te. 'S the fishing gear and the? atebjects claimed to hear gate in the first sentence, date in the second, and bait in the third.
Since recognizing words involves quite a lot of guesswork, how do speakers make the guesses? Suppose someone had heard «She saw a do -». Would the hearer check through the possible candidates one after the other, dog, doll, don, dock, and so on (serial processing)? Or would all the possibilities be considered subconsciously at the same time (parallel processing)?
The human mind, it appears, prefers the second method, that of parallel processing, so much so that even unlikely possibilities are probably considered subconsciously. A recent interactive activation theory suggests that the mind is an enormously powerful network in which any word which at all resembles the one heard is automatically activated, and that each of these triggers its own neighbours, so that activation gradually spreads like ripples on a pond. Words that seem particularly appropriate get more and more excited, and those which are irrelevant gradually fade away. We now know quite a lot about word recognition. But it is still unclear how separate words are woven together into the overall pattern. To some extent, the process is similar to word recognition, in that people look for outline clues, and then actively reconstruct the probable message from them. In linguistic terminology, hearers utilize perceptual strategies. They jump to conclusions on the basis of outline clues by imposing what they expect to hear onto the stream of sounds. For example, consider the sentence: boy kicked the ball threw it.people who hear this sentence feel that there is something wrong with it, that there is a word left out somewhere, and that it would preferably be: boy who kicked the ball threw it. The boy kicked the ball, then threw it., They realize that it is in fact perfectly well-formed when shown a similar sentence: boy thrown the ball kicked it. (The boy to whom the ball was thrown kicked it). Problem arose because when interpreting sentences, children tend to impose a subject-verb-object sequence on them. It is hard to counteract this tendency, and accounts for a number of garden-path sentences, situations in which hearers are initially led «up the garden path» in their interpretation, before realizing they have made a mistake, as in: who cooks ducks out of the washing-up.
(Anyone who cooks tries to avoid or ducks out of the washing-up). other cases, however, people «s interpretation varies depending on the lexical items. In: girls and boys go to university.usually assume that clever refers both to girls and boys. But in: dogs and cats do not need much exercise.is usually taken to refer to the dogs alone.relationship between lexical items, the syntax, and the overall context therefore is still under discussion. A further problem is that of gaps , situations in which a word has been brought to the front of the sentence, and left a »gap 'after the verb, as in: wombat did Bill put in the cage? hearers mentally store which wombat until they find the place in the sentence which it slots into (in this case, after the verb put)? Or what happens? This matter is still hotly disputed.
Speech production involves at least two types of process. On the one hand, words ...
