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Contents
- Abstract
- Slips of the Tongue
- Introduction to the Theory
- Linguistic Assumptions
- Processing Assumptions in the Theory
- Processing in the lexicon: Spreading activation
- Constructing representations
- Production of a sentence
- Speech Errors in the Theory
- Phonological Encoding
- Phonological Units
- A Simulation of Phonological Encoding
- Lexical network
- Processing assumptions
- Simulation network and parameters
- Effect of speaking rate and utterance length on error rate
- Error types in the simulation
- Spreading Activation and Sound Errors
- Output biases
- Repeated-phoneme effect
- Speaking-rate effects
- Experimental Test of the Model
- Error-induction technique
- Experimental factors
- Materials
- Procedure
- Subjects
- Preliminary data analyses
- Results involving lexical bias
- Results involving the repeated-phoneme effect
- Results involving error types at different deadlines
- Model of the Slip Procedure: The Slip Simulation
- Semantic and Syntactic Effects in Phonological Encoding
- Some Problems in the Model
- Issues in Morphological and Syntactic Encoding
- Separate Syntactic and Morphological Representations?
- How Do Generative Rules Operate?
- Interactive Nature of Lexical Processing
- Conclusions: Production, Productivity, and the Causes of Speech Errors
- Summary
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Abstract
This article presents a theory of sentence production that accounts for facts about speech errors—the kinds of errors that occur, the constraints on their form, and the conditions that precipitate them. The theory combines a spreading-activation retrieval mechanism with assumptions regarding linguistic units and rules. Two simulation models are presented to illustrate how the theory applies to phonological encoding processes. One was designed to produce the basic kinds of phonological errors and their relative frequencies of occurrence. The second was used to fit data from an experimental technique designed to create these errors under controlled conditions.
Psycholinguistics is concerned with three basic and interrelated aspects of language—acquisition, or how language is learned; comprehension, or how sentences are understood; and production, or how sentences are spoken. Of these three, production has been the least studied and is probably the least understood.
Recent research, however, has established production as an equal partner in the psycholinguistic trinity by defining problems that are unique to it. For example, there is...