Speech production is complex and high organized process. It starts with some intention, which in following steps is transformed into articulated and audible form. Sometimes speech production fails and results in a speech error (or a slip of the tongue), which changes meaning of the utterance and disturbs the process of the realization of intention. However, speech monitoring helps to detect and repair the error with respect to the original intention of the speaker. Thus the speaking appears as a way of the realization of intention and the intention plays integrational function in relation to the process of speaking. According to Frydrychowicz (1999), the process of the realization of intention can be divided into several phases, distinguished by psychophysical features of speaking. He found that voice intensity is highest when the speaker is close to fully realizing the intention. The aim of the current study is to examine this voice intensity effect in relation to speech error repairs as speaking units which re-establish the process of the realization of intention. The question is, howthese corrections of the course of speech are reflected in the voice intensity? The results obtained from errors and repairs induced in the dual task paradigm show that voice intensity rises when the speaker makes a self-repair by speaking a correct word.

The description and explanation of human behavior in behavioral psychology is conducted according to nonhuman animal model. This field of science is based on primary learning processes such as classical and operant conditioning, which were discovered due to research on animals. Therefore, many U.S. colleges and universities use animal laboratory experiments in teaching undergraduate and graduate courses of psychology. Decreasing public support for research on live animals, more strict regulations in animal laws and high laboratory maintaining costs caused that alternative ways to demonstrate students the rights of learning and shaping behavior were looked for. Due to the expand of personal computers, programs and virtual models simulating live animals behavior were developed. The most popular one and currently most accessible is "Sniffy, the virtual rat". The paper discusses the possibility of using the program in teaching. Moreover, the results of two surveys on using live versus virtual animals in didactics of behavioral psychology, carried out among students, are presented and discussed.

No abstract