The influence of lexical selection disruptions on articulation

Matthew Goldrick, Rhonda McClain, Emily Cibelli, Yossi Adi, Erin Gustafson, Cornelia Moers, Joseph Keshet

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

Interactive models of language production predict that it should be possible to observe long-distance interactions; effects that arise at one level of processing influence multiple subsequent stages of representation and processing. We examine the hypothesis that disruptions arising in nonform-based levels of planning- specifically, lexical selection-should modulate articulatory processing. A novel automatic phonetic analysis method was used to examine productions in a paradigm yielding both general disruptions to formulation processes and, more specifically, overt errors during lexical selection. This analysis method allowed us to examine articulatory disruptions at multiple levels of analysis, from whole words to individual segments. Baseline performance by young adults was contrasted with young speakers' performance under time pressure (which previous work has argued increases interaction between planning and articulation) and performance by older adults (who may have difficulties inhibiting nontarget representations, leading to heightened interactive effects). The results revealed the presence of interactive effects. Our new analysis techniques revealed these effects were strongest in initial portions of responses, suggesting that speech is initiated as soon as the first segment has been planned. Interactive effects did not increase under response pressure, suggesting interaction between planning and articulation is relatively fixed. Unexpectedly, lexical selection disruptions appeared to yield some degree of facilitation in articulatory processing (possibly reflecting semantic facilitation of target retrieval) and older adults showed weaker, not stronger interactive effects (possibly reflecting weakened connections between lexical and form-level representations).

Original languageEnglish (US)
Pages (from-to)1107-1141
Number of pages35
JournalJournal of Experimental Psychology: Learning Memory and Cognition
Volume45
Issue number6
DOIs
StatePublished - Jun 2019

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Experimental and Cognitive Psychology
  • Linguistics and Language

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