Spanish Velar-Insertion and Analogy

Total Page:16

File Type:pdf, Size:1020Kb

Spanish Velar-Insertion and Analogy Spanish Velar-insertion and Analogy: A Usage-based Diachronic Analysis DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Steven Richard Fondow, B.A, M.A Graduate Program in Spanish and Portuguese The Ohio State University 2010 Dissertation Committee: Dr. Dieter Wanner, Advisor Dr. Brian Joseph Dr. Terrell Morgan Dr. Wayne Redenbarger Copyright by Steven Richard Fondow 2010 Abstract The theory of Analogical and Exemplar Modeling (AEM) suggests renewed discussion of the formalization of analogy and its possible incorporation in linguistic theory. AEM is a usage-based model founded upon Exemplar Modeling (Bybee 2007, Pierrehumbert 2001) that utilizes several principles of the Analogical Modeling of Language (Skousen 1992, 1995, 2002, Wanner 2005, 2006a), including the ‘homogeneous supracontext’ of the Analogical Model (AM), frequency effects and ‘random-selection’, while also highlighting the speaker’s central and ‘immanent’ role in language (Wanner 2006a, 2006b). Within AEM, analogy is considered a cognitive means of organizing linguistic information. The relationship between input and stored exemplars is established according to potentially any and all salient similarities, linguistic or otherwise. At the same time, this conceptualization of analogy may result in language change as a result of such similarities or variables, as they may be used in the formation of an AM for the input. Crucially, the inflectional paradigm is argued to be a possible variable since it is a higher-order unit of linguistic structure within AEM. This investigation analyzes the analogical process of Spanish velar-insertion according to AEM. Velar-insertion involves the presence of a non-etymological voiced velar obstruent /g/ appears in the first person singular present indicative and all forms of the present subjunctive, e.g. 1s PRS IND pongo , 1s PRS SBJ ponga , cntr. 2s PRS IND pones . It affects a dynamic, yet heavily restricted lexical subclass of second and third ii conjugation verbs characterized by synchronic variation and diachronic change. The diachronic development of the velar-insert class requires a sufficient level of synchronic detail so as to properly define the AM and identify changes in its multiple phonological, morphological, lexical and paradigmatic variables. Previous analyses of velar-insertion, in Spanish and other Romance languages, are limited and/or ambiguous because they rely on the traditional notions of proportional analogy and leveling. Thus, several crucial details of the analogical process are assumed or overlooked in order to more broadly describe the diachronic extension of the velar-insert across a series of verbs having different stem-final segments. Relatedly, the imprecise defining of the AM has led to numerous hypotheses concerning the original model for velar-insertion including leader verbs like decir , 1s PRS IND digo , conocer , 1s PRS IND conozco or tañer , OSp. 1s PRS IND tango . Several other theoretical issues are also addressed as they relate to AEM and velar-insertion. The role of frequency in the salience and resting activation levels of exemplars explains the traditional ‘resistance’ to regular sound change in high frequency, irregular verbs. Also, the paradigmatic structure that emerges from the allomorphic distribution of the velar is argued to be a crucial variable in the diachronic development of the velar-insert class. Finally, the preceding points in conjunction with the changes affecting the composition of the AM lend themselves to a very weak predictive power in identifying potential targets for continued extension of the velar, some of which are attested dialectally or are accepted as standard variants in Modern Spanish, as well as Catalan and Italian. iii For Meghan. iv Acknowledgements The following examination of Spanish velar-insertion is the culmination of seven years of investigation that began in a historical linguistics class taught by Dr. Mary Beckman. Subsequent independent study under the supervision of Dr. Wayne Redenbarger provided me with plenty of food for thought and wonderful discussions of not only velar-insertion but also morphology, analogy and, perhaps more interestingly, baseball. At the same time, various classroom projects led me to refine my views on linguistic theory. I would like to thank Dr. Fernando Martínez Gil for letting me argue some rather bold points and for giving me ‘clases particulares’ on Optimality Theory and phonology. Thank you to Dr. Brian Joseph who not only taught me to think about what morphology is but has always been a comforting presence in all of my more recent academic endeavors. Your classes were amazing. My teaching duties at