Psychology of Speech Production and Speech Perception Hugo Quené Clinical Language, Speech and Hearing Sciences, Utrecht University h.quene@uu.nl revised version 2009.06.10 1 Practical information Academic year 2008-09, period 4 (April June). Teacher: Dr Hugo Quené, see www.hugoquene.nl. The course will be styled as a tutorial, with one long meeting per week. Class meetings will be on Friday, from 9:00 to 12:45 (officially), at Trans 10, room 1.01. The course will be taught in English. The course can be done for 5 credit points, or for 7.5 credit points. In both cases you will have to write a research proposal as your final assignment (see below). If you wish to receive the additional credit points, an additional paper is required (see below). 2 Preparation In the course we will discuss key articles on the psychological aspects of speech production and perception. Some of these articles are primary articles, reporting results from scientific studies, and others are so-called review articles, synthesizing evidence from other articles. Each week we will study and discuss 1 3 papers (see schedule below). Most papers are available in full-text format from the library system. 1
There are two weeks without a class meeting (1 May and 22 May), but there are assigned articles for these weeks. In preparation for a class meeting, you should thoroughly study all articles for that session. Make sure that you can follow (at the very least) the main line of argument, and the evidence presented to support that argument, and the connection between the evidence and the argumentation. Spell out the abstract and conclusions. Write down any questions you have about the paper. In addition, one or two students will prepare a 10-minute presentation for each paper. In this presentation, you should briefly summarize the key findings and conclusions, and introduce points for discussion. Feel free to enrich your presentation with evidence from additional papers, with references, with demonstrations, etc. During class sessions, the presenters should present their work, and also lead the following discussion about these points. Other students are expected to participate actively in class discussions. 3 Prerequisites For this course you should have some elementary knowledge about speech production and speech perception, equivalent to some introductory course in phonetics. You can refresh your phonetic knowledge using the excellent textbooks by Fromkin (2000, Ch.11 on phonetics), Denes and Pinson (1993); Johnson (2003); Raphael, Borden, and Harris (2007), and Rietveld and Van Heuven (2002, in Dutch). 4 Tentative schedule, updated 2009.06.10 Unfortunately session nr.3 (15 May) has to be cancelled for personal reasons. The session of 5 June had to be cancelled as well. Below is a revised schedule, taking into account the various constraints as good as possible. 2
wk date reading materials discussant 1 17 24 Apr Browman and Goldstein HQ (1992) 18 1 May no class Jusczyk and Luce (2002) 2 19 8 May Nooteboom (2004, in {Andrea, Tim, Dutch), Goldinger (1997), Lieselotte, Liquan} Pouplier and Goldstein (2005) 20 15 May no class (apologies) Ladefoged and Broadbent (1957) 21 22 May no class (UU holiday) Liberman and Whalen Liesbeth, LisetteD (on (2000) 5 June) 3 22 29 May Galantucci, Fowler, and (MariekeB, Siri, Fiene) Turvey (2006) Kohler et al. (2002) Geertje, Lynke Wilson, Saygin, Sereno, and Femke, Jolien Iacoboni (2004) 23 5 Jun no class (apologies) 4 24 12 Jun Liberman and Whalen Liesbeth, LisetteD (5.6) (2000) Galantucci et al. (2006) MariekeB, Siri, Fiene (29.5) 5 24 12 Jun Levelt, Roelofs, and Meyer Sarah, Aukje, Marlies (1999) Poeppel and Hickok (2004) Annie, Anouk 6 24 19 Jun Van Lancker Sidtis (2006) AnneWil, Maartje, Maaike Jackendoff (2002, Ch.7) Esther, LisetteP (12.6) McCabe and Castel (2008) Romy, Bas 5 Final assignment The final assigment for this course is to write a research plan, based on the materials studied in this course. (For MPhil students, this plan should be an adequate starting point for your thesis work.) That means that the research questions must be clearly motivated and stated explicitly, and that you should describe your experimental methods with sufficient detail. Note 3
