language production ii - university of california, san...
TRANSCRIPT
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Language Production IILIGN 170, Lecture 11
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A little more about errors• Key aspect:
• unintentional
• Not speech errors (for our purposes)
• Malapropisms
• (Ideo- or) Dialectal variation
• Errors based on incomplete learning
• L1 or L2
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Model of Speech Production
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Different segments of errors• Feature-level
• Phoneme-level
• Syllable-level
• Word/Morpheme-level
• Production system must assemble speech in a way that allows for possible errors at each of these levels
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Morphological information• Evidence: Floating morpheme errors
cow tracks track cows
• Evidence: Word errors that respect phonological / morphological rules:
a watched pot never boils
a potted watch never boils
• Notice that the morphemes are pronounced properly
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A Sketch• Message-level
• Deciding what to content to convey
• Formulating speech
• Converting message into speech
• Meaning
• Form
• Speaking
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• Levelt’s Model of Speech Production
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CONCEPTUALIZER
message generation
monitoring
grammatical encoding
phonological encoding
FORMULATOR
surface structure
preverbal message
ARTICULATOR
phonetic plan (internal speech)
discourse model, encyclopedic & situational
knowledge, etc.
AUDITION
SPEECH- COMPREHENSION
SYSTEM
overt speech
parsed speech
lemmas
lexemes
The Lexicon
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CONCEPTUALIZER
message generation
monitoring
preverbal message
• Generates an intention tocommunicate
• Message contains who didwhat to whom
• Input: knowledge, discourse model,language comprehension
• Selects sociolinguistic aspects (indirect requests vs. orders, etc.)
• Selects relevant information to be expressed• Keeps track of what was said before• Monitors speech for errors• Output: preverbal message
Conceptualizer
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Issues for the conceptualizer1. Deciding what information
needs to be expressed• Neither over nor under-
informative• Must have some idea of hearer’s state of mind
2. Deciding how to make reference to objects• The right amount of information for the job• Which properties to use?
3. Deciding what order information should go in
CONCEPTUALIZER
message generation
monitoring
preverbal message
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Issues for the conceptualizer1. Deciding what information
needs to be expressed• Neither over nor under-
informative• Must have some idea of hearer’s state of mind
2. Deciding how to make reference to objects• The right amount of information for the job• Which properties to use?
3. Deciding what order information should go in
CONCEPTUALIZER
message generation
monitoring
preverbal message
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• Speakers tend to provide a little more information than is strictly necessary when naming objects
The black diamond
The blue circle
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• Why would they do this?
• Theory 1: Easier for listeners to identify over-specified referents
• Theory 2: Speakers contrast features of current object with last focus of discourse
• “black diamond” “blue circle”
The blue circle
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Issues for the conceptualizer1. Deciding what information
needs to be expressed• Neither over nor under-
informative• Must have some idea of hearer’s state of mind
2. Deciding how to make reference to objects• The right amount of information for the job• Which properties to use?
3. Deciding what order information should go in
CONCEPTUALIZER
message generation
monitoring
preverbal message
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• Principle of natural order:
Arrange information according to the natural ordering of its content
If one event happens before another, place the first event first
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• Principle of connectivity
Wherever possible, the next thing to be described should have a direct connection to the current thing
156 2
3 47
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• Taking perspective:
Speakers take a deictic (self-oriented) perspective when ordering information
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The lamp is in
front of the chair
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• Taking perspective:
Speakers take a deictic (self-oriented) perspective when ordering information
Speakers prefer to use background objects as reference for objects closer to self
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The lamp is in
front of the chair
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• Taking perspective:
Speakers take a deictic (self-oriented) perspective when ordering information
Speakers prefer to use background objects as reference for objects closer to self
Speakers prefer to use a larger object as reference for smaller
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Behind the chair is
a lamp.
Behind the lamp is
a chair.
