Linguistics 101 Phonology
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Grapheme-To-Lexeme Feedback in the Spelling System: Evidence from a Dysgraphic Patient
COGNITIVE NEUROPSYCHOLOGY, 2006, 23 (2), 278–307 Grapheme-to-lexeme feedback in the spelling system: Evidence from a dysgraphic patient Michael McCloskey Johns Hopkins University, Baltimore, USA Paul Macaruso Community College of Rhode Island, Warwick, and Haskins Laboratories, New Haven, USA Brenda Rapp Johns Hopkins University, Baltimore, USA This article presents an argument for grapheme-to-lexeme feedback in the cognitive spelling system, based on the impaired spelling performance of dysgraphic patient CM. The argument relates two features of CM’s spelling. First, letters from prior spelling responses intrude into sub- sequent responses at rates far greater than expected by chance. This letter persistence effect arises at a level of abstract grapheme representations, and apparently results from abnormal persistence of activation. Second, CM makes many formal lexical errors (e.g., carpet ! compute). Analyses revealed that a large proportion of these errors are “true” lexical errors originating in lexical selec- tion, rather than “chance” lexical errors that happen by chance to take the form of words. Additional analyses demonstrated that CM’s true lexical errors exhibit the letter persistence effect. We argue that this finding can be understood only within a functional architecture in which activation from the grapheme level feeds back to the lexeme level, thereby influencing lexical selection. INTRODUCTION a brain-damaged patient with an acquired spelling deficit, arguing from his error pattern that Like other forms of language processing, written the cognitive system for written word produc- word production implicates multiple levels of tion includes feedback connections from gra- representation, including semantic, orthographic pheme representations to orthographic lexeme lexeme, grapheme, and allograph levels. -
Feature Geometry in Disordered Phonologies
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by IUScholarWorks CLINICAL LINGUISTICS & PHONETICS, 1991, VOL. 5, NO. 4, 329-337 Feature geometry in disordered phonologies STEVEN B. CHIN and DANIEL A. DINNSEN Department of Linguistics, Indiana University, Bloomington, IN 47405, USA (Received 29 January 1991; accepted 8 May 1991) Abstract Two types of systems are in general use for the description and classification of consonants in disordered phonological systems: conventional place-voice-man- ner and standard distinctive features. This paper proposes the use of a third model, feature geometry, which is an analysis framework recently developed in the linguistic study of primary languages. Feature geometry allows for relatively independent behaviour of individual distinctive features, but also organizes them into hierarchies in order to capture the fact that features very often act together in rules. Application of the feature geometry to the study of the phonologies of 40 misarticulating children, specifically to the phenomena of apparent cluster coalescence, fricative/affricate alternations, and alveolar stop/glottal stop alter- nations, reveals that feature geometry provides better explanations for represen- tations and rules in disordered systems than either of the other two frameworks. Keywords: Feature geometry, distinctive features, functional misarticulation, phonological disorders. For personal use only. Introduction Two types of systems are in general use for the description and classification of consonants in disordered phonological systems. These are first, systems using place of articulation, voicing, and manner of articulation; and second, systems using distinctive features. The choice of using one or the other type of description is often more a matter of training tradition rather than true theoretical inclination. -
Module 30: Distinctive Features-II
