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Zooming in on interaction between planning and articulation through the lens of disruptions


Moers,  Cornelia
Psychology of Language Department, MPI for Psycholinguistics, Max Planck Society, NL;
International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society;

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McClain, R., Cibelli, E., Gustafson, E., Moers, C., & Goldrick, M. (2016). Zooming in on interaction between planning and articulation through the lens of disruptions. Poster presented at the International Workshop on Language Production (IWLP 2016), La Jolla, CA, USA.

Cite as: http://hdl.handle.net/11858/00-001M-0000-002B-A09F-4
Experimentally induced disruptions provide a window into processes underlying speech production. Studies exploiting this technique have tended to focus on lexical access, where evidence is compatible with parallel influences of unselected and intended words on processing (Macleod, 1991). Another issue concerns cascade between lexical access and articulation. Cascade models predict that disruptions to lexical access should produce corresponding disruptions to articulation (Goldrick & Blumstein, 2006), however the evidence for such effects is mixed (Damian, 2003; Kello, 2000). These conflicting results could result from individual differences in the stability of processing. When individuals experience high degrees of disruption to lexical access, they will be unable to discretely select a target representation for production. This will allow distortions arising in lexical access to influence articulation. We tested this hypothesis by varying the degree of disruption of lexical access induced by a paradigm that results in semantic substitution errors in picture naming (Ferreira & Griffin, 2003). In Experiment 1, we examined young adult monolinguals; the high level of stability associated with speech production in young adults is predicted to result in weak interactive effects. Two additional experiments were then conducted to examine whether more robust interaction is found when speech production is further destabilized. In Experiment 2, a separate group of younger adults performed the cloze sentence completion paradigm under time-pressure. In Experiment 3, we examined a group of older adults, where the effects of normal cognitive aging on lexical access may naturally increase disruptions at articulation. Our hypothesis predicts there will be increased disruptions to articulation in Experiments 2 and 3 relative to the baseline of Experiment 1. We will discuss the results and consider the implications of our findings for a dynamic account of interaction during speech production.