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Speech Planning

The document outlines the processes of speech planning and execution, emphasizing the cognitive steps involved in organizing thoughts and articulating them. It discusses the ideal delivery of speech, the constituents involved in both planning and execution phases, and the importance of interjections and corrections. Additionally, it highlights sources of difficulty in speech planning, such as working memory load and cognitive overload.

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4 views5 pages

Speech Planning

The document outlines the processes of speech planning and execution, emphasizing the cognitive steps involved in organizing thoughts and articulating them. It discusses the ideal delivery of speech, the constituents involved in both planning and execution phases, and the importance of interjections and corrections. Additionally, it highlights sources of difficulty in speech planning, such as working memory load and cognitive overload.

Uploaded by

vqcmp7sbp9
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Speech Planning

Speech planning is like preparing what you want to say before you actually
say it. You think about the message you want to communicate, pick the
right words, and figure out how to put them together in a sentence. It’s all
about organizing your thoughts into something that makes sense.

Speech Execution

Speech execution is when you actually speak those planned words. Your
brain turns the words into sounds and controls how you move your mouth,
tongue, and lips to make those sounds. It’s the physical part of talking.

So, planning is thinking about what you want to say, and execution is
saying it out loud!

a) The Ideal Delivery

The ideal delivery of speech is when there is an efficient and smooth


transition from thought to spoken word. In psycholinguistics, this is often
tied to automatic language processing. The brain works to process the
intended message and produce speech with minimal effort. This involves:

• Lexical access: The brain must quickly retrieve the right words from the
mental lexicon (a mental database of words and their meanings).
• Syntactic structuring: The brain needs to arrange those words in a way
that fits the grammatical rules of the language, which is an automatic
process for fluent speakers.

• Speech motor planning: This refers to the brain’s coordination of the


motor processes needed to pronounce the words accurately.

• Speech monitoring: As speech happens, the brain constantly monitors


the articulation, syntax, and meaning to ensure the message aligns with the
intention.

Cognitive resources, such as attention and working memory, play crucial


roles in delivering speech ideally. A speaker must manage these resources
while keeping the message coherent and efficient.

b) Constituents in Execution

The execution phase is where thoughts are transformed into audible


speech, involving several interrelated cognitive processes:

1. Phonological encoding: This refers to retrieving the sounds that


correspond to words. It happens quickly and involves accessing phonemes
(the smallest units of sound in a language). For example, when you say
“cat,” your brain quickly activates the phonemes /k/, /æ/, and /t/.

2. Syntactic assembly: Here, the speaker structures their utterance in


terms of word order and grammar. In psycholinguistics, this process is
often studied using models like Levelt’s model of speech production, which
proposes a flow where a message undergoes a series of steps:
conceptualization, formulation, and articulation.

3. Articulation: This involves the physical movement of speech organs


(like the tongue, lips, and vocal cords). The motor cortex coordinates these
movements, allowing for the execution of the phonetic output.
Execution is highly sensitive to cognitive load—if the speaker is fatigued or
distracted, these processes become less efficient, which can lead to
disfluencies or errors in speech.

c) Constituents in Planning

Speech planning is a multi-step process in which the brain organizes


thoughts and linguistic elements before speaking. This involves several
stages:

1. Conceptualization: The first step is formulating the basic idea or


intention to communicate. This is not yet about language per se; it is about
what you want to express. The brain takes external stimuli or internal
thoughts and decides on the content of the message.

2. Linguistic Planning: Once the idea is clear, the brain moves on to


selecting the appropriate words (lexical selection). This phase involves:

• Semantic processing: Determining the meaning of the message.

• Lexical access: Finding the right words to express that meaning.

• Syntax formation: Structuring the words in grammatically correct order,


based on the language’s rules.

• Morphological planning: Deciding the correct forms of words (e.g., verb


tense, pluralization).

3. Articulatory Planning: The final stage before speaking involves


organizing the motor sequences needed to pronounce the chosen words
and sentences. This includes motor programming where the brain plans
how to coordinate the articulatory organs (mouth, tongue, lips) for smooth
production of speech.
The challenge here lies in real-time decision-making, as a speaker must
plan their utterances while also adjusting to what has been said so far. This
ongoing dynamic of planning and production requires substantial cognitive
resources, especially when the speaker encounters interruptions or
complex ideas.

d) Interjections and Corrections

Interjections like “uh,” “um,” and corrections are important parts of speech,
especially from a psycholinguistic perspective:

• Interjections: These serve as placeholders. When speakers need extra


time to access a word or plan the next part of their speech, they insert
these pauses. Disfluencies like “uh” or “um” are often seen as a reflection
of the brain working to retrieve words or organize the structure of what to
say next. They signal that cognitive processes are happening in the
background. These interjections also act as turn-taking cues in
conversation, signaling to the listener that the speaker is not yet done and
needs a moment.

• Self-repair and corrections: When a speaker realizes they made a


mistake (in grammar, word choice, etc.), they often correct themselves mid-
sentence. This process is called self-monitoring. In psycholinguistics, self-
repair can occur in two main ways:

• Reformulation: The speaker rephrases what they said in a more


grammatically or semantically accurate way.

• Retraction: The speaker might abandon a word or phrase and quickly


substitute it with a new one.

Self-repair reflects the brain’s cognitive monitoring systems, ensuring that


speech aligns with the intended message. The process also involves the
supervisory attentional system (SAS), which checks for errors in real-time
and prompts corrections.
e) Sources of Planning Difficulty

Several factors can make speech planning challenging. In psycholinguistic


terms, these challenges stem from the brain’s limited resources in various
areas:

1. Working memory load: Working memory (the ability to temporarily


store and manipulate information) is essential for holding onto parts of the
speech while planning the next parts. If this system is overloaded, speech
planning can falter. For example, when speaking complex sentences or
dealing with multiple ideas, memory demands increase.

2. Lexical access problems: The difficulty in retrieving words from


memory is known as tip-of-the-tongue (TOT) phenomena. This often
happens when a word is on the verge of being accessed but the speaker
can’t retrieve it immediately. In severe cases, this can lead to speech errors
or hesitations.

3. Cognitive overload: If the speaker is under stress, distracted, or


multitasking, cognitive resources can be stretched thin. This results in
difficulty coordinating the planning, execution, and monitoring processes,
wleading to fragmented or incoherent speech.

4. Speech disorders: Conditions like aphasia (language impairment due to


brain injury) can severely impact both speech planning and execution. For
instance, Broca’s aphasia leads to difficulty in forming grammatically
correct sentences, while Wernicke’s aphasia results in fluent but
nonsensical speech. These disorders highlight the intricate coordination of
brain regions responsible for linguistic and motor processing.

5. External factors: Environmental noise, distractions, or physical factors


like fatigue can also disrupt the cognitive processes involved in speech
planning and execution.

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