A case-series test of the interactive two-step model of lexical access: Predicting word repetition from picture naming☆

A picture naming experiment in Dutch tested whether disfluencies in speech can arise from difficulties in lexical access. Speakers described networks consisting of line drawings and paths connecting these drawings, and we manipulated picture name agreement. Consistent with our hypothesis, there were more pauses and more self-corrections in the low name agreement condition than the high name agreement condition, but there was no effect on repetitions. We also considered determiner frequency. There were more self-corrections and more repetitions when the picture name required the less frequent (neuter-gender) determiner “het” than the more frequent (common-gender) determiner “de”. These data suggest that difficulties in distinct stages of language production result in distinct patterns of disfluencies.

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Is lexical selection in bilingual speech production language-specific? Further evidence from Spanish–English and English–Spanish bilinguals

Bilingualism Language and Cognition ◽

10.1017/s1366728999000334 ◽

1999 ◽

Vol 2 (3) ◽

pp. 231-244 ◽

Cited By ~ 152

Author(s):

Albert Costa ◽

Alfonso Caramazza

Keyword(s):

Speech Production ◽

Lexical Access ◽

Picture Naming ◽

Facilitatory Effect ◽

Lexical Selection ◽

Bilingual Speakers ◽

L2 Spanish ◽

Naming Latencies ◽

Spanish Bilinguals

In this study we address the question of how lexical selection is achieved by bilingual speakers during speech production. Specifically, we test whether there is competition between the two lexicons of a bilingual during lexical access. In two picture–word interference experiments we explore the performance of two groups of bilinguals, English–Spanish and Spanish–English proficient bilinguals while naming pictures either in their L1 (Spanish) or in their L2 (Spanish). Picture naming was facilitated when the name of the picture and the distracter word were the “same”, regardless of the language in which the distracter was printed: same-language (e.g., mesa–mesa [table in Spanish]) or different-language pairs (e.g., mesa–table). The magnitude of this facilitatory effect was similar when naming in L1 (Experiment 1) and in L2 (Experiment 2). We also found that naming latencies were slower when the distracter word was semantically related to the picture's name (e.g., mesa–chair), regardless of the language in which the distracter was printed. The results suggest that there is no competition between the two lexicons of a bilingual during lexical access for production. This interpretation favors a model of lexical access in which lexical selection is language-specific both when speaking in L1 and in L2.

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Word repetition and retrieval practice effects in aphasia: Evidence for use-dependent learning in lexical access

Cognitive Neuropsychology ◽

10.1080/02643294.2018.1461615 ◽

2018 ◽

Vol 35 (5-6) ◽

pp. 271-287 ◽

Cited By ~ 5

Author(s):

Julia Schuchard ◽

Erica L. Middleton

Keyword(s):

Lexical Access ◽

Retrieval Practice ◽

Practice Effects ◽

Word Repetition ◽

Dependent Learning

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Cumulative semantic interference across unrelated responses in school-age children's picture naming

Journal of Child Language ◽

10.1017/s0305000920000422 ◽

2020 ◽

pp. 1-16

Author(s):

Monique CHAREST ◽

Tieghan BAIRD

Keyword(s):

Reaction Time ◽

Lexical Access ◽

Picture Naming ◽

Linear Increase ◽

Ordinal Position ◽

Lexical Representation ◽

School Age ◽

Interference Effects ◽

Semantic Interference ◽

School Aged Children

Abstract Naming semantically related images results in progressively slower responses as more images are named. There is considerable documentation in adults of this phenomenon, known as cumulative semantic interference. Few studies have focused on this phenomenon in children. The present research investigated cumulative semantic interference effects in school-aged children. In Study 1, children named a series of contiguous, semantically related pictures. The results revealed no cumulative interference effects. Study 2 utilized an approach more closely aligned with adult methods, incorporating intervening, unrelated items intermixed with semantically related items within a continuous list. Study 2 showed a linear increase in reaction time as a function of ordinal position within semantic sets. These findings demonstrate cumulative semantic interference effects in young, school-aged children that are consistent with experience-driven changes in the connections that underlie lexical access. They invite further investigation of how children's lexical representation and processing are shaped by speaking experiences.

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The effect of hearing impairment on the production of prominences: The case of French-speaking school-aged children using cochlear implants and children with normal hearing

First Language ◽

10.1177/0142723718819191 ◽

2018 ◽

Vol 39 (2) ◽

pp. 200-219 ◽

Cited By ~ 2

Author(s):

Bénédicte Grandon ◽

Anne Vilain ◽

Steven Gillis

Keyword(s):

Cochlear Implants ◽

Picture Naming ◽

Normal Hearing ◽

Acoustic Cues ◽

School Aged Children ◽

Word Repetition ◽

Word Level ◽

Spontaneous Production ◽

French Speaking ◽

The One

This study explores the use of F0, intensity and duration in the production of two types of prominences in French: primary accent with duration as the main acoustic cue, and secondary accent with F0 and intensity as acoustic cues. These parameters were studied in 13 children using a cochlear implant (CI) and 17 children with a normal hearing (NH), aged 5 to 10 years. Words were recorded in two different tasks, word-repetition and picture-naming, to compare repetition of an audio model with spontaneous production. NH children were able to produce both types of prominences with duration on the one hand and the combination of F0 and intensity on the other hand, similar to what is described in the literature in French-speaking adults. NH children have a more stable use of prominences than CI children, who demonstrate more variability across tasks, more even-timed duration patterns and less modulation of F0 and intensity at vowel and word level than their NH peers.

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