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Li/Lt6 Phonology and Morphology

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Title: Li/Lt6 Phonology and Morphology


1
Li/Lt6 Phonology and Morphology
  • Lecture 1
  • Phonemes and abstract representations

2
Todays topics
  • Two theories of mind
  • Evidence for abstract mental representations
  • Competence vs performance
  • Priming
  • Phonological alternations
  • Evidence for phonemes
  • Neutralization
  • Language games
  • Speech errors
  • Loanword phonology and L2 transfer
  • Orthography
  • Perception
  • Discrimination tasks

3
Two theories of mind
4
The reductionist position
  • Popular lay intuition that we store and
    manipulate surface forms
  • Priming effects by individual voice
  • Once we introduce mechanisms for describing
    word-word correspondences into the grammar, it
    may be possible to dispense with underlying
    representations altogether (see proposals by
    Burzio 1998, Bybee 2001). (Sumner 2003)
  • connectionists

5
Evidence for abstract URs
6
Psychological realitySapir 1933
oak tree
  • Basic points
  • speech sounds are stored in the mind as abstract
    categories (phonemes)
  • These are not always identical to their surface
    manifestations ((allo)phones)
  • Speakers think of language in terms of phonemes,
    not phones (i.e. phonemes have psychological
    reality)
  • Evidence
  • Spelling Alex Thomas (Nootka)
  • writes lthi, hugt for he, h?
  • writes ltC!gt for 2 different things he was taught
    (T!, R)
  • Intuitions
  • Southern Paiute
  • Tony says pA??BAh for at the water
  • Asked to divide the word into syllables, he says
    pA? pAh
  • /p t k/ ? ß r ? / V _ no /ß r ?/
  • Sarcee
  • John Whitney feels that dìníh it makes a sound
    has a final /t/, whereas dìníh this one does
    not (cf. dìníth - í the one who)

maple tree
TREE
NB Sapir needs external evidence to decide if the
two forms he hears as identical are actually
different phonetically
7
L1 competence performance
TINk!
by the time infants are starting productive use
of language they can already discriminate almost
all of the phonological contrasts of their native
language. While they cannot yet produce
adult-like forms, they appear, in many respects,
to have adult-like representations, which are
reflected, among other things, in their
vociferous rejections of adult imitations of
their phonologically impoverished productions
(Faber and Best 1994266-7)
Cruttenden 1985
Did you say TINk?
No!!
  • Preferential Looking paradigm (Hirsh-Pasek and
    Golinkoff 1993)
  • 19-month old infants comprehension of sentence
    like Big Bird is hugging Cookie Monster. Where
    is Big Bird hugging Cookie Monster?
  • Infants (who cant speak yet) looked longer at
    correct video

8
competence vs. performance
  • intoxicated speech of the captain of the Exxon
    Valdez (Johnson, Pisoni, and Bernacki 1990)
  • Observed effects
  • misarticulation of /r/ and /l/
  • final devoicing
  • Deaffrication
  • Performance problem, not different grammar
  • attempts at producing adult phen pen collected
    from a 15-month-old child in a 30-minute period
    (Ferguson 1986)
  • mã?, v?, dedn, hIn, mbõ, pHIn,
    tHn?tHn?tHn?, bah, dhau?, buã

9
competence vs. performance
  • Bedore, Leonard, and Gandour 1994
  • 4 yr old girl substitutes dental click for s z S
    Z tS dZ
  • She can initially imitate the fricatives, but not
    produce them on her own
  • After a short training session, she starts to
    produce s correctly
  • She then immediately gets all the others right
  • the rapid rate of change observed in the childs
    phonological system seems consistent with a
    phonological learning model in which the child
    has adult-like underlying phonological
    representations (283)

10
Priming
  • Colloquial Dutch optionally neutralizes obstruent
    voicing with the clitic -der her
  • /ik kœs der/ I kiss her ? ik kœzd?r ik
    kœst?r
  • /ik kiz der/ I kiss her ? ik kizd?r ik
    kist?r
  • Do speakers respond faster to targets that match
    the voicing of a prime?
  • Lexical decision task, with following sequence of
    events
  • PRIME (verbclitic construction)
  • TARGET (verbal infinitive or nonword)
  • DECISION (is the target a legitimate word of
    Dutch?)
  • Results
  • Responses were faster when voicing of prime
    corresponded to voicing of UR
  • Conclusion
  • Both variants of a verb are not stored in the
    lexicon

