Minimal Violation and Phonological Development

Pater, Joe

doi:10.1207/s15327817la0603_2

Cited by 160 publications

(177 citation statements)

References 6 publications

(16 reference statements)

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“…15 Some studies have reported evidence from English children's early productions suggesting that unfooted weak syllables are more prone to omission than footed weak syllables (Gerken 1996;Pater 1997;McGregor and Johnson 1997). However, the authors have interpreted this phenomenon as supporting the binary trochee as the preferred target structure in children's output forms.…”

Section: Alternative Representational Analysesmentioning

confidence: 99%

The internally layered foot in Dutch

Kager

Martínez-Paricio

2017

Linguistics

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Recent metrical studies have proposed that, under certain circumstances, a weak syllable may be adjoined to a binary foot, giving rise to a minimally recursive foot. Adding to a growing body of research from metrical stress and foot-conditioned phenomena in various languages, the goals of this paper are twofold. First, we aim at providing empirical evidence for internally layered feet based on the distribution of three foot-conditioned processes of Dutch: vowel reduction, glottal stop /ʔ/ insertion and /h/ licensing/deletion. Second, we explore a less studied theoretical and descriptive advantage of internally layered feet: their potential to predict phonological strength distinctions that go beyond the traditional weak vs. strong dichotomy. In support of this view, we will argue that all three above-mentioned foot-based processes of Dutch distinguish between two types of unstressed syllables. We will demonstrate that the metrical representation that best captures this dual patterning of unstressed syllables necessitates internally layered feet.

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Section: Alternative Representational Analysesmentioning

confidence: 99%

The internally layered foot in Dutch

Kager

Martínez-Paricio

2017

Linguistics

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“…This favours the learning of restrictive final grammars, and also allows intermediate stages of child language acquisition to be more effectively modeled (Demuth 1995, Gnanadesikan 2004, Hayes 2004, Pater 1997, Smolensky 1996, Tessier 2007. The primary determinant of both sequence and rate of acquisition in this model is the distribution of inputs forms to which the learner is exposed.…”

Section: Model Predictionsmentioning

confidence: 99%

On the relationship between learning sequence and rate of acquisition

Jesney

2016

AMP

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Many error-driven learning algorithms for constraint-based phonological grammars, including the Gradual Learning Algorithm for Optimality Theory and Harmonic Grammar, predict that more frequent input forms will be acquired earlier than less frequent input forms – a fact that has been commonly taken as a virtue of these models. These models also predict, however, that the rate of learning for more frequent input forms should be faster than the rate of learning for less frequent input forms. In other words, these models predict that sequence and rate of acquisition are related; structures acquired earlier in the course of learning will be acquired more rapidly, while those that are acquired relatively later will be acquired more slowly. This paper explicates these predictions and argues that they are not consistently supported by child language data. Evidence from six children’s acquisition of consonant clusters is presented, demonstrating that, contrary to the predictions of the learning models, learning sequence and rate of acquisition are largely disassociated.

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“…Echols and Newport 1992;Gerken 1996;Pater 1997. ) With respect to the stressed syllable position, Kehoe and Stoel-Gammon (1997) and Kehoe (2000) report on an elicitation study of English-speaking children at 2;4 and 2;10, designed in part to test for stress effects on syllable truncation.…”

Section: Intermediate Faith To English Stressed Syllablesmentioning

confidence: 99%

“…This one-foot stage in phonological development has often been derived using gradient Align (Ft, PWd) constraints (e.g. Pater 1997), but in light of McCarthy (2003)'s influential arguments against such gradient constraints an alternative analysis is called for. 9 In fact, McCarthy (2003) re-interprets single foot (i.e.…”

Section: )mentioning

confidence: 99%

“…The recent literature has seen a large body of work whose main goal is to characterize, using OT tools, the pre-target production grammars of L1 learners (beginning with e.g. Demuth and Fee 1995, Gnanadesikan 1995/2004, Demuth 1996, Pater 1997 At the same time, OT learnability work has sought to answer a different but related question: how to build a learner that uses the available errors to reach the right target final grammar (see references throughout this paper.) In nearly all of this latter work, the learner is assumed to be error-driven, meaning that it proceeds from each stage to the next by making errors, comparing its errors to the target forms, and changing its grammar in some way as a result.…”

Section: Introductionmentioning

confidence: 99%

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Frequency of violation and constraint-based phonological learning

Tessier

2009

Lingua

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This paper provides two arguments that constraint-based grammars should not be learned by directly mirroring the frequency of constraint violation and satisfaction in the target words of a language. The first argument comes from a class of stages attested in phonological development, called Intermediate Faith (IF) stages, in which children produce marked structures only in privileged positions. Two such stages are presented and analyzed, from the literature on English and French L1 acquisition, and their learning consequences are examined. The second argument concerns the degree of restrictiveness that a learner's end-state grammar encodes, using two hypothetical interactions between learner's assumptions about hidden structure and developing constraint rankings that can trick a learner into adopting a superset grammar. These two arguments are used to support an approach called Error-Selective Learning (ESL), in which errors are learned and stored gradually, in a way that relies on violation frequency, but rankings themselves are learned in a non-gradual way (relying on the algorithms of Prince and Tesar 2004;Hayes 2004). It is also shown that violation frequencies can still cause problems regardless of a learner's method of grammatical evaluation -either ranked constraints as in Optimality Theory, or weighted constraints as in Harmonic Grammar.

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Minimal Violation and Phonological Development

Cited by 160 publications

References 6 publications

The internally layered foot in Dutch

The internally layered foot in Dutch

On the relationship between learning sequence and rate of acquisition

Frequency of violation and constraint-based phonological learning

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