Phonological and Semantic Cues to Learning from Word-Types
Word-types represent the primary form of data for many models of phonological learning, and they often predict performance in psycholinguistic tasks. Word-types are often tacitly defined as phonologically unique words. Yet, an explicit test of this definition is lacking, and natural language pattern...
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| Format: | Article |
| Language: | English |
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Open Library of Humanities
2016-08-01
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| Series: | Laboratory Phonology |
| Online Access: | http://www.journal-labphon.org/articles/39 |
| Summary: | Word-types represent the primary form of data for many models of phonological learning, and they often predict performance in psycholinguistic tasks. Word-types are often tacitly defined as phonologically unique words. Yet, an explicit test of this definition is lacking, and natural language patterning suggests that word meaning could also act as a cue to word-type status. This possibility was tested in a statistical phonotactic learning experiment in which phonological and semantic properties of word-types varied. During familiarization, the learning targets—word-medial consonant sequences—were instantiated either by four related word-types or by just one word-type (the experimental frequency factor). The expectation was that more word-types would lead participants to generalize the target sequences. Regarding semantic cues, related word-types were either associated with different referents or all with a single referent. Regarding phonological cues, related word-types differed from each other by one, two, or more phonemes. At test, participants rated novel wordforms for their similarity to the familiarization words. When participants heard four related word-types, they gave higher ratings to test words with the same consonant sequences, irrespective of the phonological and semantic manipulations. The results support the existing phonological definition of word-types. |
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| ISSN: | 1868-6354 1868-6354 |