Ohio State also let me take full advantage of my linguistic training. Thanks to Dr. Terrell Morgan for letting me teach Spanish phonology for so long and for being so willing to meet with me to discuss so many issues. To my advisor Dieter Wanner, you have shaped my views on language and philosophy more than you could possibly imagine. I want to thank you for taking me on as a student and for asking the tough questions, even when it took me a while to v understand exactly what it was you were asking. Your patience and work are apparent in this and many other of my projects. A special thanks to everyone at The Ohio State University, especially faculty and staff in the Departments of Linguistics and Spanish and Portuguese. Treating a graduate student like me as a colleague made a world of difference in my eyes. My interest in linguistics traces back, interestingly enough, to my hometown of Antigo, Wisconsin. Special thanks go to my grandfather, Richard E. Fondow I, Mr. Everett Ison and the Santín family for making language so fascinating to me. At UW-Madison, Dr. Juan Carlos Temprano helped guide me as an undergraduate and nominated me for a scholarship which I used during my academic year abroad at the Universidad de la Complutense in Madrid. My time there assured me that language and lingusitics were fields that I wanted to pursue. As a result, Dr. John Nitti was gracious enough to give me the opportunity to transcribe a copy of Amadís de Gaula , as well as hire me as a Research Assistant. In Graduate School, Dr. Ray Harris-Northall taught me the foundations of Hispanic Linguistics that I needed to reach this point. Finally, I want to express my unending appreciation for all my family and friends. Your patience and love has kept me going even when I was unsure if I could finish this project. Of course, if you were not so fun and giving, I might have been done years ago! To my parents and brother, you have always given me a helping hand and been accepting of the countless ventures I have undertaken. The biggest thanks without a doubt go to my wife, Meghan, and daughter, Lucy, you keep me going and wash away all the stresses in life. Thank you for being so extraordinary. vi Vita January 2, 1976 ..............................................Born- Antigo, Wisconsin 1999 ...............................................................B.A. Spanish and Linguistics, University of Wisconsin-Madison 1999 ...............................................................Research Assistant, University of Wisconsin-Madison 1999-2001 .....................................................Graduate Teaching Assistant, Spanish and Portuguese, University of Wisconsin-Madison 2001................................................................M.A. Spanish, University of Wisconsin-Madison 2002-2006 ......................................................Graduate Teaching Associate, Spanish and Portuguese, The Ohio State University 2006-present ...................................................Associate Lecturer, Spanish and Portuguese, University of Wisconsin-Madison Fields of Study Major Field: Spanish and Portuguese vii Table of Contents Abstract ............................................................................................................................... ii Acknowledgements ............................................................................................................. v Vita .................................................................................................................................... vii Fields of Study .................................................................................................................. vii Table of Contents ............................................................................................................. viii List of Figures .................................................................................................................. xiii List of Abbreviations ....................................................................................................... xiv Chapter 1: Analogy, Theory and AEM .............................................................................. 1 1.1—Analogy and Spanish velar-insertion. ........................................................................ 1 1.1.1—Analogy in lingustic history. ................................................................................... 3 1.2—Analogy in modern linguistic theory. ...................................................................... 10 1.2.1—Rule-based approaches. ........................................................................................ 11 1.2.2—Constraint-based theories. ....................................................................................
