similarities of speech and writing

>initial attempt to decide the overall meaning to be communicated >followed by production and proceeds on a clause-by-clause basis >writing often aims to mimic verbal expression

differences between speech and writing

>speech is temporary unless recorded whereas writing is permanent unless destroyed >speakers typically know their audience and receive moment-by-moment feedback >writers have direct access to previous writings and can change them >speaker is suited for social functions whereas writing is suited for conveying information

speech production

>more cognitively challenging than comprehension >cognitive load lowered through syntactic priming and preformulation

syntactic priming

using the same syntactic structure as heard prior

preformulation

using familiar phrases used before

4 stages of speech prduction

>Dell >semantic level >syntactic level >morphological level >phonological level

speech planning

>longer pauses during complex initial phrases >flexible planning in relation to situational demands and goals >more planning occurs when no time limit is set or when speaking while a time limit exists >faster planning is more error prone

speech errors

>spoonerisms >Freudian slip >semantic substitution >morpheme-exchange errors >number-agreement errors

perceptual loop error detection

speakers process their own speech errors for comprehension

conflict-based account error detection

speakers monitor for conflicts during production to detect errors before they happen

spreading activation theory

(Dell) >nodes vary in activation >mental lexicon contains nodes for concepts, words, morphemes and phonemes >insertion rules select items for inclusion, after which activation immediately reduces to 0

mixed-error effect in the spreading activation theory

error word is semantically and phonetically related to the intended word

lexical bias effect in the spreading activation theory

errors frequently produce incorrect words, not non-words

error types in the spreading activation theory

>anticipatory- sounds/words spoken ahead of their time >preserveratory- sounds/words spoken later than correct

strengths of the spreading activation theory

>predicts many errors that occur >spreading activation provides links to other cognitive processes

weaknesses of the spreading activation theory

>de-emphasises processes related to semantics >doesn't account for audience design >not designed to predict time taken to produce speech >better at accounting for incorrect responses than correct responses >can't predict less interactive processing

WEAVER++ theory

(Levelt et al.) >feedforward activation-spreading network >discrete processing >involves lexicalisation >concept -> lemma -> morpheme -> phonemes -> motor programme -> articulation

strengths of the WEAVER++ theory

>support for production following lexical selection -> morphological encoding -> phonological encoding >focus on timing of production process >testable predictions

weaknesses of the WEAVER++ theory

>narrow focus >predicts little interaction between processing stages >can't explain errors suggesting parallel processing >inclusion of lemma is questionable

neuropsychology

>dorsal pathway from Wernicke's to BA44 >ventral pathway from Wernicke's to BA45

anomia

impaired ability to name objects

WEAVER++ explanation of anomia

>problems at semantic level with selection of lemma >problems at phonological level with selection of auditory word form

agrammatism

can find correct word, but not placed in the correct order

agrammatism cause

>Broca's aphasia with damage in BA44/45 >supports syntactic level of production

jargon aphasia

>speak fairly grammatically >can't find the word they want to say >produce neologisms >issues with comprehension

jargon aphasia cause

>deficit at level of phonological encoding >inadequate monitoring of own speech >impaired phonological processing

stages of writing

(Hayes and Flower) >planning >sentence-generation >revision

key processes of writing

(Chenoweth and Hayes) >proposer >translater >transcriber >reviser

modifications to key processes of writing

>account for environment >account for cognitive resources

knowledge-telling

write down with limited planning

knowledge-transforming

revises text to fit authors intentions

knowledge-crafting

revises text to account for potential readers