Tuning the blueprint: how studies of implicit learning during speaking reveal the information processing components of the production system

References

• Anderson, N. D. (2017). Implicit learning of distributional patterns in linguistic and nonlinguistic sequence production (PhD dissertation). University of Illinois.
   Google Scholar
• Anderson, N. D., & Dell, G. S. (2018). The role of consolidation in learning context-dependent phonotactic patterns in speech and digital sequence production. Proceedings of the National Academy of Sciences, 115, 3617–3622. doi: 10.1073/pnas.1721107115
   PubMed Web of Science ®Google Scholar
• Bian, Y., & Dell, G. S. (submitted). Novel stress phonotactics are learnable by English speakers. Novel tone phonotactics are not.
   Google Scholar
• Bock, J. K. (1982). Toward a cognitive psychology of syntax: Information processing contributions to sentence formulation. Psychological Review, 89, 1–47. doi: 10.1037/0033-295X.89.1.1
   Web of Science ®Google Scholar
• Bock, J. K. (1986). Syntactic persistence in language production. Cognitive Psychology, 18, 355–387. doi: 10.1016/0010-0285(86)90004-6
   Web of Science ®Google Scholar
• Chang, F., Dell, G. S., & Bock, K. (2006). Becoming syntactic. Psychological Review, 113(2), 234–272. doi: 10.1037/0033-295X.113.2.234
   PubMed Web of Science ®Google Scholar
• Coyle, J. M., & Kaschak, M. P. (2008). Patterns of experience with verbs affect long-term cumulative structural priming. Psychonomic Bulletin and Review, 15, 967–970. doi: 10.3758/PBR.15.5.967
   PubMed Web of Science ®Google Scholar
• Dell, G. S. (1986). A spreading-activation theory of retrieval in sentence production. Psychological Review, 93, 283–321. doi: 10.1037/0033-295X.93.3.283
   PubMed Web of Science ®Google Scholar
• Dell, G. S., Juliano, C., & Govindjee, A. (1993). Structure and content in language production: A theory of frame constraints in phonological speech errors. Cognitive Science, 17, 149–195. doi: 10.1207/s15516709cog1702_1
   Web of Science ®Google Scholar
• Dell, G. S., Reed, K., Adams, D., & Meyer, A. S. (2000). Speech errors, phonotactic constraints, and implicit learning: A study of the role of experience in language production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1355–1367.
   PubMed Web of Science ®Google Scholar
• Freud, S. (1901). Psychopathy of everyday life ( A. A. Brill, trans., 1938). New York: Pelican Books.
   Google Scholar
• Fromkin, V. A. (1971). The non-anomalous nature of anomalous utterances. Language, 47, 27–52. doi: 10.2307/412187
   Web of Science ®Google Scholar
• Garnsey, S. M., Pearlmutter, N. J., Myers, E., & Lotocky, M. A. (1997). The contributions of verb bias and plausibility to the comprehension of temporarily ambiguous sentences. Journal of Memory and Language, 37(1), 58–93. doi: 10.1006/jmla.1997.2512
   Web of Science ®Google Scholar
• Garrett, M. F. (1975). The analysis of sentence production. In G. H. Bower (Ed.), The psychology of learning and motivation (pp. 133–177). New York: Academic Press.
   Google Scholar
• Gaskell, M. G., Warker, J., Lindsay, S., Frost, R., Guest, J., Snowdon, R., & Stackhouse, A. (2014). Sleep underpins the plasticity of language production. Psychological Science, 25(7), 1457–1465. doi: 10.1177/0956797614535937
   PubMed Web of Science ®Google Scholar
• Hayes, B. (1995). Metrical stress theory. Chicago: University of Chicago Press.
   Google Scholar
• Howard, D., Nickels, L., Coltheart, M., & Cole-Virtue, J. (2006). Cumulative semantic inhibition in picture naming: Experimental and computational studies. Cognition, 100, 464–482. doi: 10.1016/j.cognition.2005.02.006
   PubMed Web of Science ®Google Scholar
• Jaeger, T. F., & Snider, N. (2007). Implicit learning and syntactic persistence: Surprisal and cumulativity. In L. Wolter & J. Thorson (Eds.), University of Rochester Working Papers in the Language Sciences, 3(1), 26–44.
   Google Scholar
• Kelley, A., & Dell, G. S. (in preparation). Learning and unlearning new verb biases in language production.
   Google Scholar
• Kittredge, A. K., & Dell, G. S. (2016). Learning to speak by listening: Transfer of phonotactics from perception to production. Journal of Memory and Language, 89, 8–22. doi: 10.1016/j.jml.2015.08.001
   PubMed Web of Science ®Google Scholar
• Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: The MIT Press.
   Google Scholar
• Levelt, W. J., & Kelter, S. (1982). Surface form and memory in question answering. Cognitive Psychology, 14(1), 78–106. doi: 10.1016/0010-0285(82)90005-6
   Web of Science ®Google Scholar
• Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75.
   PubMed Web of Science ®Google Scholar
• Lin, Y., & Fisher, C. (2017). Error-based learning: A mechanism for linking verbs to syntax. Proceedings of the annual meeting of the Cognitive Science Society, London.
   Google Scholar
• MacKay, D. G. (1970). Spoonerisms: The structure of errors in the serial order of speech. Neuropsychologia, 8, 323–350. doi: 10.1016/0028-3932(70)90078-3
   PubMed Web of Science ®Google Scholar
• MacKay, D. G. (1987). The organization of perception and action. New York: Springer-Verlag.
   Google Scholar
• Mackintosh, N. J. (1983). Conditioning and associative learning. Oxford: Clarendon Press.
