Syllable, Word, Nexus, Cursus

Pulgram, Ernst

doi:10.1515/9783110815443

Cited by 167 publications

(88 citation statements)

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“…Compound words were also excluded. The remaining words were first syllabified on the basis of the maximum onset principle (Pulgram, 1970), such that the onset of the second syllable is the longest that is phonotactically legal in English. For instance, the word country is syllabified as coun-try according to this principle because tr-is a legal onset but ntr-is not.…”

Section: Exception Word Analogues and Ambiguous Nonwordsmentioning

confidence: 99%

Is a “Phoenician” reading style superior to a “Chinese” reading style? Evidence from fourth graders

Bowey

2008

Journal of Experimental Child Psychology

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Section: Exception Word Analogues and Ambiguous Nonwordsmentioning

confidence: 99%

Is a “Phoenician” reading style superior to a “Chinese” reading style? Evidence from fourth graders

Bowey

2008

Journal of Experimental Child Psychology

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“…Most adult languages appear to syllabify the intervocalic consonant as an onset (e.g., Pulgram, 1970;Kahn, 1976). In fact, phonologists such as Pulgram (1970) and Jakobson (1968Jakobson ( /1941 have argued for onset maximization in syllabi® cation.…”

Section: Syllable Structure and Intervocalic Consonantsmentioning

confidence: 99%

“…In fact, phonologists such as Pulgram (1970) and Jakobson (1968Jakobson ( /1941 have argued for onset maximization in syllabi® cation. Phonetically , there is open-syllabl e lengthening in the ® rst syllable, so that the ® rst vowel in a /CV.CVC/ word is longer than in a /CVC.CVC/ word (Maddieson, 1984).…”

Section: Syllable Structure and Intervocalic Consonantsmentioning

confidence: 99%

“…In terms of linguistic theory, research on intervocalic consonants in adult phonology suggests two reasons to expect them to diOE er from consonants in word-initial and word-® nal position. First, intervocalic consonants can potentially be syllabi® ed as onsets (syllable-initial consonants) , or as codas (syllable-® nal consonants) , or as both (e.g., Pulgram, 1970;Kahn, 1976). Secondly, intervocalic consonants occur between two vowels, a context that can make them targets of vowel feature assimilation, e.g., [1 voiced ] or [1 continuant ] (Bernhardt and Stemberger, 1998: 245, 440).…”

Section: Introductionmentioning

confidence: 99%

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Editorial: forum on intervocalic consonants in phonological development

Stemberger¹,

Bernhardt²

2002

Clinical Linguistics & Phonetics

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Intervocalic consonants have received far less attention in research on first language acquisition than consonants at the edges of words. Theories have predicted that intervocalic consonants may show special properties because they are in a special position in syllable structure (constituting both an onset, or syllable-initial consonant, and a coda, or syllable-final consonant) or because they are in a special environment (between vowels). This editorial provides an overview of the issues, a review of the acquisition literature on the subject, and an introduction to the five papers in this special volume.

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“…e.g. Pulgram (1970)) that the most natural way to syllabify forms such as vera with one intervocalic consonant would be to make the consonant form the onset of the following syllable; that open syllables are more natural than closed ones. Still, linguists have been willing to depart from this principle in the case of stress or accent and to allow stressed syllables to absorb more material into their margins than the unstressed ones (cf.…”

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confidence: 99%

A diachronic look at the syllable: the case of Icelandic

Árnson

1981

J. Ling.

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I. Like so many linguistic terms, the term syllable has been used in many different senses, and theoretical distinctions have been made, aimed at avoiding confusion. There is hardly any need to remind the reader of Pike's distinction between PHONETIC and PHONEMIC syllables: ‘the phonetic syllables must be analyzed into the structural phonemic syllables’ (Pike, 1947: 90). Although obviously beneficial, this division still leaves considerable room for confusion, both on the phonetic and on the phonological side. On the phonological side the syllable can be thought of as a unit of organization of smaller phonological units (cf. e.g. Bell (1977), Bell & Hooper (1978)) or as a unit defining the scope or environment for phonological processes, or as accounting for regularities of quantity and tonality (cf. e.g. Pike (1947: 90), and Hooper (1972)). On the phonetic side there are at least two approaches to the syllable. It has been looked on as defining units in speech production (cf. Stetson (1951), Catford (1977: 89–90)) or as a means of describing sonority variation in the phonetic signal (cf. e.g. Jespersen (1949/1934: 118–121)). This latter aspect relates to the perception of the linguistic signal by speakers and to the acoustic buildup of the phonetic medium. Finally, there are those who deny the usefulness of the concept altogether.

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Syllable, Word, Nexus, Cursus

Cited by 167 publications

References 0 publications

Is a “Phoenician” reading style superior to a “Chinese” reading style? Evidence from fourth graders

Is a “Phoenician” reading style superior to a “Chinese” reading style? Evidence from fourth graders

Editorial: forum on intervocalic consonants in phonological development

A diachronic look at the syllable: the case of Icelandic

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