Speaking, Writing and Communicating

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Speaking, Writing and Communicating
Copyright
Contents
Contributors
Chapter One: What´s an error anyway? Speaker- and listener-centered approaches to studying language errors
1. Introduction
2. Speaker-centered approaches: An error is what you didn´t mean to say
2.1. From corpora to models of speech production
2.2. Eliciting speech errors
2.3. Moving beyond the phoneme: eliciting other types of errors
3. Listener-centered approaches: Inferring what was meant
3.1. Repairs in the ear and the mind
3.2. Speaker-specific repair processes
3.3. Making errors in comprehension: slips, Good Enough Processing, and misperceived variation
3.4. An error can be repaired collaboratively
4. Future Directions: Integrating multiple perspectives
5. Conclusion: What is an error anyway?
References
Chapter Two: What do we know about the mechanisms of response planning in dialog?
1. Introduction
2. The mechanisms of language production in monolog
2.1. Producing words
2.2. Incrementality in sentence production
2.2.1. Incrementality and disfluencies
2.2.2. Experimental studies on advance planning and incrementality
3. The mechanisms of language production in dialog
3.1. Why is timely language production so important in dialog?
3.2. Levinson and Torreira´s (2015) theory of language production in dialog
3.3. Content prediction during language comprehension
3.4. Evidence for early response planning
3.5. Early response planning is cognitively demanding
4. Is early-planning really necessary in dialog?
4.1. Speakers often do not directly respond to each other
4.2. Incrementality and disfluency in dialog
5. Conclusions
Acknowledgments
References
Chapter Three: Language production under message uncertainty: When, how, and why we speak before we think
1. Introduction
2. From message to utterance
2.1. The message in language production models
2.2. Incremental production
2.3. Incomplete messages
2.4. Context-dependent incrementality
3. Message uncertainty in real-life contexts
3.1. Uncertainty in production models
3.2. Natural contexts of message uncertainty
3.2.1. Turn-taking in conversation
3.2.2. Live narration
3.3. Speech patterns of uncertainty
3.3.1. Disfluencies
3.3.2. Errors of message uncertainty
4. Goal uncertainty in action plans
4.1. Simultaneous perception and action
4.2. Intermediate movements
4.3. Neural correlates of goal uncertainty in motor planning
5. Conclusions
Acknowledgments
References
Chapter Four: Speaking in dialects: How dialect words are represented and selected for production
1. Introduction
1.1. Defining dialects
1.2. Models of word production
1.3. Bilingual models of word production
2. Are bidialectal speakers like bilingual speakers?
2.1. Evidence from repetition priming
2.2. Evidence from translation equivalent distractor words
2.3. Evidence from dialect switching
3. Choosing between dialects
3.1. Alignment mechanisms across multiple levels of representation
3.2. Lexical alignment
3.2.1. Knowledge about community membership
3.2.2. Abstract priming across the dialect lexicon
3.2.3. Dialect equivalents compete for activation
3.3. Phonological alignment
3.3.1. Speakers align phonologically to the dialect of the current interlocutor
3.3.2. Phonological alignment is mediated by social attitudes
3.3.3. The salience of a contrast affects the degree of phonological alignment
4. Discussion
4.1. Are dialects represented and processed like languages?
4.2. How do dialect variants maintain separation within a single linguistic system?
4.3. What mechanisms are responsible for alignment at each level of representation?
4.4. Proposing a model for bidialectal production
5. Conclusion
References
Chapter Five: Linking learning to language production
1. Verb bias effects in language comprehension and production
1.1. Comprehension
1.2. Production
2. Learning verb biases
2.1. Experimental investigations of verb bias learning
2.2. Characterizing the mechanisms of verb bias learning
3. Modeling of verb bias use and acquisition
4. General conclusions
References
Chapter Six: Production, processing, and prediction in bilingual codeswitching
1. Introduction
2. Theoretical accounts of codeswitching
3. Planning and production of codeswitched speech
3.1. Why do bilinguals codeswitch?
3.1.1. Lexical accessibility
3.1.2. The Triggering Hypothesis
3.1.3. Priming effects
3.2. What do naturally produced codeswitches look like?
4. The real-time processing of codeswitched speech
5. Adaptive prediction in codeswitching
5.1. Adaptive prediction
5.2. Cognitive control
5.3. Empirical illustrations of the adaptive predictability hypothesis
6. Conclusions
Acknowledgments
References
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