Recommended publications
  • In the Iberian Peninsula and Beyond
    In the Iberian Peninsula and Beyond A History of Jews and Muslims th (15th-17 Centuries) Vol. 2 Edited by José Alberto R. Silva Tavim, Maria Filomena Lopes de Barros and Lúcia Liba Mucznik In the Iberian Peninsula and Beyond: A History of Jews and Muslims (15th-17th Centuries) Vol. 2 Edited by José Alberto R. Silva Tavim, Maria Filomena Lopes de Barros and Lúcia Liba Mucznik This book first published 2015 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2015 by José Alberto R. Silva Tavim, Maria Filomena Lopes de Barros, Lúcia Liba Mucznik and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-7418-3 ISBN (13): 978-1-4438-7418-2 As a two volume set: ISBN (10): 1-4438-7725-5 ISBN (13): 978-1-4438-7725-1 JUDEO-SPANISH IN CONTACT WITH PORTUGUESE: LINGUISTIC OUTCOMES ALDINA QUINTANA THE HEBREW UNIVERSITY OF JERUSALEM* Introduction Besides containing Hebrew and Aramaic elements as do all languages spoken by Jews, modern Judeo-Spanish, whose main base is the Castilian spoken in 1492 in the kingdoms of Castile and Aragon, shows influences of Hispanic Arab, Aragonese, Catalan and Portuguese origin, and also of Italian and other languages, which are the result of contact with speakers in the Balkan Peninsula, Turkey, and the Middle East, and with French and German as languages of culture since the half of the 19th century.
    [Show full text]
  • Portuguese Language in Angola: Luso-Creoles' Missing Link? John M
    Portuguese language in Angola: luso-creoles' missing link? John M. Lipski {presented at annual meeting of the AATSP, San Diego, August 9, 1995} 0. Introduction Portuguese explorers first reached the Congo Basin in the late 15th century, beginning a linguistic and cultural presence that in some regions was to last for 500 years. In other areas of Africa, Portuguese-based creoles rapidly developed, while for several centuries pidginized Portuguese was a major lingua franca for the Atlantic slave trade, and has been implicated in the formation of many Afro- American creoles. The original Portuguese presence in southwestern Africa was confined to limited missionary activity, and to slave trading in coastal depots, but in the late 19th century, Portugal reentered the Congo-Angola region as a colonial power, committed to establishing permanent European settlements in Africa, and to Europeanizing the native African population. In the intervening centuries, Angola and the Portuguese Congo were the source of thousands of slaves sent to the Americas, whose language and culture profoundly influenced Latin American varieties of Portuguese and Spanish. Despite the key position of the Congo-Angola region for Ibero-American linguistic development, little is known of the continuing use of the Portuguese language by Africans in Congo-Angola during most of the five centuries in question. Only in recent years has some attention been directed to the Portuguese language spoken non-natively but extensively in Angola and Mozambique (Gonçalves 1983). In Angola, the urban second-language varieties of Portuguese, especially as spoken in the squatter communities of Luanda, have been referred to as Musseque Portuguese, a name derived from the KiMbundu term used to designate the shantytowns themselves.
    [Show full text]
  • The Role of Analogy in Language Acquisition
    The role of analogy in language change Supporting constructions Hendrik De Smet and Olga Fischer (KU Leuven / University of Amsterdam/ACLC) 1. Introduction It is clear from the literature on language variation and change that analogy1 is difficult to cap- ture in fixed rules, laws or principles, even though attempts have been made by, among others, Kuryłowicz (1949) and Mańczak (1958). For this reason, analogy has not been prominent as an explanatory factor in generative diachronic studies. More recently, with the rise of usage-based (e.g. Tomasello 2003, Bybee 2010), construction-grammar [CxG] (e.g. Croft 2001, Goldberg 1995, 2006), and probabilistic linguistic approaches (e.g. Bod et al. 2003, Bod 2009), the interest in the role of analogy in linguistic change -- already quite strongly present in linguistic studies in the nineteenth century (e.g. Paul 1886) -- has been revived. Other studies in the areas of lan- guage acquisition (e.g. Slobin, ed. 1985, Abbot-Smith & Behrens 2006, Behrens 2009 etc.), cog- nitive science (e.g. work by Holyoak and Thagard 1995, Gentner et al. 2001, Gentner 2003, 2010, Hofstadter 1995), semiotics (studies on iconicity, e.g. Nöth 2001), and language evolution (e.g. Deacon 1997, 2003) have also pointed to analogical reasoning as a deep-seated cognitive principle at the heart of grammatical organization. In addition, the availability of increasingly larger diachronic corpora has enabled us to learn more about patterns’ distributions and frequen- cies, both of which are essential in understanding analogical transfer. Despite renewed interest, however, the elusiveness of analogy remains. For this reason, presumably, Traugott (2011) distinguishes between analogy and analogization, intended to sepa- rate analogy as (an important) ‘motivation’ from analogy as (a haphazard) ‘mechanism’.
