Variable stem-final fricative voicing in American English plurals: Different pa[ð ~ θ]s of change

2018 ◽  
Vol 30 (2) ◽  
pp. 147-174 ◽  
Author(s):  
Laurel MacKenzie

AbstractThis paper investigates analogical leveling in a small set of English nouns that have irregular plural forms. In these nouns, all of which end in a voiceless fricative, the fricative standardly voices in the plural (e.g., wolf–wol[v]es, path–pa[ð]s, house–hou[z]es). Using audio data from three large spoken corpora of American English, I demonstrate that this stem-final fricative voicing is variable and conditioned by a number of factors, most notably the identity of the stem-final fricative—with /f/-final lexemes (e.g., wolf), /θ/-final lexemes (e.g., path), and the /s/-final lexeme house all patterning differently in apparent time—and the frequency of a lexeme in its plural form. I argue that the way these two factors affect the variation is reminiscent of the patterns seen in children's first language acquisition errors, providing a potential source for the variation and underscoring the importance of considering morphophonological factors when accounting for patterns of change.

2019 ◽  
Author(s):  
Krisztina Sára Lukics ◽  
Ágnes Lukács

First language acquisition is facilitated by several characteristics of infant-directed speech, but we know little about their relative contribution to learning different aspects of language. We investigated infant-directed speech effects on the acquisition of a linear artificial grammar in two experiments. We examined the effect of incremental presentation of strings (starting small) and prosody (comparing monotonous, arbitrary and phrase prosody). Presenting shorter strings before longer ones led to higher learning rates compared to random presentation. Prosody marking phrases had a similar effect, yet, prosody without marking syntactic units did not facilitate learning. These studies were the first to test the starting small effect with a linear artificial grammar, and also the first to investigate the combined effect of starting small and prosody. Our results suggest that starting small and prosody facilitate the extraction of regularities from artificial linguistic stimuli, indicating they may play an important role in natural language acquisition.


Author(s):  
Avner Baz

The chapter argues that empirical studies of first-language acquisition lend support to the Wittgensteinian-Merleau-Pontian conception of language as against the prevailing conception that underwrites the method of cases in either its armchair or experimental version. It offers a non-representationalist model, inspired by the work of Michael Tomasello, for the acquisition of “knowledge,” with the aim of showing that we could fully account for the acquisition of this and other philosophically troublesome words without positing independently existing “items” to which these words refer. The chapter also aims at bringing out and underscoring the striking fact that, whereas many in contemporary analytic philosophy regard and present themselves as open and attentive to empirical science, they have often relied on a conception of language that has been supported by no empirical evidence.


Author(s):  
Valerie L. Shafer ◽  
Sarah Kresh ◽  
Kikuyo Ito ◽  
Miwako Hisagi ◽  
Nancy Vidal ◽  
...  

Abstract This study investigated the influence of first language (L1) phoneme features and phonetic salience on discrimination of second language (L2) American English (AE) vowels. On a perceptual task, L2 adult learners of English with Spanish, Japanese or Russian as an L1 showed poorer discrimination of the spectral-only difference between /æ:/ as the oddball (deviant) among frequent /ɑ:/ stimuli compared to AE controls. The Spanish listeners showed a significant difference from the controls for the spectral-temporal contrast between /ɑ:/ and /ʌ/ for both perception and the neural Mismatch Negativity (MMN), but only for deviant /ɑ:/ versus /ʌ/ (duration decrement). For deviant /ʌ/ versus /ɑ:/, and for deviant /æ:/ versus /ʌ/ or /ɑ:/, all participants showed equivalent MMN amplitude. The asymmetrical pattern for /ɑ:/ and /ʌ/ suggested that L2 phonetic detail was maintained only for the deviant. These findings indicated that discrimination was more strongly influenced by L1 phonology than phonetic salience.


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