Paradigm uniformity bias in the learning of Korean verbal inflections

Do, Youngah

doi:10.1017/s0952675718000209

Cited by 7 publications

(10 citation statements)

References 30 publications

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“…And all fillers showed no alternation of the consonants, so in a language as a whole only 25% of data exhibited /n/~/l/ alternation across all of the four artificial languages. Previous studies revealed a strong bias against alternation, even when 75% of the training data showed alternation (Coetzee, 2009;White, 2014;Do, 2018). Therefore, the low alternation rates in the current study are not unusual.…”

Section: General Discussion and Conclusionsupporting

confidence: 45%

“…Even in categorical learning conditions, where all critical items always alternated before nonhigh front vowels (CNL) or high front vowels (CUL), the tendency to alternate was low. This could presumably be due to half of the non-alternating items in the other phonological contexts, i.e., high front vowels in CNL and non-high-front vowels in CUL, which could also suggest a strong bias against alternation across the experimental conditions (Wilson, 2003(Wilson, , 2006Tessier, 2012;Do, 2018). We then compared the alternation rates within categorical vs. variable pattern learning conditions.…”

Section: Resultsmentioning

confidence: 99%

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Substantive Bias and Variation in the Acquisition of /n/~/l/ Alternation

Huang

2022

AMP

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Phonological biases suppose that language learners are predisposed toward certain sound patterns. A widely studied phonological bias is substantive bias, a bias that favors phonetically natural or motivated patterns. Experimental results for substantive bias have been mixed. Against this background, this study explores the possible factors influencing the effect of substantive bias, and the focus is on the input variability. An artificial language learning study on /n/~/l/ alternation by native speakers of Hong Kong Cantonese was conducted. There were two categorical learning conditions and two variable learning conditions. In the categorical learning conditions, all the initial /n/ changed to /l/ either in phonetically motivated or unmotivated contexts. In the variable learning conditions, the dominant percentage of initial /n/ changed to /l/ in phonetically motivated or unmotivated context. Substantive bias arose only in variable learning conditions, which suggests that the substantive bias effect is not global, but it is activated under certain circumstances. This study found that the shape and distribution of input could influence the effect of substantive bias.

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Section: General Discussion and Conclusionsupporting

confidence: 45%

Section: Resultsmentioning

confidence: 99%

Substantive Bias and Variation in the Acquisition of /n/~/l/ Alternation

Huang

2022

AMP

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“…Paradigm uniformity is the well-established preference for an underlying morpheme to have identical exponents (Kiparsky 1982: ch. 11, Steriade 2000, Do 2018). This constraint assigns a violation for every form in the comparison set that shares a morpheme with the candidate but not its surface realisation.…”

Section: Corpus Studymentioning

confidence: 99%

Homophony avoidance in the grammar: Russian nominal allomorphy

Munteanu

2021

Phonology

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It has long been observed that languages tend to preserve contrast, either by introducing sound changes or by inhibiting them. However, it is not clear if any instances of so-called homophony avoidance reported to date constitute an active synchronic restriction in the grammar. This paper presents an instance of homophony avoidance in Russian masculine nouns. A perception experiment shows that the trends observed in the corpus are only partially extended to nonce words. I argue that the asymmetry observed in the experimental results can only be attributed to a synchronic restriction against homophonous forms in the same paradigm. Thus this paper presents strong evidence in favour of a synchronic anti-homophony constraint.

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“…For example, the final /t/ phoneme of the verb stem pat becomes 'flapped' in American English when the -ing suffix is added (patting). Previous studies have suggested that phonological alternations are initially disfavored by learners, in artificial language learning experiments with adults and children (Kapatsinski, 2009;Smolek, 2019;Smolek & Kapatsinski, 2018;Stave, Smolek, & Kapatsinski, 2013;Tessier, 2012;White, 2013White, , 2014 as well as in children's natural language acquisition (Do, 2018;Kerkhoff, 2007). The second factor we consider is homophony avoidance.…”

Section: Introductionmentioning

confidence: 99%