    [Show full text]
  • Chapter 5 Variation in Romance Diego Pescarini and Michele Loporcaro
    Variation in Romance Diego Pescarini, Michele Loporcaro To cite this version: Diego Pescarini, Michele Loporcaro. Variation in Romance. Cambridge Handbook of Romance Lin- guistics, In press. hal-02420353 HAL Id: hal-02420353 https://hal.archives-ouvertes.fr/hal-02420353 Submitted on 19 Dec 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Chapter 5 Variation in Romance Diego Pescarini and Michele Loporcaro 5.1 Introduction This chapter sets out to show how the study of linguistic variation across closely related languages can fuel research questions and provide a fertile testbed for linguistic theory. We will present two case studies in structural variation – subject clitics and (perfective) auxiliation – and show how a comparative view of these phenomena is best suited to providing a satisfactory account for them, and how such a comparative account bears on a number of theoretical issues ranging from (rather trivially) the modeling of variation to the definition of wordhood, the inventory of parts of speech, and the division of labour between syntax and morphology. 5.2 Systematic variation: the case of subject clitics French, northern Italian Dialects, Ladin, and Romansh are characterized by the presence, with variable degrees of obligatoriness, of clitic elements stemming from Latin nominative personal pronouns.
    [Show full text]
  • Portuguese Languagelanguage Kitkit
    PortuguesePortuguese LanguageLanguage KitKit Expressions - Grammar - Online Resources - Culture languagecoursesuk.co.uk Introduction Whether you plan to embark on a new journey towards learning Portuguese or you just need a basic reference booklet for a trip abroad, the Cactus team has compiled some of the most help- ful Portuguese expressions, grammar rules, culture tips and recommendations. Portuguese is one the most significant languages in the world, and Portugal and Brazil are popular desti- nations for holidays and business trips. As such, Portuguese is appealing to an ever-growing number of Cactus language learners. Learning Portuguese will be a great way to discover the fascinating cultures and gastronomy of the lusophone world, and to improve your career pros- pects. Learning Portuguese is the beginning of an exciting adventure that is waiting for you! The Cactus Team 3. Essential Expressions Contact us 4. Grammar and Numbers Telephone (local rate) 5. Useful Verbs 0845 130 4775 8. Online Resources Telephone (int’l) 10. Take a Language Holiday +44 1273 830 960 11. Cultural Differences Monday-Thursday: 9am-7pm 12. Portugal & Brazil Culture Friday: 9am-5pm Recommendations 15. Start Learning Portuguese 2 Essential Expressions Hello Olá (olah) Goodbye Tchau (chaoh) Please Por favor Thank you Obrigado (obrigahdu) Yes Sim (simng) No Não (nowng) Excuse me/sorry Desculpe / perdão (des-cool-peh) My name is… O meu nome é… (oh meoh nomay ay) What is your name? Qual é o seu nome? (kwah-ooh eh seh-ooh noh-mee) Nice to meet you Muito prazer
    [Show full text]
  • Rules Vs. Analogy in English Past Tenses: a Computational/Experimental Study Adam Albrighta,*, Bruce Hayesb,*
    Cognition 90 (2003) 119–161 www.elsevier.com/locate/COGNIT Rules vs. analogy in English past tenses: a computational/experimental study Adam Albrighta,*, Bruce Hayesb,* aDepartment of Linguistics, University of California, Santa Cruz, Santa Cruz, CA 95064-1077, USA bDepartment of Linguistics, University of California, Los Angeles, Los Angeles, CA 90095-1543, USA Received 7 December 2001; revised 11 November 2002; accepted 30 June 2003 Abstract Are morphological patterns learned in the form of rules? Some models deny this, attributing all morphology to analogical mechanisms. The dual mechanism model (Pinker, S., & Prince, A. (1998). On language and connectionism: analysis of a parallel distributed processing model of language acquisition. Cognition, 28, 73–193) posits that speakers do internalize rules, but that these rules are few and cover only regular processes; the remaining patterns are attributed to analogy. This article advocates a third approach, which uses multiple stochastic rules and no analogy. We propose a model that employs inductive learning to discover multiple rules, and assigns them confidence scores based on their performance in the lexicon. Our model is supported over the two alternatives by new “wug test” data on English past tenses, which show that participant ratings of novel pasts depend on the phonological shape of the stem, both for irregulars and, surprisingly, also for regulars. The latter observation cannot be explained under the dual mechanism approach, which derives all regulars with a single rule. To evaluate the alternative hypothesis that all morphology is analogical, we implemented a purely analogical model, which evaluates novel pasts based solely on their similarity to existing verbs.
