TY - JOUR
T1 - The influence of lexical selection disruptions on articulation
AU - Goldrick, Matthew
AU - McClain, Rhonda
AU - Cibelli, Emily
AU - Adi, Yossi
AU - Gustafson, Erin
AU - Moers, Cornelia
AU - Keshet, Joseph
N1 - Publisher Copyright:
© 2018 American Psychological Association.
PY - 2019/6
Y1 - 2019/6
N2 - 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).
AB - 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).
UR - http://www.scopus.com/inward/record.url?scp=85050074969&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85050074969&partnerID=8YFLogxK
U2 - 10.1037/xlm0000633
DO - 10.1037/xlm0000633
M3 - Article
C2 - 30024252
AN - SCOPUS:85050074969
SN - 0278-7393
VL - 45
SP - 1107
EP - 1141
JO - Journal of Experimental Psychology: Learning Memory and Cognition
JF - Journal of Experimental Psychology: Learning Memory and Cognition
IS - 6
ER -