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Issues for the conceptualizer1. Deciding what information
needs to be expressed• Neither over nor under-
informative• Must have some idea of hearer’s state of mind
2. Deciding how to make reference to objects• The right amount of information for the job• Which properties to use?
3. Deciding what order information should go in
CONCEPTUALIZER
message generation
monitoring
preverbal message
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What do speakers monitor for?
• All the same levels that errors can be produced at, including:
• Message/concept
Tell me, uh what- d’you need a hot sauce?
Probably started as “What do you need?” then realized that a binary question could work better
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• Ambiguity of form
• A speaker might recognize that something is ambiguous
Hey, why didn’t you show up last week? Either of you two.
• Lexical error
Well, let me write it back –er, down, so that...
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• Syntax and morphology:
What things are this kid – is this kid going to say incorrectly?
Why it is – why is it that nobody makes a decent toilet seat?
• Phonology/Sound-form error:
A unut- unit from the yellow dot
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• BUT- The monitor is imperfect
• At best, around 50% of errors are caught
• What kinds of errors get caught can be manipulated by context
shad-bock --> bad shock
• When subject hooked up to electrodes and told mild shocks could be given
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• Attention plays a role- when speakers are told to look for a particular kind of error, they find them more often
• Internal vs. external monitoring
• Errors are often caught so quickly that it is clear that we have some sort of internal monitor that allows us to also check for errors before speech becomes audible.
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CONCEPTUALIZER
message generation
monitoring
preverbal message
• Generates an intention tocommunicate
• Message contains who didwhat to whom
• Input: knowledge, discourse model,language comprehension
• Selects sociolinguistic aspects (indirect requests vs. orders, etc.)
• Selects relevant information to be expressed• Keeps track of what was said before• Monitors speech for errors• Output: preverbal message
Conceptualizer
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CONCEPTUALIZER
message generation
monitoring
grammatical encoding
phonological encoding
FORMULATOR
surface structure
preverbal message
ARTICULATOR
phonetic plan (internal speech)
discourse model, encyclopedic & situational
knowledge, etc.
AUDITION
SPEECH- COMPREHENSION
SYSTEM
overt speech
parsed speech
lemmas
lexemes
The Lexicon
![Page 31: Language Production II - University of California, San Diegogrammar.ucsd.edu/courses/00-OLD/2005SP/lign170.SP2005/Lectures/... · a watched pot never boils a potted watch never boils](https://reader033.vdocuments.net/reader033/viewer/2022052609/5b0190ba7f8b9a952f8e90e4/html5/thumbnails/31.jpg)
grammatical encoding
phonological encoding
FORMULATOR
surface structure
lemmas
lexemes
The Lexicon
phonetic plan (internal speech)
• Translates conceptual structure into linguistic structure• Two stages
• Input from conceptualizer• Output is phonetic/articulatory plan
Formulator
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Stage 1:Grammaticalencoding
• Lemmas accessed from the lexicon • Concept of word, including syntactic
information• Activated when meaning matches part of
preverbal message
grammatical encoding
phonological encoding
FORMULATOR
surface structure
lemmas
lexemes
The Lexicon
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Stage 1:Grammaticalencoding
• Syntactic structure is built• Lemmas assigned structure as they are
activated• Lemmas placed in left-most possible positions
grammatical encoding
phonological encoding
FORMULATOR
surface structure
lemmas
lexemes
The Lexicon
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Stage 1:Grammaticalencoding
• Word exchange errors can happen when one lemma is accessed too quickly and placed too soon
the child gave the mother the catthe child gave the cat the mother
grammatical encoding
phonological encoding
FORMULATOR
surface structure
lemmas
lexemes
The Lexicon
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The boy swung the bat.
The lightning struck the church
Active Active
Syntactic Priming
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The bat was swung by the boy.
The church was struck by the
lightning.
