The present study examines the effects of the frequency of phoneme, syllable, and word units in the Granada corpus of Spanish phonological speech errors. We computed several measures of phoneme and syllable frequency and selected the most sensitive ones, along with word (lexeme) frequency to compare the frequencies of source, target, and error units at the phoneme, syllable, and word levels. Results showed that phoneme targets have equivalent frequency to matched controls, whereas source phonemes are lower in frequency than chance (the Weak Source effect) and target phonemes (the David effect). Target, source, and error syllables and words also were of lower frequency than chance, and error words (when they occur) were lowest in frequency. Contrary to most current theories, which focus on faulty processing of the target units, present results suggest that faulty processing of the source units (phonemes, syllables, and words) is an important factor contributing to phonological speech errors. Low-frequency words and syllables have more difficulty ensuring that their phonemes, especially those of low frequency, are output only in their correct locations.

This study investigates perception and production of the Catalan mid-vowel /e/-/ɛ/ contrast by two groups of 4.5-year-old Catalan–Spanish bilingual children, differing in language dominance. Perception was assessed with an XAB discrimination task involving familiar words and non-words. Production accuracy was measured using a familiar-word elicitation task. Overall, Catalan-dominant bilingual children outperformed Spanish-dominant bilinguals, the latter showing high variability in production accuracy, while being slightly above chance level in perception. No correlation between perception and production performance could be established in this group. The effect of language dominance alone could not explain the Spanish-dominant participants’ performance, but quality of Catalan input (native vs. accented speech) was identified as an important factor behind familiar-word production and the inaccurate representation of the target contrast in the lexicon of the bilinguals’ less-dominant language. More fine-grained measurements of experience-related factors are needed for a full understanding of the acquisition of challenging contrasts in bilingual contexts.

A central issue in spoken word production concerns how activation is transmitted from semantic to phonological levels. Recent evidence from studies of speakers of Western languages supports a cascaded view, according to which under certain circumstances, lexical candidates other than the target can activate their corresponding phonological properties. In the current study, we investigated possible differences between English and Mandarin speakers concerning the degree of cascadedness in the production system, based on the broader recent claim that properties of word form encoding might differ according to languages. With English speakers (Experiment 1), we found that when activation of targets and semantic competitors was boosted via a manipulation of semantic context, then concurrently presented “mediated” distractor words (which were phonologically related to a semantic competitor) generated interference. However, no such mediated priming was found in a parallel experiment with Chinese materials and Mandarin speakers (Experiment 2). These results suggest potential fundamental differences across the target languages in how activation is transmitted during lexical access.

A number of studies have pointed out that stuttering-like disfluencies could be the result of failures in central and linguistic processing. The goal of the present paper is to analyze if stuttering implies deficits in the lexical and phonological processing in visual word recognition. This study compares the performance of 28 children with and without stuttering in a standard lexical decision task in a transparent orthography: Spanish. Word frequency and syllable frequency were manipulated in the experimental words. Stutterers were found to be considerably slower (in their correct responses) and produced more errors than the non- stutterers (χ(1) = 36.63, p < .001, η2 = .60). There was also a facilitation effect of syllable frequency, restricted to low frequency words and only in the stutterers group (t1(10) = 3.67, p < .005; t2(36) = 3.10, p < .001). These outcomes appear to suggest that the decoding process of stutterers exhibits a deficit in the interface between the phonological-syllabic level and the word level.

Slow event-related potentials (ERP) were examined in healthy and aphasic subjects in two-stimulus designs comprising a word comprehension and a rhyming task. Aphasics, though selected to perform above chance level, made significantly more errors and responded more slowly than controls, although canonical correlations did not indicate a statistical relationship between performance measures and ERP amplitudes. A discriminant analysis of ERP amplitudes distinguished the groups for the slow wave (SW; 0.5–1.0 s post-S1 onset) in the word comprehension, for the SW and the initial contingent negative variation (iCNV; 1.0–2.0 s post-S1 onset) in the rhyming task. Similarly for both tasks, ERP topography showed left-anterior predominance of the negative SW and iCNV in controls, whereas participants with aphasia showed smaller anterior and larger left-posterior amplitudes. The centroparietal terminal CNV (tCNV; 1 s pre-S2) was smaller in participants with aphasia than in controls, but similar in topography. Results suggest left-anterior activation for those language processes that were presumably provoked in the present tasks, like lexical access, or phonological encoding. The pattern of participants with aphasia may indicate effects of language impairment and recovery, but also consequences of the brain damage.

Preparing words in speech production is normally a fast and accurate process. We generate them two or three per second in fluent conversation; and overtly naming a clear picture of an object can easily be initiated within 600 msec after picture onset. The underlying process, however, is exceedingly complex. The theory reviewed in this target article analyzes this process as staged and feedforward. After a first stage of conceptual preparation, word generation proceeds through lexical selection, morphological and phonological encoding, phonetic encoding, and articulation itself. In addition, the speaker exerts some degree of output control, by monitoring of self-produced internal and overt speech. The core of the theory, ranging from lexical selection to the initiation of phonetic encoding, is captured in a computational model, called weaver++. Both the theory and the computational model have been developed in interaction with reaction time experiments, particularly in picture naming or related word production paradigms, with the aim of accounting for the real-time processing in normal word production. A comprehensive review of theory, model, and experiments is presented. The model can handle some of the main observations in the domain of speech errors (the major empirical domain for most other theories of lexical access), and the theory opens new ways of approaching the cerebral organization of speech production by way of high-temporal-resolution imaging.