Where is the length effect? A cross-linguistic study.

Many models of speech production assume that one cannot begin to articulate a word before all its segmental units are inserted into the articulatory plan. Moreover, some of these models assume that segments are serially inserted from left to right. As a consequence, latencies to name words should increase with word length. In a series of five experiments, however, we showed that the time to name a picture or retrieve a word associated with a symbol is not affected by the length of the word. Experiments 1 and 2 used French materials and participants, while Experiments 3, 4 and 5 were conducted with English materials and participants. These results are discussed in relation to current models of speech production, and previous reports of length effects are reevaluated in light of these findings. We conclude that if words are encoded serially, then articulation can start before an entire phonological word has been encoded

Semantic effects in the word\u2013word interference task: a comment on Roelofs, Piai, and Schriefers (2013)

Roelofs, Piai, and Schriefers (Language and Cognitive Processes) test both the WEAVER++ model of word production and the response-exclusion account of performance in Stroop-like tasks against data from the word-word interference (WWI) task, and conclude that whereas the WEAVER++ successfully accounts for those data, the response-exclusion hypothesis fails. Here we show that once recent data from the WWI task are considered, both models fail

Effects of word processing on text revision

Revising is an evaluating and editing process that is an essential part of text production. Is text revising facilitated by the use of word processors? After examining the related research, it is difficult to conclude with certainty that the use of word processors is always effective in improving writers' revising skills, or that their use necessarily leads to the production of higher quality texts. Their effectiveness depends on a large number of parameters (computer equipment, writing skills, task execution conditions) which psychologists are now starting to measure

Neural overlap of L1 and L2 semantic representations across visual and auditory modalities : a decoding approach/

This study investigated whether brain activity in Dutch-French bilinguals during semantic access to concepts from one language could be used to predict neural activation during access to the same concepts from another language, in different language modalities/tasks. This was tested using multi-voxel pattern analysis (MVPA), within and across language comprehension (word listening and word reading) and production (picture naming). It was possible to identify the picture or word named, read or heard in one language (e.g. maan, meaning moon) based on the brain activity in a distributed bilateral brain network while, respectively, naming, reading or listening to the picture or word in the other language (e.g. lune). The brain regions identified differed across tasks. During picture naming, brain activation in the occipital and temporal regions allowed concepts to be predicted across languages. During word listening and word reading, across-language predictions were observed in the rolandic operculum and several motor-related areas (pre- and postcentral, the cerebellum). In addition, across-language predictions during reading were identified in regions typically associated with semantic processing (left inferior frontal, middle temporal cortex, right cerebellum and precuneus) and visual processing (inferior and middle occipital regions and calcarine sulcus). Furthermore, across modalities and languages, the left lingual gyrus showed semantic overlap across production and word reading. These findings support the idea of at least partially language- and modality-independent semantic neural representations

Children's acquisition of science terms: simple exposure is insufficient

The ability of school children (N = 233) to acquire new scientific vocabulary was examined. Children from two age groups (M = 4;8 and M = 6;5) were introduced to previously unknown words in an educational video. Word knowledge was assessed through accuracy and latency for production and comprehension over a nine month period. A draw and write task assessed acquisition of domain knowledge. Word learning was poorer than has previously been reported in the literature, and subject to influences of word type (domain-specificity) and word class. The results indicate that the acquisition of scientific terms is a complex process moderated by lexical, semantic and pragmatic factors

Initial glottalization and final devoicing in polish English

This paper presents an acoustic study of the speech of Polish leaners of English. The experiment was concerned with English sequences of the type George often, in which a word-final voiced obstruent was followed by a word-initial vowel. Acoustic measurements indicated the degree to which learners transferred Polish-style glottalization on word-initial vowels into their L2 speech. Temporal parameters associated with the production of final voiced obstruents in English were also measured. The results suggest that initial glottalization may be a contributing factor to final devoicing errors. Adopting English-style ‘liaison’ in which the final obstruent is syllabified as an onset to the initial vowel is argued to be a useful goal for English pronunciation syllabi. The implications of the experiment for phonological theory are also discussed. A hierarchical view of syllabic structures proposed in the Onset Prominence environment allows for the non-arbitrary representation of word boundaries in both Polish and English

