Structural Commonalities between Comprehension and Production Products of Monitoring and Anticipation
Virtually all current theories of language processing include the claim that both comprehension and production are governed by a single body of abstract linguistic knowledge, usually called the “grammar”. This processually neutral component of human knowledge (Straight, 1979a) defines the membership of the set of structural objects that are both recognized during comprehension and emitted during production. The description of linguistic objects that is provided by the grammar includes, on this view, information that identifies the possible inputs to and outputs from the comprehension and production mechanisms in regard to their specifically linguistic aspects of form and meaning. (Opinion differs with regard to the extent to which even an idealized model of language processing must include aspects of non-linguistic information).
KeywordsAlternative View Structural Commonality Neutral Component Receive View Auditory Effect
Unable to display preview. Download preview PDF.
- Matthews P.H., 1979, Generative grammar and linguistic competence, London: George Allen and Unwin.Google Scholar
- Straight H.S., 1976, Comprehension versus production in linguistic theory, Foundations of Language, 14, 525–540.Google Scholar
- Straight H.S., 1977a, Processual linguistics: a post-structural approach to language, Paper read at the Twelfth International Congress of Linguists, Vienna.Google Scholar
- Straight H.S., 1977b, Consciousness as a workspace, SISTM Quarterly 1, 11–14.Google Scholar
- Straight H.S., 1977c, Psycholinguistics: a review essay, Canadian Journal of Linguistics, 22, 169–195.Google Scholar
- Straight H.S., 1979a, Persistent fallacies in psycholinguistic metatheory and how to overcome them, In Salzburger Beiträge in Linguistik, 5.Google Scholar
- Straight H.S., 1979b, The set-theoretic versus the information-processing metaphor: a case study in the development of theories in the behavioral sciences; in “Theory of knowledge and science policy, Callebaut et al. eds., Ghent: Communication and Cognition.Google Scholar
- Straight H.S., 1980, Auditory versus articulatory phonological processes and their development in children; In “Child phonology:perception and production”, Yeni-Komshian et al. eds., New York: Academic Press.Google Scholar