Jongman, Allard. 2004. Phonological and Phonetic
Representations The Case of Neutralization.
Proceedings of the 2003 Texas Linguistics Society
Conference Coarticulation in Speech Production
and Perception, Augustine Agwuele, Willis Warren,
and Sang-Hoon Park, eds., pp. 9-16.
11
Japanese g? and rendaku (Ito and Mester 2003)
  • Rendaku C ? voi / __ X
  • kami-kaze vs. ori-gami
  • Lymans Law X does not contain voi, -son
  • taba bundle satsutaba wad of bills
    (satsu-daba)
  • g-weakening non-initial /g/ ? ?
  • gaijiN foreigner
  • koku?ai abroad
  • Rule interaction
  • R feeds GW /orikami/ ? ori?ami
  • R counterfeeds GW /sakatoge/ reverse thorn/ ?
    sakato?e

If GW preceded R it would change g to ? and
thereby feed R, resulting in sakado?e
12
Evidence for abstract phonemes
13
Phonemes are also abstractions
Ambiguity German devoicing
Rad
Rat
?At
nom. gen.
?Ad?s ?At?s
? voiced uvular fricative cf. French, Hebrew
14
Perception
15
Categorical perception VOT
  • Categorization functions for synthetic stimuli
    ranging from b to p. Open circles indicate
    the percent of times that each stimulus was
    perceived as b, and the filled circles indicate
    the percent of times that each stimulus was
    perceived as p. (Lisker and Abramson 1970)

16
Hearing Cs that arent there IThe McGurk effect
  • When hearing the sound BA, while seeing GA
  • most adults (98) think they are hearing DA

McGurk, H. and MacDonald, J. 1976. Hearing lips
and seeing voices. Nature 264746-8.
17
Hearing Cs that arent there IIV formants ? ? C
?
Identification of burstless stops with different
vowels transitions areall you need!
Delattre, Liberman, Cooper (1955) JASA 27,
769-773
18
Phonemes vs. allophones
  • t th in English (allophonic) vs. Thai
    (phonemic)
  • Speakers produce consistent and finely controlled
    distinctions between allophones
  • When measured experimentally, subjects typically
    distinguish allophones at above chance levels,
    but much less easily and well than phoneme pairs
  • for aspiration in English, see Pegg Werker
    1997, Whalen et al. 1997, Utman et al. 2000,
    Jones 2001

19
L2 transfer
20
Phoneme vs. allophone
  • Phonemes can distinguish meaning (flight
    fright)
  • Allophones dont

21
Orthography
22
Phonological mediation
  • In semantic disambiguation tasks, the phonology
    of a word interfered with the disambiguation
    process even when the reader had access to its
    semantic representations (Van Orden 1987).
  • reader was presented with IS THIS A FLOWER?
  • followed by the presentation of ROWS
  • Correct response accuracy for such
    sentence-target pair was significantly lower when
    the targets shared a phonological representation
    with a word neighbor that semantically fit the
    question (i.e., ROSE).
  • when the subject had the ability to resolve the
    task with the correct answer (NO) phonological
    information intervened.

23
Letter priming
  • Lee and Turvey 2003
  • forms with deleted silent letters (SALM, COLUM)
    prime better than forms with deleted pronounced
    letters (COUSI)
  • Conclusion phonological representations are
    activated during visual word recognition.

24
Speech errors
25
Types of speech errors
26
Language games
27
Backwards English
  • Cowan Leavitt 1992 study of one woman
  • Example garage graž reversed as žarg
  • Evidence that she reverses phonemes (rather than
    letters)
  • 1. no silent letters pronounced in reverse forms
  • 2. homographs were always pronounced differently
    (two ltggt's in garage)
  • Not functioning as reversed tape recorders
  • Compound units (diphthongs and affricates) were
    consistently preserved as units rather than being
    reversed.
  • choice tšojs was reversed as sojtš (rather
    than sjošt)

28
Verlan
  • Procedure
  • Invert syllables (in polysyllabic words)
  • Lenvers the reverse ? verlan, femme woman
    ? meuf
  • Cf. Spanish Vesre, which inverts syllable order,
    e.g. muchacho ? chochamu
  • Drop final vowel
  • What to do with monosyllables?
  • Include final optional schwa, if there is one
  • moi mwa me ? ouam wam
  • fou fu crazy ? ouf
  • Viens chez ouam soir-ce y'a une teuf de ouf, je
    suis avec l'autre nasbo, j ai du sky et la race
    de beuh
  • Come to my place tonight there is a huge party,
    I'm with this hot chick, I've got some whiskey
    and a lot of weed
  • teuf - fête party, nasbo bonasse hot chick,
    sky whiskey, beuh herbe weed
  • Key for us monosyllables ? inversion of phonemes

29
Conclusions
  • Words are not acoustic signals, but rather
    abstract mental representations of language.
  • Words in turn are composed of abstract phonemes,
    which are again abstract mental symbols rather
    than elements of the physical world.