An acoustic investigation of the developmental trajectory of lexical stress contrastivity in Italian

We examined whether typically developing Italian children exhibit adult-like stress contrastivity for word productions elicited via a picture naming task (n=25 children aged 3\u20135 years and 27 adults). Stimuli were 10 trisyllabic Italian words; half began with a weak\u2013strong (WS) pattern of lexical stress across the initial 2 syllables, as in patata, while the other half began with a strong\u2013weak (SW) pattern, as in gomito. Word productions that were identified as correct via perceptual judgement were analysed acoustically. The initial 2 syllables of each correct word production were analysed in terms of the duration, peak intensity, and peak fundamental frequency of the vowels using a relative measure of contrast\u2014the normalised pairwise variability index (PVI). Results across the majority of measures showed that children\u2019s stress contrastivity was adult-like. However, the data revealed that children\u2019s contrastivity for trisyllabic words beginning with a WS pattern was not adult-like regarding the PVI for vowel duration: children showed less contrastivity than adults. This effect appeared to be driven by differences in word-medial gemination between children and adults. Results are compared with data from a recent acoustic study of stress contrastivity in English speaking children and adults and discussed in relation to language-specific and physiological motor-speech constraints on production

The role of the left head of caudate in suppressing irrelevant words

Suppressing irrelevant words is essential to successful speech production and is expected to involve general control mechanisms that reduce interference from task-unrelated processing. To investigate the neural mechanisms that suppress visual word interference, we used fMRI and a Stroop task, using a block design with an event-related analysis. Participants indicated with a finger press whether a visual stimulus was colored pink or blue. The stimulus was either the written word "BLUE," the written word "PINK," or a string of four Xs, with word interference introduced when the meaning of the word and its color were "incongruent" (e.g., BLUE in pink hue) relative to congruent (e.g., BLUE in blue) or neutral (e.g., XXXX in pink). The participants also made color decisions in the presence of spatial interference rather than word interference (i.e., the Simon task). By blocking incongruent, congruent, and neutral trials, we identified activation related to the mechanisms that suppress interference as that which was greater at the end relative to the start of incongruency. This highlighted the role of the left head of caudate in the control of word interference but not spatial interference. The response in the left head of caudate contrasted to bilateral inferior frontal activation that was greater at the start than at the end of incongruency, and to the dorsal anterior cingulate gyrus which responded to a change in the motor response. Our study therefore provides novel insights into the role of the left head of caudate in the mechanisms that suppress word interference

Monitoring English Sandhi Linking – A Study of Polish Listeners’ L2 Perception

This paper presents a set of word monitoring experiments with Polish learners of English. Listeners heard short recordings of native English speech, and were instructed to respond when they recognized an English target word that had been presented on a computer screen. Owing to phonological considerations, we compared reaction times to two types of vowel-initial words, which had been produced either with glottalization, or had been joined via sandhi linking processes to the preceding word. Results showed that the effects of the glottalization as a boundary cue were less robust than expected. Implications of these findings for models of L2 speech are discussed. It is suggested that the prevalence of glottalization in L1 production makes listeners less sensitive to its effects as a boundary cue in L2

Between-word junctures in early multi-word speech

Most children aged 1;6 to 2;0 begin to use utterances of two words or more. It is therefore important for child phonologists to consider the development of phonetic and phonological phenomena that characterize connected speech. The longitudinal case study reported here investigated three juncture types – assimilation, elision and liaison – in the speech of a typically-developing child between the ages of 2;4 and 3;4. Attempts at production of these adult juncture types occurred from the onset of two-word utterances. However, for some juncture types, the child still had to perfect the intergestural relationships and gestural articulations that the adult between-word junctures demand. This process of phonetic development was largely accomplished by the age of 3;4. With one exception, between-word junctures appear not to be the result of learned phonological rules or processes. The exception is liaison involving /r/, which did not occur until the child was three years old