Module 30: Distinctive Features-II . Objectives: • To carry over from the previous module and make the student familiar with some novel concepts relating to distinctive features, such as ambiguity and underspecification • To show the student the rationale of the proposals for distinctive features through exercises Topics: 30.1 Introduction 30.2 Dorsal features 30.3 Contour features 30.4 Prosodic features 30.5 Ambiguous features 30.6 Contrastive and redundant features: Underspecification 30.7 Summary 30.1 Introduction You were introduced to the notion of distinctive features in phonology in the preceding module. The need for the notion and the development of the theory of distinctive features arose, as we saw, on account of the problem of characterizing natural classes of sounds in structural phonology. As phonological processes involve natural classes of sounds, phonological analysis without the characterization of natural classes is unable to explain the naturalness of phonological processes as well as the distinction between a possible and impossible process. In the present module you will be further introduced to a discussion of some of the inadequacies of the best known account of distinctive features. Towards the end of the module, some aspects of uncertain interpretations of a few distinctive features will be taken up for caution. Finally the notion of Underspecification of features will be taken up for brief elaboration, as it relates to the theory in its earlier as well as later versions. 1 The main goal in presenting these topics is to have them put in one place because of their relevance to the topics that will be taken up for critical discussion in the course on Advanced Phonology. -
ON SOME CATEGORIES for DESCRIBING the SEMOLEXEMIC STRUCTURE by Yoshihiko Ikegami
ON SOME CATEGORIES FOR DESCRIBING THE SEMOLEXEMIC STRUCTURE by Yoshihiko Ikegami 1. A lexeme is the minimum unit that carries meaning. Thus a lexeme can be a "word" as well as an affix (i.e., something smaller than a word) or an idiom (i.e,, something larger than a word). 2. A sememe is a unit of meaning that can be realized as a single lexeme. It is defined as a structure constituted by those features having distinctive functions (i.e., serving to distinguish the sememe in question from other semernes that contrast with it).' A question that arises at this point is whether or not one lexeme always corresponds to just one serneme and no more. Three theoretical positions are foreseeable: (I) one which holds that one lexeme always corresponds to just one sememe and no more, (2) one which holds that one lexeme corresponds to an indefinitely large number of sememes, and (3) one which holds that one lexeme corresponds to a certain limited number of sememes. These three positions wiIl be referred to as (1) the "Grundbedeutung" theory, (2) the "use" theory, and (3) the "polysemy" theory, respectively. The Grundbedeutung theory, however attractive in itself, is to be rejected as unrealistic. Suppose a preliminary analysis has revealed that a lexeme seems to be used sometimes in an "abstract" sense and sometimes in a "concrete" sense. In order to posit a Grundbedeutung under such circumstances, it is to be assumed that there is a still higher level at which "abstract" and "concrete" are neutralized-this is certainly a theoretical possibility, but it seems highly unlikely and unrealistic from a psychological point of view. -
Applying Phonology in Lexicography: Variant-Synonym Classification In
Applying phonology in lexicography: variant-synonym classification in Czech Sign Language Hana Strachoňová, Masaryk University, Brno, Czech Republic, [email protected] Lucia Vlášková, Masaryk University, Brno, Czech Republic, [email protected] Sign language (SL) lexicography, as a young field of study within SL linguistics, faces a lot of challenges that have already been answered for the audio-oral language material. In this talk we present a method that is being applied in the ongoing process of data classification for the first Czech SL online dictionary (part of the platform Dictio). Problem: For audio-oral languages, a dictionary entry standardly contains the citation form of a lexeme and all the variants (Čermák 1995). See for example the gender variants in Czech: brambor (potato- masculine) / brambor-a (potato-feminine), hadr (cloth-masculine) / hadr-a (cloth-feminine). However, two (or more) expressions of a different word-forming nature are not considered variants but synonyms (Filipec 1995). See the example pairs in Czech - the first expression comes from the traditional Czech lexicon and the latter originates in English/Latin: jazykověda (linguistics; Czech origin) / lingvistika (linguistics; foreign origin), poradce (consultant; Czech origin) / konzultant (consultant; foreign origin). The common ground of the variant- and synonym-pairs is their shared meaning (brambor has the same meaning as brambora; jazykověda has the same meaning as lingvistika) and in the lexicographic work it is essential to assign each of them the right place in the dictionary entry. What seems as a simple task for spoken languages (basically - common root for variants, different roots for synonyms) becomes a challenge for SLs (still ongoing discussion about the definition of morphemes and lexical roots; see e.g. -
