A Cross- Linguistic Study in Learning Prosodic Rhythms: Rules, Constraints, and Similarity

Abstract

Differences in the learnability of linguistic patterns may be crucial in deciding among alternative learning models. This paper compares the ability of English speakers (Experiment1) and Portuguese speakers (Experiment 2) to learn two complex rhythm patterns observed in languages with primary word stress. Subjects were familiarized with one of two rhythms during a discrimination task, followed by a recognition task which tested whether knowledge of the rhythm generalized to novel stimuli. The main findings were: (1) speakers trained on the cross-linguisticallyless common rhythm distinguished between novel stimuli which did or didnot conform to their training rhythm, while speakers trained on the more common rhythm did not;(2) English speakers were biased more strongly than Portuguese speakers against final stress; and (3) melodies that are on a boundary between rhythm categories were treated as less prototypical than other members of the same rhythm category. The results demonstrate that knowledge of complex linguistic rhythms can be generalized after very little training, and that the less common rhythm is easier to learn even though it seems more complex. The results are compared with general-purpose exemplar-based learning models as well as abstract linguistic theories of word stress acquisition.

Enhanced musical rhythmic perception in Turkish early and late learners of German

“…The fact that both groups of Turkish L2 learners benefit from L1 and L2 rhythmic diversity seems to indicate that L2 speakers are sensitive and may learn, to some degree, L2 rhythmic properties beyond a sensitive period (Bailey et al, 1999; Goetry and Kolinsky, 2000; Field, 2003; Trofimovich and Baker, 2006). …”

Implicit knowledge of lexical stress rules: Evidence from the combined use of subjective and objective awareness measures

“…However, only a few studies have focused on whether implicit knowledge of stress rules can be acquired. Bailey, Plunkett, and Scarpe (1999) conducted a cross-linguistic study on the learnability of rhythm patterns. They found that knowledge of complex stress patterns can be generalized even after only brief exposure, and that typologically less common stress patterns were easier to learn.…”

Turn-taking in classroom interactions: Overlapping, interruptions and pauses in primary school

“…Despite the many studies on classroom interactions, few have provided a clear account of turn-taking strategies, and yet turn-taking is a basic form of organization for conversation (Oreström, 1983;Roger, Bull, & Smith, 1988;Bailey, Plunkett & Scarpa, 1999;Schegloff, 2000;Bortfeld, Leon, Bloom, Schober, & Brennan, 2001). Turn-taking maintains a mutual attention among parties involved in a conversation, defines their relationship (Wiemann & Knapp, 1999) and the pertinence boundaries related to interaction (Kendon, 1992).…”