    [Show full text]
  • Dialects of Spanish and Portuguese
    30 Dialects of Spanish and Portuguese JOHN M. LIPSKI 30.1 Basic Facts 30.1.1 Historical Development Spanish and Portuguese are closely related Ibero‐Romance languages whose origins can be traced to the expansion of the Latin‐speaking Roman Empire to the Iberian Peninsula; the divergence of Spanish and Portuguese began around the ninth century. Starting around 1500, both languages entered a period of global colonial expansion, giving rise to new vari- eties in the Americas and elsewhere. Sources for the development of Spanish and Portuguese include Lloyd (1987), Penny (2000, 2002), and Pharies (2007). Specific to Portuguese are fea- tures such as the retention of the seven‐vowel system of Vulgar Latin, elision of intervocalic /l/ and /n/ and the creation of nasal vowels and diphthongs, the creation of a “personal” infinitive (inflected for person and number), and retention of future subjunctive and pluper- fect indicative tenses. Spanish, essentially evolved from early Castilian and other western Ibero‐Romance dialects, is characterized by loss of Latin word‐initial /f‐/, the diphthongiza- tion of Latin tonic /ɛ/ and /ɔ/, palatalization of initial C + L clusters to /ʎ/, a complex series of changes to the sibilant consonants including devoicing and the shift of /ʃ/ to /x/, and many innovations in the pronominal system. 30.1.2 The Spanish Language Worldwide Reference grammars of Spanish include Bosque (1999a), Butt and Benjamin (2011), and Real Academia Española (2009–2011). The number of native or near‐native Spanish speakers in the world is estimated to be around 500 million. In Europe, Spanish is the official language of Spain, a quasi‐official language of Andorra and the main vernacular language of Gibraltar; it is also spoken in adjacent parts of Morocco and in Western Sahara, a former Spanish colony.
    [Show full text]
  • Analogical Modeling: an Exemplar-Based Approach to Language"
    <DOCINFO AUTHOR "" TITLE "Analogical Modeling: An exemplar-based approach to language" SUBJECT "HCP, Volume 10" KEYWORDS "" SIZE HEIGHT "220" WIDTH "150" VOFFSET "4"> Analogical Modeling human cognitive processing is a forum for interdisciplinary research on the nature and organization of the cognitive systems and processes involved in speaking and understanding natural language (including sign language), and their relationship to other domains of human cognition, including general conceptual or knowledge systems and processes (the language and thought issue), and other perceptual or behavioral systems such as vision and non- verbal behavior (e.g. gesture). ‘Cognition’ should be taken broadly, not only including the domain of rationality, but also dimensions such as emotion and the unconscious. The series is open to any type of approach to the above questions (methodologically and theoretically) and to research from any discipline, including (but not restricted to) different branches of psychology, artificial intelligence and computer science, cognitive anthropology, linguistics, philosophy and neuroscience. It takes a special interest in research crossing the boundaries of these disciplines. Editors Marcelo Dascal, Tel Aviv University Raymond W. Gibbs, University of California at Santa Cruz Jan Nuyts, University of Antwerp Editorial address Jan Nuyts, University of Antwerp, Dept. of Linguistics (GER), Universiteitsplein 1, B 2610 Wilrijk, Belgium. E-mail: [email protected] Editorial Advisory Board Melissa Bowerman, Nijmegen; Wallace Chafe, Santa Barbara, CA; Philip R. Cohen, Portland, OR; Antonio Damasio, Iowa City, IA; Morton Ann Gernsbacher, Madison, WI; David McNeill, Chicago, IL; Eric Pederson, Eugene, OR; François Recanati, Paris; Sally Rice, Edmonton, Alberta; Benny Shanon, Jerusalem; Lokendra Shastri, Berkeley, CA; Dan Slobin, Berkeley, CA; Paul Thagard, Waterloo, Ontario Volume 10 Analogical Modeling: An exemplar-based approach to language Edited by Royal Skousen, Deryle Lonsdale and Dilworth B.