LINGUISTICS 221 Lecture #3 DISTINCTIVE FEATURES Part 1. an Utterance Is Composed of a Sequence of Discrete Segments. Is the Segm
LINGUISTICS 221 Lecture #3 DISTINCTIVE FEATURES Part 1. An utterance is composed of a sequence of discrete segments. Is the segment indivisible? Is the segment the smallest unit of phonological analysis? If it is, segments ought to differ randomly from one another. Yet this is not true: pt k prs What is the relationship between members of the two groups? p t k - the members of this set have an internal relationship: they are all voiceles stops. p r s - no such relationship exists p b d s bilabial bilabial alveolar alveolar stop stop stop fricative voiceless voiced voiced voiceless SIMILARITIES AND DIFFERENCES! Segments may be viewed as composed of sets of properties rather than indivisible entities. We can show the relationship by listing the properties of each segment. DISTINCTIVE FEATURES • enable us to describe the segments in the world’s languages: all segments in any language can be characterized in some unique combination of features • identifies groups of segments → natural segment classes: they play a role in phonological processes and constraints • distinctive features must be referred to in terms of phonetic -- articulatory or acoustic -- characteristics. 1 Requirements on distinctive feature systems (p. 66): • they must be capable of characterizing natural segment classes • they must be capable of describing all segmental contrasts in all languages • they should be definable in phonetic terms The features fulfill three functions: a. They are capable of describing the segment: a phonetic function b. They serve to differentiate lexical items: a phonological function c. They define natural segment classes: i.e. those segments which as a group undergo similar phonological processes. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
Working Papers in Linguistics and Oriental Studies 1
Universita’ degli Studi di Firenze Dipartimento di Lingue, Letterature e Studi Interculturali Biblioteca di Studi di Filologia Moderna: Collana, Riviste e Laboratorio Quaderni di Linguistica e Studi Orientali Working Papers in Linguistics and Oriental Studies 1 Editor M. Rita Manzini firenze university press 2015 Quaderni di Linguistica e Studi Orientali / Working Papers in Linguistics and Oriental Studies - n. 1, 2015 ISSN 2421-7220 ISBN 978-88-6655-832-3 DOI: http://dx.doi.org/10.13128/QULSO-2421-7220-1 Direttore Responsabile: Beatrice Töttössy CC 2015 Firenze University Press La rivista è pubblicata on-line ad accesso aperto al seguente indirizzo: www.fupress.com/bsfm-qulso The products of the Publishing Committee of Biblioteca di Studi di Filologia Moderna: Collana, Riviste e Laboratorio (<http://www.lilsi.unifi.it/vp-82-laboratorio-editoriale-open-access-ricerca- formazione-e-produzione.html>) are published with financial support from the Department of Languages, Literatures and Intercultural Studies of the University of Florence, and in accordance with the agreement, dated February 10th 2009 (updated February 19th 2015), between the De- partment, the Open Access Publishing Workshop and Firenze University Press. The Workshop promotes the development of OA publishing and its application in teaching and career advice for undergraduates, graduates, and PhD students in the area of foreign languages and litera- tures, and of social studies, as well as providing training and planning services. The Workshop’s publishing team are responsible for the editorial workflow of all the volumes and journals pub- lished in the Biblioteca di Studi di Filologia Moderna series. QULSO employs the double-blind peer review process. -
Phonetic and Phonological Research Sharing Methods
The Kabod Volume 3 Issue 3 Summer Article 1 January 2017 Phonetic and Phonological Research Sharing Methods Cory C. Coogan Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/kabod Part of the Modern Languages Commons, and the Reading and Language Commons Recommended Citations MLA: Coogan, Cory C. "Phonetic and Phonological Research Sharing Methods," The Kabod 3. 