Deck 11: Language Production

Question 1

Which type of speech error involves inflections or suffixes remaining in place, but attached to the wrong words?

A) Semantic substitution errors
B) Blending errors
C) Morpheme-exchange errors
D) Spoonerism
E) Word-exchange errors

Answer 1

Morpheme-exchange errors

Question 2

Which of the following is a feature of Dell's (1986) spreading-activation theory of speech planning?

A) Parallel, interactive processing
B) Insertion rules
C) Categorical rules
D) Four levels of presentation
E) All of the above

Answer 2

Parallel, interactive processing

Question 3

Dell et al.'s (1997) key assumption, following from the spreading-activation theory of speech production, suggests that what type of speech error should be reduced with practice and improved performance?

A) Perseveration speech errors
B) Anticipatory speech errors
C) Boundary shifts
D) Prosodic cues
E) All of the above

Answer 3

Perseveration speech errors

Question 4

Which of the following describes a difference between expert and non-expert writers?

A) Expert writers spend more time revising their text
B) Experts construct a more complex writing plan
C) Experts detect more problems in a text at the revision stage
D) Experts engage in more knowledge-telling when producing narrative rather than argumentative texts
E) All of the above

Question 5

Hayes and Flower (1986) identified three key processes of writing that fall in which "natural" order:

A) Sentence generation, planning, revision
B) Sentence generation, revision, planning
C) Planning, revision, sentence generation
D) Revision, planning, sentence generation
E) Planning, sentence generation, revision

Question 6

If a patient has problems spelling unfamiliar words and non-words, but not known words, they might be suffering from:

A) Anomia
B) Surface dysgraphia
C) Phonological dysgraphia
D) Surface dyslexia
E) Jargon aphsia

Question 7

According to Bereiter and Scardamalia (1987), the knowledge-transforming strategy used in planning writing involves working out how to achieve the writing goals and:

A) How to decide on the long-term goals
B) How to decide on the specific information to write down
C) How to decide on the overall context
D) How to decide on the meaning behind the sentence
E) How to plan what to write down

Question 8

Which of the following does NOT describe one of the differences between spoken and written language?

A) Speaking represents a more self-monitored process
B) Speakers typically know precisely who is receiving their message
C) Speakers generally receive moment-by-moment feedback
D) Speakers have much less time to plan their language production
E) Writers typically have direct access to what they have written so far

Question 9

In the WEAVER++ model of speech production, lexicalisation occurs at which processing stage?

A) Morphological encoding
B) Phonological encoding
C) Phonetic encoding
D) Lexical selection
E) Articulation

Question 10

Which of the following is a similarity between spoken and written language?

A) Both generate the same word conceptualisation
B) Both use the same complexity of word construction
C) Both start with planning - what is the overall meaning going to be communicated
D) Both use the same error detection processes
E) Both are time-bound and transient

Question 11

The method that involves stopping writers at various times during the writing process in order to categorise what they are doing is:

A) Verbal protocol
B) Procedural facilitation
C) Event sampling
D) Directed retrospection
E) Directed introspection

Question 12

Wernicke's area is located in the posterior aspect of which lobe of the left hemisphere?

A) The frontal lobe
B) The occipital lobe
C) The temporal lobe
D) The parietal lobe
E) The ventral lobe

Question 13

Levy and Ransdell (1995) found that most writers overestimated the time they spent on:

A) Generating words
B) Generating sentences
C) Revision and reviewing
D) Planning
E) Taking breaks

Question 14

A node in Levelt's (1989) second level of the network, representing a word that is specified both syntactically and semantically, though not phonologically, is called a:

A) Morpheme
B) Feedforward unit
C) Lexeme
D) Lemma
E) Articulator

Question 15

When using the non-lexical route of spelling, we might expect to see the most errors with:

A) Regular words
B) Irregular words
C) Non-words
D) Unfamiliar words
E) Familiar words

Question 16

According to Kellogg (2001), all of the main processes involved in writing use:

A) Episodic memory
B) The central executive in working memory
C) The phonological loop in working memory
D) The visuo-spatial sketchpad in working memory

Question 17

A patient who could spell non-words reasonably well, and made more errors on irregular than regular words, might be suffering from:

A) Anomia
B) Surface dysgraphia
C) Phonological dysgraphia
D) Surface dyslexia
E) Jargon aphasia

Question 18

Horton and Keysar (1996) provided evidence that common ground was not used properly in a speeded condition, lending support to which model of common ground?

A) Initial design model
B) Monitoring and adjustment model
C) Spreading activation theory
D) WEAVER++
E) None of these

Question 19

Jargon aphasics often produce made-up words, which are called:

A) Anomia
B) Prothesis
C) Aphaeris
D) Haplology
E) Neoligisms

Question 20

The speech of someone with non-fluent aphasia (agrammatism) tends to lack:

A) Nouns
B) Verbs
C) Content words
D) Function words
E) Familiar words

Question 21

Iris Murdoch (and Agatha Christie) had Alzheimer's disease. Writing impairments both involved:

A) Reading and writing
B) Writing and syntax
C) Vocabulary more than syntax
D) Syntax more than vocabulary
E) Grammar more than syntax

Question 22

In the dual route of spelling, the lexical and non-lexical routes both lead to a:

A) Semantic system
B) Phonological input lexicon
C) Orthographic output lexicon
D) Graphemic buffer
E) Letter-shape conversion system

Question 23

The writings of Murdoch showed a sharp decrease in what, after developing Alzheimer's disease?

A) Vocabulary size
B) Increased repetition of phrases
C) Reduction in lexical diversity
D) Irrelevant filler words or phrases
E) All of the above