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)
