Word production requires conceptual preparation, lexical processes, phonological processes, and motor preparation. Indefrey and Levelt (2004) proposed the time course of these stages in serial progress, without including the effect of overt speech. To clarify this effect, we recorded electroencephalogram from participants performing the following three tasks: naming, phonology, and category tasks. We found that task differences were observed sequentially as the model suggested. Moreover, a semantic interference effect was observed only in naming task. Our results suggest that the speech motor command of the word affects early lexical-semantic processes. We propose some modifications of the model include cascade and interaction between stages.

　発話と身振りの処理過程を明らかにするために視覚的注意に焦点を当て，子どもが話者のどこを見ているかを検討した．6歳児21名，女子大学生21名を対象に，日常的な動作を発話と身振りで伝達するビデオをみせ，その後，4枚の写真からメッセージと最も一致するものを選択させた．課題に取り組む参加者の視線を計測した結果，6歳児は顔や身振りに対する視線に成人と差がみられなかったものの，発話と身振りの統合能力では両者に差があることが明らかになった．