30
References
  • Bedore, L., L. Leonard, and Jack Gandour. 1994.
    The substitution of a click for sibilants a case
    study. Clinical linguistics phonetics
    8.4283-293.
  • Bishop, D. and J. Robson. 1989. Accurate non-word
    spelling despite congenital inability to speak
    phoneme-grapheme conversion does not require
    subvocal articulation. British Journal of
    Psychology 80.11-13.
  • Burzio, Luigi. 1998. Multiple Correspondence.
    Lingua 10479-109.
  • Bybee, Joan. 2001. Phonology and Language Use.
    Cambridge Cambridge University Press.
  • Cowan, Nelson L. Leavitt. 1992. Speakers'
    access to the phonological structure of the
    syllable in word games. In M. Ziolkowski, M.
    Noske, K. Deaton (eds.), Papers from the 26th
    Regional Meeting of the Chicago Linguistic
    Society, Volume 2 The Parasession On the
    Syllable in Phonetics and Phonology. Chicago
    Chicago Linguistic Society.
  • Cruttenden, Alan. 1985. Language in infancy and
    childhood, second edition. Manchester Manchester
    University Press.
  • Delattre, P., Alvin Liberman, F. Cooper. 1955.
    Acoustic loci and transitional cues for
    consonants. Journal of the Acoustical Society of
    America 27.4769-773.
  • Faber, Alice Cathi Best. 1994. The perceptual
    infrastructure of early phonological development.
    In R. Corrigan, G. Iverson, S. D. Lima, eds.,
    The reality of phonological rules, pp. 261-280.
    Philadelphia John Benjamins.
  • Ferguson, Charles. 1986. Discovering sound units
    and constructing sound systems its childs
    play. In Invariance and variability of speech
    processes, Joseph Perkell and Dennis Klatt, eds.,
    36-51. Hillsdale, NJ Erlbaum.
  • Hirsh-Pasek, Kathy, Roberta Golinkoff. 1993.
    Skeletal supports for grammatical learning What
    the infant brings to the language learning task.
    In C. K. Rovee-Collier L. P. Lipsitt, eds.,
    Advances in infancy research, Vol. 8, pp.
    299-338. Norwood, NJ Ablex.
  • Ito, Junko and Armin Mester. 2003. Japanese
    morphophonemics markedness and word structure.
    Cambridge, MA MIT Press.
  • Johnson, Keith, Dominic Pisoni, and R. Bernacki.
    1990. Do voice recordings reveal whether a person
    is intoxicated? A case study. Phonetica
    47.3-4215-37.
  • Jongman, Allard. 2004. Phonological and Phonetic
    Representations The Case of Neutralization.
    Proceedings of the 2003 Texas Linguistics Society
    Conference Coarticulation in Speech Production
    and Perception, Augustine Agwuele, Willis Warren,
    and Sang-Hoon Park, eds., pp. 9-16.
  • Krifi et al. 2003 phonological features shared
    between (phonological correspondents of)
    graphemes increase priming effects
  • Lee, Chang and M. Turvey. 2003. Silent Letters
    and Phonological Priming. Journal of
    Psycholinguistic Research 32.3313-333.
  • Lisker, Leigh and Arthur Abramson. 1970. The
    voicing dimension some experiments in
    comparative phonetics. Proceedings of the Sixth
    International Congress of Phonetic Sciences
    (1967), Prague.
  • McGurk, H. and MacDonald, J. 1976. Hearing lips
    and seeing voices. Nature 264746-8.
  • Olson, A. and Alfonso Caramazza. 2004.
    Orthographic structure and deaf spelling errors
    syllables, letter frequency, and speech.
    Quarterly Journal of Experimental Psychology A
    57.3385-417.
  • Pegg, J. Janet Werker. 1997. Adult and infant
    perception of two English phones. Journal of the
    Acoustical Society of America 10237423753.
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