   Google Scholar
• McClelland, J. L. (2013). Incorporating rapid neocortical learning of new schema-consistent information into complementary learning systems theory. Journal of Experimental Psychology: General, 142, 1190–1210. doi: 10.1037/a0033812
   PubMed Web of Science ®Google Scholar
• McClelland, J. L., McNaughton, B. L., & O’Reilly, R. C. (1995). Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review, 102(3), 419–457. doi: 10.1037/0033-295X.102.3.419
   PubMed Web of Science ®Google Scholar
• McCloskey, M., & Cohen, N. J. (1989). Catastrophic interference in connectionist networks: The sequential learning problem. Psychology of Learning and Motivation, 24, 109–165. doi: 10.1016/S0079-7421(08)60536-8
   Google Scholar
• Meringer, R., & Mayer, K. (1895). Versprechen und Verlesen. Stuttgart: Goschensche Verlagshandlung.
   Google Scholar
• Minsky, M. L., & Papert, S. (1969). Perceptrons. Cambridge, MA: MIT Press.
   Google Scholar
• Nooteboom, S. G. (1969). The tongue slips into patterns. In A. G. Sciarone, A. J. van Essen, & A. A. van Raad (Eds.), Nomen: Leyden studies in linguistics and phonetics (pp. 114–132). The Hague: Mouton.
   Google Scholar
• Onishi, K. H., Chambers, K. E., & Fisher, C. (2002). Learning phonotactic constraints from brief auditory experience. Cognition, 83, B13–B23. doi: 10.1016/S0010-0277(01)00165-2
   PubMed Web of Science ®Google Scholar
• Oppenheim, G. M., Dell, G. S., & Schwartz, M. F. (2010). The dark side of incremental learning: A model of cumulative semantic interference during lexical access in speech production. Cognition, 114(2), 227–252. doi: 10.1016/j.cognition.2009.09.007
   PubMed Web of Science ®Google Scholar
• O’Reilly, R. C., Bhattacharyya, R., Howard, M. D., & Ketz, N. (2014). Complementary learning systems. Cognitive Science, 38, 1229–1248. doi: 10.1111/j.1551-6709.2011.01214.x
   PubMed Web of Science ®Google Scholar
• Pitt, M. A., Myung, J. I., & Altieri, N. (2007). Modeling the word recognition data of Vitevitch and Luce (1998): Is it ARTful? Psychonomic Bulletin & Review, 14, 442–448. doi: 10.3758/BF03194086
   PubMed Web of Science ®Google Scholar
• Potter, M. C., & Lombardi, L. (1990). Regeneration in the short-term recall of sentences. Journal of Memory and Language, 29(6), 633–654. doi: 10.1016/0749-596X(90)90042-X
   Web of Science ®Google Scholar
• Remez, R. E. (2014). Analogy and disanalogy in the production and perception of speech. Language, Cognition and Neuroscience, 30, 273–286. doi: 10.1080/23273798.2014.906636
   Web of Science ®Google Scholar
• Rumelhart, D., & McClelland, J. L. (1986). Parallel distributed processing: Explorations in the microstructure of cognition. Cambridge: MIT Press.
   Google Scholar
• Shattuck-Hufnagel, S. (1979). Speech errors as evidence for a serial-ordering mechanism in sentence production. In W. E. Cooper & E. C. T. Walker (Eds.), Sentence processing: Psycholinguistic studies presented to Merrill Garrett (pp. 295–342). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Shen, X. S. (1989). Toward a register approach in teaching Mandarin tones. Journal of the Chinese Language Teaching Association, 24, 27–47.
   Google Scholar
• Smalle, E. H. M., Muylle, M., Szmalec, A., & Duyck, W. (2017). The different time course of phonotactic constraint learning in children and adults: Evidence from speech errors. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(11), 1821–1827.
   PubMed Web of Science ®Google Scholar
• Smalle, E. H. M., Page, M. P. A., Duyck, W., Edwards, M., & Szmalec, A. (2018). Children retain implicitly learned phonological sequences better than adults: A longitudinal study. Developmental Science, 21, e12634. doi: 10.1111/desc.12634
   PubMed Web of Science ®Google Scholar
• Taylor, C. F., & Houghton, G. (2005). Learning artificial phonotactic constraints: Time course, durability, and relationship to natural constraints. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(6), 1398–1416.
   PubMed Web of Science ®Google Scholar
• Warker, J. A. (2013). Investigating the retention and time course of phonotactic constraint learning from production experience. Journal of Experimental Psychology: Learning, Memory, & Cognition, 39, 96–109.
   PubMed Web of Science ®Google Scholar
• Warker, J. A., & Dell, G. S. (2006). Speech errors reflect newly learned phonotactic constraints. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(2), 387–398.
   PubMed Web of Science ®Google Scholar
• Warker, J. A., & Dell, G. S. (2015). New phonotactic constraints learned implicitly by producing syllable strings generalize to the production of new syllables. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(6), 1902–1910.
   PubMed Web of Science ®Google Scholar
• Warker, J. A., Dell, G. S., Whalen, C. A., & Gereg, S. (2008). Limits on learning phonotactic constraints from recent production experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1289–1295.
   PubMed Web of Science ®Google Scholar
• Warker, J. A., Xu, Y., Dell, G. S., & Fisher, C. (2009). Speech errors reflect the phonotactic constraints in recently spoken syllables, but not in recently heard syllables. Cognition, 112(1), 81–96. doi: 10.1016/j.cognition.2009.03.009
   PubMed Web of Science ®Google Scholar
• Whalen, C. A., & Dell, G. S. (2006). Speaking outside the box: Learning of non-native phonotactic constraints is revealed in speech errors. In R. Sun (Ed.), Proceedings of the cognitive science society meeting (pp. 2371–2374). Mahwah, NJ: Erlbaum.
   Google Scholar