that the proposed research may be impossible to carry out in reality, for practical or ethical considerations. That is acceptable for this final assignment: your scientific reasoning is the essential ingredient in this work. Your plan should be about 8 to 12 pages in length (A4, 12pt font, double spaced). Send your work as a PDF document to hquene@gmail.com; deadline is Monday 22 June 2009 at 23:59 Utrecht local time. 6 Additional paper If you want to finish this course for 7.5 credit points, you have to finish the following additional assignment. In this course we have learned about several issues that were (and still are) heavily debated among phoneticians and psycholinguists: the psychological reality of the phoneme, abstractionism vs episodic memory, perceiving gestures or perceiving sounds, etc. Select one of these issues. Search for three or more additional articles that have contributed significantly to the debate on your selected issue. Study all selected articles, and write a synthetic review, in which you discuss all available evidence and draw sound conclusions. Relating your issue to another one will earn you bonus points. Your paper should be about 6 to 10 pages in length (A4, 12pt font, double spaced). Send your work as a PDF document to hquene@gmail.com; deadline is Monday 29 June 2009 at 23:59 Utrecht local time. 7 Bibliographical support Your study and research work is partly based on published work from other researchers. To find related work, two very helpful bibliographical tools are available through the UU library system: Web of Science, and Scopus. (These can be found under digitale bestanden on the UU library homepage.) The WoS consists of a web of published articles, with links from each article to the articles cited in that target article. Not only can you easily find which older articles are cited by a particular target article (see its References or Bibliography section). In WoS the links to references work both ways, so you can also find which younger articles have cited a particular target article. This is very useful to find recent follow-up work in a particular field. Scopus works in a similar fashion. 4
In addition, you may find Google Scholar (scholar.google.com) a very helpful tool. You can also ask for support from the library staff in the Letterenbibliotheek they are there to help you! References Browman, C., & Goldstein, L. (1992). Articulatory phonology: an overview. Phonetica, 49, 155 180. Denes, P., & Pinson, E. (1993). The speech chain: The physics and biology of spoken language (2nd ed.). Worth. Fromkin, V. A. (Ed.). (2000). Linguistics: An introduction to linguistic theory. Oxford: Blackwell. Galantucci, B., Fowler, C. A., & Turvey, M. T. (2006). The motor theory of speech perception reviewed. Psychonomic Bulletin & Review, 13 (3), 361 377. Goldinger, S. D. (1997). Words and voices: Perception and production in an episodic lexicon. In K. Johnson & J. Mullenix (Eds.), Talker variability in speech processing (pp. 33 66). San Diego: Academic. Jackendoff, R. (2002). Foundations of language: Brain, meaning, grammar, evolution. Oxford: Oxford University Press. Johnson, K. (2003). Acoustic and auditory phonetics (2nd ed.). Malden, MA: Blackwell. Jusczyk, P. W., & Luce, P. A. (2002). Speech perception and spoken word recognition: Past and present. Ear and Hearing, 23 (1), 2-40. Kohler, E., Keysers, C., Umilta, M. A., Fogassi, L., Gallese, V., & Rizzolatti, G. (2002). Hearing sounds, understanding actions: Action representation in mirror neurons. Science, 297 (5582), 846-848. Ladefoged, P., & Broadbent, D. E. (1957). Information conveyed by vowels. Journal of the Acoustical Society of America, 29 (1), 98 104. Levelt, W. J., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1 38. Liberman, A. M., & Whalen, D. H. (2000). On the relation of speech to language. Trends in Cognitive Sciences, 4 (5), 187-196. McCabe, D. P., & Castel, A. D. (2008). Seeing is believing: The effect of brain images on judgments of scientific reasoning. Cognition, 107 (1), 343-352. 5
Nooteboom, S. G. (2004). Waar komen de letters van het alfabet vandaan? een verlate reactie op het college Alfabetiek, gegeven door prof.dr. H. Mol in 1964/1965. Universiteit Utrecht. (Afscheidscollege 23 April 2004) Poeppel, D., & Hickok, G. (2004). Towards a new functional anatomy of language. Cognition, 92 (1 2), 1 12. Pouplier, M., & Goldstein, L. (2005). Asymmetries in the perception of speech production errors. Journal of Phonetics, 33 (1), 47-75. Raphael, L. J., Borden, G. J., & Harris, K. S. (2007). Speech science primer: Physiology, acoustics, and perception of speech (5th ed.). Philadelphia: Lippincott Williams & Wilkins. Rietveld, A., & Van Heuven, V. J. (2002). Algemene fonetiek (2nd ed.). Bussum: Coutinho. Van Lancker Sidtis, D. (2006). Does functional neuroimaging solve the questions of neurolinguistics? Brain and Language, 98 (3), 276 290. Wilson, S. M. W., Saygin, A. P., Sereno, M. I., & Iacoboni, M. (2004). Listening to speech activates motor areas involved in speech production. Nature Neuroscience, 7, 701 702. 6