Does tvátpitāraḥ = εὐπάτωρ?

2021 ◽  
Vol 9 (1) ◽  
pp. 128-170
Author(s):  
Jesse Lundquist
Keyword(s):  
Short Vowel ◽  
Ancient Greek ◽  
Vowel Length

Abstract A standard comparison in Indo-European linguistics equates Vedic tvátpitāraḥ ‘having you as father’ and Ancient Greek compounds in -πατωρ, e.g., εὐπάτωρ ‘having a good father, lineage’. Many scholars describe this equation as resulting from “Internal Derivation”: the second-member of the compound would exhibit amphikinetic inflection, internally derived from a noun with hysterokinetic inflection. This paper reassesses the philological evidence for the long-vowel forms of Vedic -pitār-. Because the long-vowel forms are confined to one Vedic school (Taittirīyans), it is argued that the short-vowel forms such as -pitar- reflect the inherited Indic vowel length in these compounds. Following this reassessment, I question to what extent the second-members of possessive compounds (e.g., Gk. -πατωρ) reflect an “amphikinetic” paradigm. I argue that the forms are “amphikinetic” only to the extent that they show an o-grade suffix in Greek, and that defining such second-members as amphikinetic both overgenerates (predicts unattested forms) and undergenerates (fails to predict attested accents).

scholarly journals An explanation for phonological word-final vowel shortening: Evidence from Tokyo Japanese

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Satsuki Nakai
Keyword(s):  
Short Vowel ◽  
Contributing Factors ◽  
Vowel Length ◽  
Phonological Word ◽  
Distributional Properties ◽  
Tokyo Japanese ◽  
The Face ◽  
The Cross

AbstractThis paper offers an account for the cross-linguistic prevalence of phonological word-final vowel shortening, in the face of phonetic final lengthening, also commonly observed across languages. Two contributing factors are hypothesized: (1) an overlap in the durational distributions of short and long vowel phonemes across positions in the utterance can lead to the misidentification of phonemic vowel length and (2) the direction of bias in such misidentification is determined by the distributional properties of the short and long vowel phonemes in the region of the durational overlap. Because short vowel phonemes are typically more frequent in occurrence and less variable in duration than long vowel phonemes, long vowel phonemes are more likely to be misidentified than short vowel phonemes. Results of production and perception studies in Tokyo Japanese support these hypotheses.

The Basis for Language Acquisition: Congenitally Deaf Infants Discriminate Vowel Length in the First Months after Cochlear Implantation

2015 ◽  
Vol 27 (12) ◽  
pp. 2427-2441 ◽  
Author(s):  
Niki Katerina Vavatzanidis ◽  
Dirk Mürbe ◽  
Angela Friederici ◽  
Anja Hahne
Keyword(s):  
Language Acquisition ◽  
Oral Language ◽  
Acoustic Stimulation ◽  
Oddball Paradigm ◽  
Control Group ◽  
Short Vowel ◽  
Auditory Input ◽  
Linguistic Features ◽  
Vowel Length ◽  
Discriminative Ability

One main incentive for supplying hearing impaired children with a cochlear implant is the prospect of oral language acquisition. Only scarce knowledge exists, however, of what congenitally deaf children actually perceive when receiving their first auditory input, and specifically what speech-relevant features they are able to extract from the new modality. We therefore presented congenitally deaf infants and young children implanted before the age of 4 years with an oddball paradigm of long and short vowel variants of the syllable /ba/. We measured the EEG in regular intervals to study their discriminative ability starting with the first activation of the implant up to 8 months later. We were thus able to time-track the emerging ability to differentiate one of the most basic linguistic features that bears semantic differentiation and helps in word segmentation, namely, vowel length. Results show that already 2 months after the first auditory input, but not directly after implant activation, these early implanted children differentiate between long and short syllables. Surprisingly, after only 4 months of hearing experience, the ERPs have reached the same properties as those of the normal hearing control group, demonstrating the plasticity of the brain with respect to the new modality. We thus show that a simple but linguistically highly relevant feature such as vowel length reaches age-appropriate electrophysiological levels as fast as 4 months after the first acoustic stimulation, providing an important basis for further language acquisition.

scholarly journals Lenisering etter kort vokal: relikt-fenomen eller opphav?

