Week 6. Amahl, Smith, Macken, Week 6. Amahl, Smith, Macken, ChildPhon, and the acquisition of ChildPhon, and the acquisition of

phonologyphonology

GRS LX 865GRS LX 865Topics in Topics in

LinguisticsLinguistics

Smith (1973)Smith (1973)

Smith, Neilson (1973). Smith, Neilson (1973). The acquisition The acquisition of phonology: A case studyof phonology: A case study. . Cambridge: Cambridge University Cambridge: Cambridge University Press.Press.

Diary study of the phonological Diary study of the phonological development of Amahl, British English development of Amahl, British English being the primary language, some being the primary language, some exposure to Hindi and Marathi.exposure to Hindi and Marathi. We have data from “Stage 1” (2;2)We have data from “Stage 1” (2;2)

and “Stage 29” (3;11).and “Stage 29” (3;11).

Crash course in Crash course in phonologyphonology

The sounds that make up our words The sounds that make up our words can be classified into several can be classified into several categories, each of which at some categories, each of which at some times act differently from the others.times act differently from the others.

Broadly, there are Broadly, there are consonantsconsonants and and vowelsvowels..

Consonants are generally those Consonants are generally those sounds which are made by sounds which are made by obstructing some part of the airflow, obstructing some part of the airflow, vowels are the open sounds.vowels are the open sounds.

Consonants and POAConsonants and POA

Consonants can be further divided into Consonants can be further divided into categories based on categories based on wherewhere the airflow the airflow is constricted (the is constricted (the place of place of articulationarticulation):): labial:labial: airflow is constricted at the lips ( airflow is constricted at the lips (mm, ,

bb, , pp)) coronal: coronal: airflow is constricted by the tip of airflow is constricted by the tip of

the tongue (the tongue (tt, , dd, , nn)) dorsal: dorsal: airflow is constricted by the back of airflow is constricted by the back of

the tongue (the tongue (gg, , kk, , ngng))

ConsonantsConsonants

Consonants come in several categories Consonants come in several categories along another dimension too. Those along another dimension too. Those relevant to ChildPhon are:relevant to ChildPhon are: ObstruentsObstruents (stops generally) (stops generally) NasalsNasals ( (mm, , nn, , ngng)) LiquidsLiquids, , LateralLateral, , RhoticRhotic ((ll and and rr)) GlidesGlides ( (yy, , ww))

They generally differ in how They generally differ in how sonorous sonorous they are, which roughly corresponds to they are, which roughly corresponds to how much airflow they permit.how much airflow they permit.

SyllablesSyllables A syllable is generally a peak in sonority, so A syllable is generally a peak in sonority, so

catcat ( (OVOOVO), ), tramptramp ( (ORVNOORVNO).). Syllables generally cannot fail to be a sort Syllables generally cannot fail to be a sort

of smooth rise-fall in sonority (of smooth rise-fall in sonority (**rtapmrtapm).). ChildPhon knows this, and is able to take a ChildPhon knows this, and is able to take a

word you type (like word you type (like trampolinetrampoline) and ) and automatically segment it into syllables automatically segment it into syllables ((tram.po.linetram.po.line).). Syllables generally like to have Syllables generally like to have onsetsonsets (a low- (a low-

sonority point before the sonority point before the nucleus, nucleus, the vowel the vowel part), so a single consonant between two part), so a single consonant between two vowels is generally part of the second syllable.vowels is generally part of the second syllable.

IPAIPA

The sounds of language are standardly The sounds of language are standardly transcribed in the International transcribed in the International Phonetic Alphabet, which is the Phonetic Alphabet, which is the transcription system ChildPhon transcription system ChildPhon understands.understands.

We won’t have to enter anything in this We won’t have to enter anything in this system, but you have to be prepared for system, but you have to be prepared for the phonetic transcription to look a bit the phonetic transcription to look a bit different from the English word.different from the English word.

Child phonologyChild phonology Kids pronounce things funny.Kids pronounce things funny.

NS: Say ‘jump’.NS: Say ‘jump’. A: dupA: dup

The question is: why? And how do they get The question is: why? And how do they get to the adult system (which we know is to the adult system (which we know is relatively complex)?relatively complex)?

Much of the field of phonology has been Much of the field of phonology has been devoted to showing that lexical devoted to showing that lexical representations contain a rather abstract representations contain a rather abstract underlying form that is interpreted by a underlying form that is interpreted by a phonological system to reach a phonological system to reach a pronunciation.pronunciation.

