A Vowel Is a Vowel: Generalizing Newly Learned Phonotactic Constraints to New Contexts

Autor/inn/en	Chambers, Kyle E.; Onishi, Kristine H.; Fisher, Cynthia
Titel	A Vowel Is a Vowel: Generalizing Newly Learned Phonotactic Constraints to New Contexts
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 36 (2010) 3, S.821-828 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0018991
Schlagwörter	Vowels; Phonology; Sociolinguistics; Standards; Phonemes; Probability; Generalization + Suchen Sie Ihr Suchwort? Fonologie; Soziolinguistik; Standard; Fonem; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	Adults can learn novel phonotactic constraints from brief listening experience. We investigated the representations underlying phonotactic learning by testing generalization to syllables containing new vowels. Adults heard consonant-vowel-consonant study syllables in which particular consonants were artificially restricted to the onset or coda position (e.g., /f/ is an onset, /s/ is a coda). Subjects were quicker to repeat novel constraint-following (legal) than constraint-violating (illegal) test syllables whether they contained a vowel used in the study syllables (training vowel) or a new (transfer) vowel. This effect emerged regardless of the acoustic similarity between training and transfer vowels. Listeners thus learned and generalized phonotactic constraints that can be characterized as simple first-order constraints on consonant position. Rapid generalization independent of vowel context provides evidence that vowels and consonants are represented independently by processes underlying phonotactic learning. (Contains 1 figure, 3 footnotes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10