be more patient with their own speech errors when speaking under conditions where they might be noticed (aka primary public speaking)

Scientific

helps us understand how speech and language are organized by our brains

Manner of articulation

how close do parts of the vocal tract come together during production of sound complete closure= stops: /t/ & /d/

basic linguistics

how to describe language knowledge and use

Brain as _________ (Menn's analogy)

huge city w/ short streets, freeways, storage terminals neurons are city inhabitants

Brain injuries

identifying areas that seem to have particular functions language problems in adults with left-sided stroke and right-sided paresis

Lower level units of spoken language

in written language= letters & characters in spoken language= speech sounds (phonemes; syllables)

Higher level units of spoken language

in written language= words, phrases, sentences, paragraphs in spoken language= morphemes, words, phrases, clauses, conversational turns

tag

info about semantic role of referent (agent/undergoer) that gets attached to its lemma at the functional level so that it can then be given its proper slot at the prep level have to tag at functional level so we put it in the right slot

cliches

it is what it is take all the time that you want

explicit knowledge

knowing about things in a way that you are aware of (i.e. being able to describe in great detail how/why specific forms and behaviors work/happen the way they do)

tacit knowledge

knowing how to do things (i.e. speak and listen effectively shows TK of language)

apraxia of speech

knowledge of a word; ability to sometimes produce, but inability to produce when asked to do so

Content words (free)

labels for people, animals, things, properties (justice, love), and actions in the real/imagined worlds (none, verbs, adjectives & many adverbs) social-emotional words (no, hi, bye)

Language families

language change over time produces different language dialects, which gradually become so different they may become different langauges

White matter

largely axons (important as highways across larger brain areas) covered with myelin (insulator) transmission efficiency and speed

Gray matter

largely neuronal cell bodies

Functional level

lemmas involves picking specific word meanings activating wrong lemma : opposite and similar words are linked in our minds; activating one target of our threshold; words activated in our mind to a certain degree

word frequencies

lemmas of frequent words have a high resting level of activation it doesn't take much new activation to get those lemmas up to a threshold for sending activation on their phonological terms

labial

lips

Broca & Tan

localization of language to the frontal lobe of the brain

Similar languages

may have borrowed heavily from the same 3rd language/from each other, or by chance have developed similar form

morphemes

meaningful word bits, especially affected (suffixes= suffixes & prefixes)

Conceptual level

message

Slips of the ear

mishearing like the game of telephone

Mondegreens

mishearing that get stored incorrectly & later produced mishearing song lyrics, usually involving a phrase

blend errors

momentaneous= momentous & instantaneous

"'scuse me while I kiss this guy" (should be "kiss the sky")

mondegreen

Perception errors

mondegreens slips of the ear

he already trunked two packs

morpheme stranding

you ordered up ending some fish dish

morpheme stranding

Morpheme stranding

morphemes remain in place but are attached to wrong words bound morphemes stay in correct spot but free morphemes change happens often with slips of the tongue

Bound morpheme

must be combined with another to form a word i.e. plural -s (cats), past tense -ed (talked)

phonological encoding errors

neat errors, obey english phonotactic patterns most of the time a sound moves from its place in the target syllable to a very similar if not identical kind of place in the error syllable error in planning the order of sounds in a word/phrase, not actually articulating the sound

Learning occurs as

neurons and neural connections change gain more neurons when you learn it

Hebbian Theory

neurons that fire together wire together

Nature of the definition depends on the context

normal

lemma activation

not all noun lemmas that we need to make the sentence we intend to say are activated at the same time/same extent concepts that are activated more strongly are faster in getting up to their threshold at the message level so they activate their lemmas sooner at the functional level

Freudian slips

notable for revealing an unconscious though, belief, wish, or motive really some kind of meaning behind the slip and how we process that

noun phrases

nouns and words that modify them

semantic relations in slips of the tongue

one category replacing another by mistake

Bottom-up processing

perception directs cognition using clues from acoustic/visual signal being directed towards you i.e. first time at OSU trying to find classes using visual clues from environment/trying to figure out a word's meaning using context clues

Top-down processing

perception is constructed by cognition using clues taken from expectations of a language's structure, frequency of use, relationship to context, etc. i.e. understanding speech in noisy environment, reading a bad photocopy

Parietal Lobe

perception related to touch, pressure, temperature & pain

Undergoer

person affected by the action

Agent

person who is doing what the VP says

buffer

place for lemmas to wait before we use them because they don't all wait around for each other to be activated

Terms to describe speech sounds

place of articulation manner of articulation voicing

slot

place where a word should go so that it gets produced in the right order for the intended meaning placeholder, fill-in-the-blanks i.e. subject, object, object of prep, etc.