2021 ◽  
Vol 11 (2) ◽  
pp. 225-241
Author(s):  
Gjert Kristoffersen
Keyword(s):  
Small Group ◽  
Local Communities ◽  
Short Vowel ◽  
Final Position ◽  
Vowel Length ◽  
Two Stage ◽  
Stressed Syllable ◽  
Limited Distribution ◽  
Short Vowels ◽  
Stage Process

The topic of the paper is a small group of Norwegian dialects where lenition of p, t, k into b, d, g in intervocalic and word-final position is limited to words characterized by a monomoraic, stressed syllable in Old Norse. These dialects are spoken in the easternmost local communities in Agder county, at the eastern margin of the South-Norwegian lenition areas where lenition hit all short oral stops irrespective of preceding vowel length. After the quantity shift had made all stressed vowels bimoraic, with rimes being either VV or VC, the distribution of the lenited plosives are after both long and short vowels (the main area) or after short vowels only (the eastern marginal area). Haslum (2004) argues that the limited distribution in the east ist the result of a reversal after long vowels only. While this cannot be refuted as a possibility, I argue below that it may also be the result of a two-stage process, whereby lenition after a short vowel has spread further than the generalized process.

The prosodic licensing of coda consonants in early speech: interactions with vowel length

2015 ◽  
Vol 43 (2) ◽  
pp. 265-283 ◽  
Author(s):  
KELLY MILES ◽  
IVAN YUEN ◽  
FELICITY COX ◽  
KATHERINE DEMUTH
Keyword(s):  
Young Children ◽  
Acoustic Analysis ◽  
Short Vowel ◽  
Elicited Imitation ◽  
Vowel Length ◽  
Short Vowels ◽  
English Speaking ◽  
Australian English ◽  
Open Class ◽  
Lexical Constraints

AbstractEnglish has a word-minimality requirement that all open-class lexical items must contain at least two moras of structure, forming a bimoraic foot (Hayes, 1995).Thus, a word with either a long vowel, or a short vowel and a coda consonant, satisfies this requirement. This raises the question of when and how young children might learn this language-specific constraint, and if they would use coda consonants earlier and more reliably after short vowels compared to long vowels. To evaluate this possibility we conducted an elicited imitation experiment with 15 two-year-old Australian English-speaking children, using both perceptual and acoustic analysis. As predicted, the children produced codas more often when preceded by short vowels. The findings suggest that English-speaking two-year-olds are sensitive to language-specific lexical constraints, and are more likely to use coda consonants when prosodically required.

scholarly journals Syllable weight, vowel length and focus in Lebanese Arabic

2021 ◽  
Author(s):  
Niamh Kelly
Keyword(s):  
Syllable Structure ◽  
Short Vowel ◽  
Vowel Duration ◽  
Consonant Cluster ◽  
Vowel Length ◽  
Syllable Weight ◽  
Contrastive Focus ◽  
Short Vowels ◽  
Levantine Arabic ◽  
Lebanese Arabic

Research on a variety of languages has shown that vowel duration is influenced by phonological vowel length as well as syllable structure (e.g., Maddieson, 1997). Further, the phonological concept of a mora has been shown to relate to phonetic measurements of duration (Cohn, 2003; Hubbard, 1993; Port, Dalby, & O'Dell, 1987). In Levantine Arabic, non-final closed syllables that contain a long vowel have been described as partaking in mora-sharing (Broselow, Chen, & Huffman, 1997; Khattab & Al-Tamimi, 2014). The current investigation examines the effect of vowel length and syllable structure on vowel duration, as well as how this interacts with durational effects of prosodic focus. Disyllabic words with initial, stressed syllables that were either open or closed and contained either a long or a short vowel wereexamined when non-focused and in contrastive focus. Contrastive focus was associated with longer words and syllables but not vowels. Short vowels were shorter when in a syllable closed by a singleton but not by a geminate consonant, while long vowels were not shortened before coda singletons. An analysis is proposed whereby long vowels followed by an intervocalic consonant cluster are parsed as open syllables, with the first consonant forming a semisyllable (Kiparsky, 2003), while long vowels followed by geminate consonants partake in mora-sharing (Broselow, Huffman, Chen, & Hsieh, 1995). The results also indicate compensatory shortening for short vowels followed by a singleton coda.

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

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