    [Show full text]
  • 2006 Abstracts
    Works in Progress Group in Modern Jewish Studies Session Many of us in the field of modern Jewish studies have felt the need for an active working group interested in discussing our various projects, papers, and books, particularly as we develop into more mature scholars. Even more, we want to engage other committed scholars and respond to their new projects, concerns, and methodological approaches to the study of modern Jews and Judaism, broadly construed in terms of period and place. To this end, since 2001, we have convened a “Works in Progress Group in Modern Jewish Studies” that meets yearly in connection with the Association for Jewish Studies Annual Conference on the Saturday night preceding the conference. The purpose of this group is to gather interested scholars together and review works in progress authored by members of the group and distributed and read prior to the AJS meeting. 2006 will be the sixth year of a formal meeting within which we have exchanged ideas and shared our work with peers in a casual, constructive environment. This Works in Progress Group is open to all scholars working in any discipline within the field of modern Jewish studies. We are a diverse group of scholars committed to engaging others and their works in order to further our own projects, those of our colleagues, and the critical growth of modern Jewish studies. Papers will be distributed in November. To participate in the Works in Progress Group, please contact: Todd Hasak-Lowy, email: [email protected] or Adam Shear, email: [email protected] Co-Chairs: Todd S.
    [Show full text]
  • Bulls and Donkeys. National Identity and Symbols in Catalonia and Spain
    9TH ANNUAL JOAN GILI MEMORIAL LECTURE Miquel Strubell i Trueta Bulls and donkeys. National identity and symbols in Catalonia and Spain The Anglo-Catalan Society 2008 2 Bulls and donkeys. National identity and symbols in Catalonia and Spain 9TH ANNUAL JOAN GILI MEMORIAL LECTURE Miquel Strubell i Trueta Bulls and donkeys. National identity and symbols in Catalonia and Spain The Anglo-Catalan Society 2008 2 3 The Annual Joan Gili Memorial Lecture Bulls and donkeys. National identity and symbols in Catalonia and 1 Spain In this paper, after an initial discussion about what identity means and how to measure it, I intend to review some studies and events in Spain in which identity issues arise. The conclusion will be reached that identities in Spain, in regard to people’s relationship with Spain itself and with Catalonia, are by no means shared, and the level of both stereotyping and prejudice, on the one hand, and of collective insecurity (even “self-hatred”) on the other, are, I claim, higher than in consolidated nation-states of western Europe, with the partial exceptions of the United Kingdom and Belgium. Let me from the outset say how honoured I am, in having been invited to deliver this paper, to follow in the footsteps of such outstanding Catalan academics as Mercè Ibarz, Antoni Segura, Joan F. Mira, Marta Pessarrodona, Miquel Berga … and those before them. The idea of dedicating what up till then had been the Fundació Congrés de Cultura lectures to the memory of Joan Gili (Barcelona 1907 - Oxford 1998) was an inspiration. Unlike some earlier Memorial lecturers, however, I was fortunate enough to have a special personal relationship with him and, of course, with his wife Elizabeth.