2nd linguistic level

positional

noun changes occur at the

positional level tagged correctly but one noun gets too much activation

Derivational morpheme (bound)

prefixes and suffixes that do change the meaning i.e. -able/-ible (believe-believable), -tion (create-creation), -ize (character-characterize), -ify (person-personify), anti/pro (body-antibody), non/multi/bi (weekly-biweekly)

prepositional phrases

prep + NP

Tip of the tongue state

problems in lexical retrieval where you may try several candidate words (coming up with several possible names when you can't remember someone's name) candidates often share sounds (esp. initial sounds) and stress patterns speakers can often access info about the word (length in syllables, first sound/letter, words similar in sound/meaning) prevalent in aphasia patients phonemic cueing sometimes helpful when a person with language impairment is unable to retrieve a word

Temporal Lobe

receptive language (auditory language comprehension) memory emotion hearing

Brain as a computer

recognizes value of info

Inhibitory neurons

reduce activity in neighbors

semantic functions

roles of the reference categories to which the words belong or synonyms/antonyms figuring out agent, undergoer, action how the agent/undergoer lemmas get connected to the verb lemma

For creating meaningful utterances

semantic roles agent, undergoer, etc.

formulas

sequences of words that are frequently used and require only a few changes to result in different meanings

"nooks and crannies"--> "crooks and nannies"

slip of the tongue

"I'm getting buried" instead of "I'm getting married"

slips of the ear

Most common type of speech error

slips of the tongue

Production errors

slips of the tongue tip of the tongue

Morphemes

smallest unit in a language that can be assigned a meaning (words/parts of words)

Pragmatics

social way we use language indicates status to listener; indicates politeness; to avoid problems interacts greatly with other areas of language since we use sounds, words, and sentence structures differently on our own social relationships & goals

anticipation (forward error)

sounds that occur later in sentence activates nodes prematurely and later sound is substituted for the correct one

articulation level

speech gesture

errors at this level are often due to damage to parts of the CNS/PNS that control movements

speech gesture level

Broca's Area

speech production

When 2 stimuli occur together many times, connections become

strengthened

Inflectional morpheme (bound)

suffixes in English that don't seem to change the core meaning i.e. regular plural marker (-s), irregular plural marker (man to men), regular past tense marker (-ed), 3rd person singular marker (-s), progressive (-ing), possessive ('s)

Transmission occurs as neurotransmitter molecules pass from axon of 1 neuron to dendrites of another across a _______

synapse

Positional level

syntactic slots are filled so that production order is set where syntax takes over the semantics subjects, prep. phrases, etc. position determines order in sentences and words putting things in the right order slots

For creating well-formed utterances

syntax NP, VP, adj, adv, etc.

When certain levels of NTs are received

threshold

"What's the word for years like 2000, 3000, etc.?"

tip of the tongue

lingual

tongue

Expect to see green on St. Patty's Day

top down

Jigsaw puzzle and trying to find pieces to fit using picture on box

top down

Related languages

trace back to earlier shared language (romance language from Latin- French, Italian, Spanish, etc.)

Phonotactics

users of different languages have different views on which sound sequences are producible /st/ in English is difficult for Germans & Spaniards b/c they do not have that sounds Americans can't pronounce /e/ in /pet/ at end of words (sake)

Function words (free)

usually little words that aren't content words definite & indefinite articles (the, an, a) conjunctions (and, or, but, if, because, whereas) pronouns (I, me, he, she, we, us)

velar

velum (soft palate)

verb phrases

verbs + any DO/IO DO receives action IO = to/for whom? doesn't always need an object

Occipital Love

vision

Voicing

vocal folds vibrating during the production of the sound occurs at the larynx voiced sound: /g/ & /o/

utterances

what people say may/may not be sentences hey there, how are you, been better, rough week? aphasia patients have a hard time creating these counting # of utterances in language samples

pragmatics

what you say depends on who you are talking to and why you are talking right hemisphere stroke patients have a hard time with this

mistakes at functional level

when 2 lemmas are activated to get just about the same extent, so that we get blend errors (i.e. "car dealsman"

Cascade model

when the activation for any step of processing a particular concept, event or lemma reaches threshold, it starts to send activation to the next step of its production, regardless of whether other items at same level are ready to go or not i.e. the idea that lemmas all don't wait for each other to be activated before a sentence under-construction leaves the message level

Place of articulation

where in vocal tract the sound is made towards the front of the mouth: /p/ & /b/

Phonological encoding level

where sound comes in but still linguistic rather than involving movement occurs at the end of the positional level the level at which all word sounds for all morphemes including affixes have been activated in the lexicon

lemmas

words without sounds semantic and grammatical info in brain about each word you know, but not the phonological or orthographic info

Normalcy must be determined in part based on

your audience (note to self vs. letter to friend vs. class paper vs. address to Congress)