Читать книгу The Handbook of Speech Perception - Группа авторов - Страница 64

This puzzle reflects the general problem of understanding the relationship between the processes of listening to speech and producing it. Liberman (1996, p. 247) stated:

In all communication, sender and receiver must be bound by a common understanding about what counts; what counts for the sender must count for the receiver, else communication does not occur. Moreover, the processes of production and perception must somehow be linked; their representation must, at some point, be the same.

This is certainly true in a very general sense but the roles played in communication by the auditory signal that reaches the listener and by the signal that reaches the speaker are dramatically different. For the listener, the signal is involved in categorical discrimination and information transmission, while for the talker the signal is primarily thought to influence motor precision and error correction. These two issues are not independent but are far from equivalent. The problem for researchers is that the perception and production of speech are so intrinsically intertwined in communication that it is difficult to distinguish the influence of these “two solitudes” of speech research on spoken language.

While historically the relationship between speech perception and production has been implicated as explanations of language change, patterns of language disorder, and the developmental time course of speech acquisition, there has been little comprehensive theorizing about how speech input and output interact (Levelt, 2013). Recently, Kittredge and Dell (2016) outlined three stark hypotheses about the relationship between speech perception and production. In their view, the representations for perception and production could be completely separate, absolutely inseparable, or separable under some if not many conditions.

A number of different types of experimental evidence might distinguish these possibilities, including (1) data that examine whether learning/adaptation changes in perception influence production and vice versa; (2) correlational data showing individual differences in the processing of speech perception and production (e.g. perceptual precision and production variability); and (3) data showing interference between the two processes of perception and production.