    [Show full text]
  • Analogy in Grammar: Form and Acquisition
    Analogy in Grammar: Form and Acquisition Department of Linguistics Max Planck Institute for Evolutionary Anthropology Leipzig, $$ –$% September $##& Workshop programme Friday, September 22 W I ": –": Jim Blevins (Cambridge) & Juliette Blevins ( <=;-:A6 ) A L C T V ": –: Andrew Garrett (Berkeley) Paradigmatic heterogeneity : –: : –: Andrew Wedel (Arizona) Multi-level selection and the tension between phonological and morphological regularity : –: Greg Stump & Rafael Finkel (Kentucky) Principal parts and degrees of paradigmatic transparency : –: Moderated discussion: Juliette Blevins ( <=;-:A6 ) : –: A S G : –: Keith Johnson (Berkeley) Analogy as exemplar resonance: Extension of a view of sensory memory to higher linguistic categories : –: John Goldsmith (Chicago) Learning morphological patterns in language : –: : –: Susanne Gahl (Chicago) The sound of syntax: Probabilities and structure in pronunciation variation : – : Farrell Ackerman ( @8?9 ), Sharon Rose ( @8?9 ) & Rob Malouf ( ?9?@ ) Patterns of relatedness in complex morphological systems : –!: Moderated discussion: Colin Bannard ( <=;-:A6 ) ": – B Saturday, September 23 A L A ": –": LouAnn Gerken (Arizona) Linguistic generalization by human infants ": –: Andrea Krott (Birmingham) Banana shoes and bear tables: Children’s processing and interpretation of noun-noun compounds : –: : –: Mike Tomasello ( - ) Analogy in the acquisition of constructions : –: Rens Bod (St. Andrews) Acquisition of syntax by analogy: Computation of new utterances out
    [Show full text]
  • Cultural Identities and National Borders
    CULTURAL IDENTITIES AND NATIONAL BORDERS Edited by Mats Andrén Thomas Lindqvist Ingmar Söhrman Katharina Vajta 1 CULTURAL IDENTITIES AND NATIONAL BORDERS Proceedings from the CERGU conference held at the Faculty of Arts. Göteborg University 7-8 June 2007 Eds. Mats Andrén Thomas Linqvist Ingmar Söhrman Katharina Vajta 2 CONTENTS Contributers Opening Addresses Introduction 1. Where, when and what is a language? Ingmar Söhrman 2. Identity as a Cognitive Code: the Northern Irish Paradigm Ailbhe O’Corrain 3. Language and Identity in Modern Spain: Square Pegs in Round Holes? Miquel Strubell 4. Struggling over Luxembourgish Identity Fernand Fehlen 5. Language Landscapes and Static Geographies in the Baltic Sea Area Thomas Lundén 6. The Idea of Europa will be Fullfilled by Muslim Turkey Klas Grinell 7. National identity and the ethnographic museum The Musée du Quai Branly Project: a French answer to multiculturalism? Maud Guichard-Marneuor 8. Främlingsidentitet och mytbildning av den utländske författaren [English summary: Mythmaking of the Foreign Author and a Reflection on the Identity as a Stranger: The Case of the Swedish Author Stig Dagerman in France and Italy] Karin Dahl 9. Den glokale kommissarien: Kurt Wallander på film och TV [English summary: Kurt Wallander on film and TV] Daniel Brodén 10. Staden, staten och medborgarskapet [English summary: Studying “undocumented immigrants” in the city with Lefebvre’s spatial triad as a point of departure] Helena Holgersson 3 11. Digging for Legitimacy: Archeology, Identity and National Projects in Great Britain, Germany and Sweden Per Cornell, Ulf Borelius & Anders Ekelund 12. Recasting Swedish Historical Identity Erik Örjan Emilsson 4 Contributers Mats Andrén is professor in The History of Ideas and Science at Göteborg University from 2005.
    [Show full text]