Lexical effects on phonetic categorization: The role of stimulus naturalness and stimulus quality.

1995 ◽  
Vol 21 (5) ◽  
pp. 1230-1235 ◽  
Author(s):  
Martha W. Burton ◽  
Sheila E. Blumstein
Keyword(s):  
Stimulus Quality ◽  
Lexical Effects ◽  
Phonetic Categorization

scholarly journals The Role of Adaptive Training on Shaping Phonetic Categorization in Aphasia

2011 ◽  
Vol 23 ◽  
pp. 90-91
Author(s):  
Sara Guediche ◽  
Jasmina Stritof ◽  
John Mertus ◽  
Kathleen Kurowski ◽  
Carole Palumbo ◽  
...  
Keyword(s):  
Adaptive Training ◽  
Phonetic Categorization

On the role of input for children’s early production of bare infinitives in German and French

2013 ◽  
Vol 4 (1) ◽  
pp. 70-90
Author(s):  
Sabine Laaha ◽  
Dominique Bassano
Keyword(s):  
Developmental Phase ◽  
Lexical Effects ◽  
Verb Forms ◽  
Verb Constructions ◽  
Early Production ◽  
The Subject ◽  
Input Variables ◽  
Early Developmental ◽  
Finite Verb

The “optional infinitive” phenomenon, i.e. the existence of an early developmental phase in which children show a strong preference for using bare non-finite verb forms, has been the subject of many studies and much controversy. The aim of this study is to assess the role of distributional characteristics of the input for children’s early production of bare infinitives in two languages, German and French. For this purpose, three different input variables are investigated: the frequency, informativeness and salience of infinitives in child-directed speech. Results show that salience is the best predictor for the distribution of bare infinitives in the very early phase of development. Furthermore, lexical effects of individual verb forms on the patterning of bare infinitives in child speech are found which further support the constructivist idea that bare infinitives reflect the child’s learning of verb forms from compound finite verb constructions in the input.

Distributional learning is error-driven: the role of surprise in the acquisition of phonetic categories

2018 ◽  
Vol 4 (s2) ◽  
Author(s):  
Paul Olejarczuk ◽  
Vsevolod Kapatsinski ◽  
R. Harald Baayen
Keyword(s):  
New York ◽  
Hebbian Learning ◽  
Category Representation ◽  
Frequency Distributions ◽  
Predictive Learning ◽  
Distributional Learning ◽  
Rare Category ◽  
Category Exemplars ◽  
Phonetic Categorization

AbstractMuch previous research on distributional learning and phonetic categorization assumes that categories are either faithful reproductions or parametric summaries of experienced frequency distributions, acquired through a Hebbian learning process in which every experience contributes equally to the category representation. We suggest that category representations may instead be formed via error-driven predictive learning. Rather than passively storing tagged category exemplars or updating parametric summaries of token counts, learners actively anticipate upcoming events and update their beliefs in proportion to how surprising/unexpected these events turn out to be. As a result, rare category members exert a disproportionate influence on the category representation. We present evidence for this hypothesis from a distributional learning experiment on acquiring a novel phonetic category, and show that the results are well described by a classic error-driven learning model (Rescorla, R. A. & A. R. Wagner. 1972. A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement. In A. H. Black & W. F. Prokasy (eds.), Classical conditioning II: Current research and theory, 64–99. New York, NY: Appleton-Century-Crofts).

‘Don’t even [θ/f/h]ink aboot it’

2014 ◽  
Vol 35 (1) ◽  
pp. 68-93 ◽  
Author(s):  
Robert Lawson
Keyword(s):  
Social Identity ◽  
Communities Of Practice ◽  
Ethnographic Study ◽  
Social Meaning ◽  
The Social ◽  
Social Meanings ◽  
Lexical Effects ◽  
Rapid Spread ◽  
Using Data

As a relatively new phenomenon in the phonology of Scottish English, TH-fronting has surprised sociolinguists by its rapid spread in the urban heartlands of Scotland. While attempts have been made to understand and model the influence of lexical effects, media effects and frequency effects, far less understood is the role of social identity. Using data collected as part of an ethnographic study of a high school in the south side of Glasgow, Scotland, this article addresses this gap in the literature by considering how TH-fronting is patterned across three all-male, working-class, adolescent Communities of Practice, and how this innovative variant is integrated within a system of the more established variants [θ] and [h]. Drawing on recent work on linguistic variation and social meaning, the article also explores some of the social meanings of (θ), particularly those variants which previous research has reported as being associated with ‘toughness’, and suggests how these meanings are utilised in speakers’ construction of social identity.

Priming of code-switches in sentences: The role of lexical repetition, cognates, and language proficiency

2012 ◽  
Vol 15 (4) ◽  
pp. 797-819 ◽  
Author(s):  
GERRIT JAN KOOTSTRA ◽  
JANET G. VAN HELL ◽  
TON DIJKSTRA
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Cognitive Models ◽  
Sentence Production ◽  
Structural Priming ◽  
L2 Proficiency ◽  
Combined Analysis ◽  
Target Picture ◽  
Lexical Effects

In two experiments, we tested the role of lexical repetition, cognates, and second language (L2) proficiency in the priming of code-switches, using the structural priming technique. Dutch–English bilinguals repeated a code-switched prime sentence (starting in Dutch and ending in English) and then described a target picture by means of a code-switched sentence (also from Dutch into English). Low- and high-proficient speakers of L2 English were tested in Experiments 1 and 2, respectively. We found that the participants’ tendency to switch at the same position as in the prime sentence was influenced by lexical repetition between prime sentence and target picture and by the presence of a cognate in prime and target. A combined analysis showed that these lexical effects were stronger in the high-proficient than in the low-proficient L2 speakers. These results provide new insights into how language-related and speaker-related variables influence code-switching in sentences, and extend cognitive models of lexical and combinatorial processes in bilingual sentence production.

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