Passive Passive
Syntactic Priming
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grammatical encoding
phonological encoding
FORMULATOR
surface structure
lemmas
lexemes
The Lexicon
Stage 2:Phonologicalencoding
• A phonetic plan for each part of the utterance is accessed from the lexicon• Lexeme: Lexicon’s information about an item’s
internal composition – morphology and phonology
• Morphological and phonological encoding happen here
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grammatical encoding
phonological encoding
FORMULATOR
surface structure
lemmas
lexemes
The Lexicon
Stage 2:Phonologicalencoding
• This is where morphological and all phonological errors can occur• Phonological information is assigned after
morphological informationmilks a cow
milk a cows/z/ not /s/
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CONCEPTUALIZER
message generation
monitoring
grammatical encoding
phonological encoding
FORMULATOR
surface structure
preverbal message
ARTICULATOR
phonetic plan (internal speech)
discourse model, encyclopedic & situational
knowledge, etc.
AUDITION
SPEECH- COMPREHENSION
SYSTEM
overt speech
parsed speech
lemmas
lexemes
The Lexicon
![Page 40: Language Production II - University of California, San Diegogrammar.ucsd.edu/courses/00-OLD/2005SP/lign170.SP2005/Lectures/... · a watched pot never boils a potted watch never boils](https://reader033.vdocuments.net/reader033/viewer/2022052609/5b0190ba7f8b9a952f8e90e4/html5/thumbnails/40.jpg)
Takes input from Formulator and translates it into overt speech
ARTICULATOR
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CONCEPTUALIZER
message generation
monitoring
grammatical encoding
phonological encoding
FORMULATOR
surface structure
preverbal message
ARTICULATOR
phonetic plan (internal speech)
discourse model, encyclopedic & situational
knowledge, etc.
AUDITION
SPEECH- COMPREHENSION
SYSTEM
overt speech
parsed speech
lemmas
lexemes
The Lexicon
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Dialogue: Speakers and hearers
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Taking the hearer into account...
• To what degree does a speaker’s language reflect the needs of his/her hearer?
• To what degree does a speaker’s language reflect the speaker’s own needs?
• Egocentric view: Much of what appears to be for the benefit of the hearer is actually caused by the speaker’s need to be fluent.
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Register• Speakers take into account social status,
current pragmatic context, language abilities of the hearer
• Examples:
• Scientific register
• Infant Directed Speech
I’ve got a boo-boo.
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Common ground• What the speaker believes the listener knows
about the world, prior discourse context
• There is evidence that speakers use common ground in natural speech
• BUT, under speed duress, common ground considerations go out the window
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Horton & Keysar (1996)• Speakers had to describe an object to a hearer
so that the hearer could correctly judge if they saw the same object
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Speaker Side Hearer Side
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Speaker Side Hearer Side
A circle
Same!
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Speaker Side Hearer Side
A circle
Changed!
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Speaker Side Hearer Side
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Speaker Side Hearer Side
???
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Speaker Side Hearer Side
a circle
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Speaker Side Hearer Sidea small circle
Speaker uses shared knowledge to
contrast the “small” circle with the big
one
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Speaker Side Hearer Side
What about when:Speaker knows that the hearer does not have an additional
bottom object
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Speaker Side Hearer Side
???
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Speaker Side Hearer Side
a circle
Possibility #1: Speaker takes
shared knowledge (or lack thereof) into
account
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Speaker Side Hearer Side
Possibility #2: Speaker ignores
shared knowledge (or lack thereof)
a small circle
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Speaker Side Hearer Side
Possibility #2: Speaker ignores
shared knowledge (or lack thereof)
a small circle
Possibility #1: Speaker takes
shared knowledge (or lack thereof)
into account
a circleTrue, when no time pressure to produce
description
True, when there is time pressure to
produce description quickly
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Common ground• What the speaker believes the listener knows
about the world, prior discourse context
• There is evidence that speakers use common ground in natural speech
• BUT, under speed duress, common ground considerations go out the window
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Wrapping Up• Levelt’s Model of Speech production
• How message is decided on
• How utterance is formed
• Monitoring our own speech
• Taking the hearer into account
• Evidence for that speakers do in some cases, evidence that they may not in others