The troika laid the groundwork for psycholinguistics by proposing that higher mental functions – like attention, memory, and learning operate systematically. This means that such functions are dynamically organized (they involve a set of diverse structures that are engaged in different ways according to the task) and localized (the structures that each function requires operate within a set of canonical networks). Based on these principles, models of speech generation and comprehension have emerged. These models are based on hierarchical processing, that is, they consider that natural body functions and structures like the brain and the speech organs are necessary for symbolic activities, like speech, and participation, like dialogues, to ensue. In other words, there is a mental process (like understanding words in a dialogue) that gets into motion once structures, mainly located in the temporal lobe of the brain, are able to process the speech. This would be a primary processing step carried out by brain regions that are chiefly concerned with speech. Then follows another process, in a secondary stance, that engages brain resources in different areas which associate the basic information (from speech processing) to other characteristics, like how, where and when the dialogue is taking place. Lastly, comes a third processing stance, responsible for integrating the speech stimuli that got associated with other features with meaning, logic and adequacy. This last step of the hierarchical process takes place in the frontal cortex and is highly symbolic. 

Vygotsky, who was a pioneer in this area, suggested that verbal thinking occurs within a cultural context, which creates a motivation to think. Such a process ensues because being immersed in a social context brings forth the need to make meaning of things that are heard and said. In this dialogical process, the values, beliefs and strategies that subserve what one needs to acquire and develop to become a community member – in other words, their cognitive development – takes place in collaborative exchanges. By making an effort to understand and be understood in a sociocultural context, children start to develop their inner speech, which then accesses a semantic layer in the brain and is expressed as outer speech. Vygotsky believed that verbal thinking does not progress in a step-by-step manner, but rather evolves as development occurs. As thoughts turn into words, there is a functional development process involved, which includes the intention to create meaningful and grammatically correct expressions, i.e., inner programming. This process is closely connected with other aspects of communication, such as speech and semantics, showing the deep intertwining of development and language.