Child phonologyChild phonology The adult phonological system takes an input The adult phonological system takes an input

form and, by applying rules one after form and, by applying rules one after another, or by evaluating possible output another, or by evaluating possible output forms against ranked constraints, yields a forms against ranked constraints, yields a pronunciation.pronunciation. E.g., word-final devoicing in German, where the output E.g., word-final devoicing in German, where the output

form ends in a devoiced consonant (form ends in a devoiced consonant (hundhund [hunt]), but you [hunt]), but you can see that the distinction between voiced and unvoiced can see that the distinction between voiced and unvoiced consonants is still there if the consonant is pulled away consonants is still there if the consonant is pulled away from the end of the word (from the end of the word (hundenhunden [hunden]). [hunden]).

Smith observed systematicity in Amahl’s Smith observed systematicity in Amahl’s speech, and set out to write rules that would speech, and set out to write rules that would convert abstract underlying representations convert abstract underlying representations into the observed pronunciations, studying into the observed pronunciations, studying how the system evolved over time.how the system evolved over time.

Lexical representationLexical representation An important issue when trying to An important issue when trying to

understand child phonology is understand child phonology is what does the what does the child child thinkthink the underlying form of the word the underlying form of the word is?is? Do they know what the adult word is but can’t Do they know what the adult word is but can’t

pronounce it?pronounce it? Or can’t they Or can’t they hearhear what the adult form is (and what the adult form is (and

their perceptual system is developing)their perceptual system is developing) Smith’s hypothesis is that the child Smith’s hypothesis is that the child

essentially had the underlying forms correct, essentially had the underlying forms correct, but it was the mapping between these but it was the mapping between these underlying forms and the pronunciation that underlying forms and the pronunciation that was developing.was developing.

Perception, underlying Perception, underlying formsforms

Amahl seems to recognize Amahl seems to recognize that his outputs differ that his outputs differ from the target.from the target.

Amahl seems to be able to Amahl seems to be able to map the child output to map the child output to the adult input if it is still the adult input if it is still in his system and doesn’t in his system and doesn’t conflict with an adult conflict with an adult word.word. A identified A identified startstart when when

hearing himself say hearing himself say sa:tsa:t (‘start the tape recorder’) on (‘start the tape recorder’) on tape.tape.

Later, when A could say Later, when A could say startstart, the same tape , the same tape recording baffled him.recording baffled him.

……NS: No, ‘jump’NS: No, ‘jump’A: dup.A: dup.NS: No, ‘jummmmmp’NS: No, ‘jummmmmp’A: Only Daddy can say A: Only Daddy can say ‘jump’ ([dup]).‘jump’ ([dup]).

NS: What’s a seht?NS: What’s a seht?(A points to shirt)(A points to shirt)

NS: What’s a soo?NS: What’s a soo?(A points to shoe)(A points to shoe)

NS: What’s a sip?NS: What’s a sip?A: When you drink.A: When you drink.NS: What else?NS: What else?A: zip?A: zip?NS: No, it goes in the NS: No, it goes in the water.water.A: A boat.A: A boat.NS: Say it.NS: Say it.A: No. I can only say sip.A: No. I can only say sip.

Across the boardAcross the board Across-the-board changes.Across-the-board changes. For a while, A might say For a while, A might say wi:twi:t ‘feet’, ‘feet’, winge winge

‘finger’, ‘finger’, wæ:wæ: ‘fire’. ‘fire’. Then, all of a sudden, they all get fixed (Then, all of a sudden, they all get fixed (fi:tfi:t, ,

fingefinge, , fæfæ), at once—while adult ), at once—while adult ww-initial -initial words still come out as words still come out as ww-initial.-initial.

BedBed and and breadbread both pronounced as both pronounced as bed bed for a for a time, but once time, but once brbr-type clusters appeared, -type clusters appeared, breadbread was pronounced correctly, and was pronounced correctly, and bedbed was never pronounced like was never pronounced like breadbread..

So, he could tell So, he could tell ww from from ff, and , and bb from from brbr, , and stored it that way, he just couldn’t and stored it that way, he just couldn’t produce the distinction.produce the distinction.

Keiking the cakeKeiking the cake One case Smith points to is A’s use of One case Smith points to is A’s use of taketake, ,

which seemed to persist as which seemed to persist as keikkeik even after even after the rule that would have caused /the rule that would have caused /taketake/ to / to come out as come out as keikkeik ceased to function for other ceased to function for other words.words.

NS observed that this also held for NS observed that this also held for takingtaking ((keikinkeikin) and ) and takentaken ( (keiken)keiken), and concluded , and concluded that here A had actually “relexicalized” the that here A had actually “relexicalized” the word, here he actually had the underlying word, here he actually had the underlying representation wrong (in part, telling us representation wrong (in part, telling us something about how many A had gotten something about how many A had gotten right).right).

Puzzles, recidivismPuzzles, recidivism One celebrated case in A’s data was a point where One celebrated case in A’s data was a point where

he would say he would say pudElpudEl ‘puzzle’, but ‘puzzle’, but pugEl pugEl ‘puddle’.‘puddle’. So it’s not about So it’s not about puddle puddle being hard to say, it’s being hard to say, it’s

about a about a system system of mapping underlying forms to of mapping underlying forms to output forms.output forms.