3 (2017) Article 1. Liberty University Digital Commons. Web. [xx Month xxxx]. APA: Coogan, Cory C. (2017) "Phonetic and Phonological Research Sharing Methods" The Kabod 3( 3 (2017)), Article 1. Retrieved from https://digitalcommons.liberty.edu/kabod/vol3/iss3/1 Turabian: Coogan, Cory C. "Phonetic and Phonological Research Sharing Methods" The Kabod 3 , no. 3 2017 (2017) Accessed [Month x, xxxx]. Liberty University Digital Commons. This Individual Article is brought to you for free and open access by Scholars Crossing. It has been accepted for inclusion in The Kabod by an authorized editor of Scholars Crossing. For more information, please contact [email protected]. Coogan: Phonetic and Phonological Research Sharing Methods Running Head: PHONETIC AND PHONOLOGICAL RESEARCH SHARING METHODS 1 Phonetic and Phonological Research Sharing Methods Cory Coogan Liberty University Published by Scholars Crossing, 2017 1 The Kabod, Vol. 3, Iss. 3 [2017], Art. 1 PHONETIC AND PHONOLOGICAL RESEARCH SHARING METHODS 2 Phonetic and Phonological Research Sharing Methods Most linguists affirm the observation that human language is innate; the human mind has a capacity for grammar that is inherent from birth. This notion implies that a singular grammar produces all human languages; therefore, to appropriately understand the scope of the human capacity for grammar, a single model must cohesively describe the various processes of all human languages. -
Part 1: Introduction to The
PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech. -
24.900 Intro to Linguistics Lecture Notes: Phonology Summary
Fall 2012 Phonology Summary • Speakers of English learned something from the data they were presented with as (contains all examples from class slides, and more!) babies that caused them to internalize (learn) the rule exemplified in (1) — just as Tojolabal speakers learned from the data that they heard as babies, and ended up with 1. Phonology vs. phonetics the rule exemplified in (2). • The path from memory (lexical access) to speech is mediated by phonology. • The English rule is real and active "on-line", governing creative linguistic behavior. A • Phonology = system of rules that apply when speech sounds are put together to form native speaker of English will apply it to new words they have never heard. The /t/ in morphemes and words. tib will be aspirated, and the /t/ in stib (both nonsense words, I hope) will not be. Probably Tojolabal speakers will show similar behavior with respect to their rule. (1) stop consonant aspiration in English: initial within a stressed syllable ASPIRATED UNASPIRATED 2. What phonetic distinctions are made in lexical entries? initial within a stressed syllable after s or initial within an word-final (therefore syllable- Part 1: phonological rules that eliminate distinctions from the lexicon unstressed syllable final) pan span nap tone stone note • English: lexicon does not need to distinguish aspirated from unaspirated stops. kin skin nick There is no reason to suppose that information about aspiration forms part of the sound field of lexical entries of English words, since it is entirely predictable. Though pan is upon supping pronounced /pʰæn/ and span /spæn/, there is no reason to distinguish the aspirated and unaspirated bilabial stops in the lexical entries of the two words. -
An Acoustic Account of the Allophonic Realization of /T/ Amber King St
Linguistic Portfolios Volume 1 Article 12 2012 An Acoustic Account of the Allophonic Realization of /T/ Amber King St. Cloud State University Ettien Koffi St. Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/stcloud_ling Part of the Applied Linguistics Commons Recommended Citation King, Amber and Koffi, Ettien (2012) "An Acoustic Account of the Allophonic Realization of /T/," Linguistic Portfolios: Vol. 1 , Article 12. Available at: https://repository.stcloudstate.edu/stcloud_ling/vol1/iss1/12 This Article is brought to you for free and open access by theRepository at St. Cloud State. It has been accepted for inclusion in Linguistic Portfolios by an authorized editor of theRepository at St. Cloud State. For more information, please contact [email protected]. King and Koffi: An Acoustic Account of the Allophonic Realization of /T/ AN ACOUSTIC ACCOUNT OF THE ALLOPHONIC REALIZATIONS OF /T/ AMBER KING AND ETTIEN KOFFI 1.0 Introduction This paper is a laboratory phonology account of the different pronunciations of the phoneme /t/. Laboratory phonology is a relatively new analytical tool that is being used to validate and verify claims made by phonologists about the pronunciation of sounds. It is customary for phonologists to predict on the basis of auditory impressions and intuition alone that allophones exist for such and such phonemes. An allophone is defined as different realizations of the same phoneme based on the environments in which it occurs. For instance, it has been proposed that the phoneme /t/ has anywhere from four to eight allophones in General American English (GAE). To verify this claim Amber, one of the co-author of this paper recorded herself saying the words <still>, <Tim>, <kit>, <bitter>, <kitten>, <winter>, <fruition>, <furniture>, and <listen>.