Also, some progressions (Also, some progressions (recidivismrecidivism) were ) were observed where a contrast is made, then lost.observed where a contrast is made, then lost. dait dait ‘light’, ‘side’‘light’, ‘side’ (/s/, /l/ -> [d])(/s/, /l/ -> [d]) dait dait ‘side’, ‘side’, lait lait ‘light’‘light’ (/s/->[d], /l/ appears)(/s/->[d], /l/ appears) lait lait ‘light’, ‘side’‘light’, ‘side’ (/s/->[l])(/s/->[l])

Overall conclusion: Kids lexicalize adult forms, Overall conclusion: Kids lexicalize adult forms, and have a systematic phonology converting and have a systematic phonology converting them to the child pronunciations.them to the child pronunciations.

Smith’s taskSmith’s task

What Smith set out to do is write a set What Smith set out to do is write a set of rules (which A seemed to be of rules (which A seemed to be following) that could predict what A following) that could predict what A would say (systematically) based on the would say (systematically) based on the adult form.adult form.

Then, Smith analyzed what happened Then, Smith analyzed what happened to each rule over the course of to each rule over the course of development (increasing in priority, development (increasing in priority, becoming optional, disappearing, or becoming optional, disappearing, or appearing).appearing).

A sampling of Smith’s A sampling of Smith’s rulesrules

R1: A nasal consonant is deleted before any R1: A nasal consonant is deleted before any voiceless consonant:voiceless consonant: stampstamp: deb (<dep): deb (<dep) bumpbump: bUb: bUb drinkdrink: gig (<gik): gig (<gik) tenttent: ded: ded uncleuncle: Ugu : Ugu emptyempty: ebi:: ebi:

R2: A voiced consonant is deleted after a nasal R2: A voiced consonant is deleted after a nasal consonant:consonant: windowwindow: winu:: winu: handhand: en: en mendmend: men: men bandband: ben: ben roundround: daun: daun fingerfinger: winge: winge

R6: R6: ll is deleted finally and before a consonant is deleted finally and before a consonant ballball: bO:: bO: milkmilk: mik: mik

R7: R7: ss is deleted before a consonant is deleted before a consonant skinskin: gin: gin spoonspoon: bu:n: bu:n

R25: All consonants are voicedR25: All consonants are voiced

For example…For example…

Starting with the (RP) English Starting with the (RP) English pronunciation and executing some pronunciation and executing some rules:rules:

Starting with Starting with stampstamp:: Delete nasal Delete nasal mm before voiceless before voiceless pp (R1) (R1)

stapstap Delete Delete ss before before tt (R7) (R7)

taptap All consonants are voiced (R25)All consonants are voiced (R25)

dabdab (close enough: (close enough: debdeb))

Macken (1980)Macken (1980)

Argues that there are after all some Argues that there are after all some perceptual problems for kids perceptual problems for kids (“upstream from the lexical entry”), (“upstream from the lexical entry”), resulting in a non-adult underlying resulting in a non-adult underlying form, not just production problems form, not just production problems (“downstream from the lexical (“downstream from the lexical entry”).entry”).

Focuses specifically on the Focuses specifically on the puzzle~puddle~pickle evidence.puzzle~puddle~pickle evidence.

Puzzle~puddle~picklePuzzle~puddle~pickle

Smith’s rules:Smith’s rules: R3: n becomes ng, t/d become g before a R3: n becomes ng, t/d become g before a

syllabic l.syllabic l. Handle -> enguHandle -> engu beetle -> bi:gubeetle -> bi:gu

bottle -> bOgubottle -> bOgu pedal -> begupedal -> begu R24: f, v, s, z, sh, zh, tch, dzh -> t/dR24: f, v, s, z, sh, zh, tch, dzh -> t/d

Brush, bus -> butBrush, bus -> but John -> dOnJohn -> dOnother -> uhdehother -> uhdeh

So puddle->puggle by R3;So puddle->puggle by R3;puzzle->puddle by R24puzzle->puddle by R24

ExceptionsExceptions Macken located puddle words (R3 should Macken located puddle words (R3 should

change them to puggle). About 20% of change them to puggle). About 20% of them didn’t change.them didn’t change.

She located puzzle words (R24 should She located puzzle words (R24 should change them to puddle). They all changed.change them to puddle). They all changed.

She also located “pickle” words.She also located “pickle” words. If puddle->puggle (R3) and then R3 goes away, If puddle->puggle (R3) and then R3 goes away,

puddle should revert to puddle— but if in the puddle should revert to puddle— but if in the process pickle words go too (pickle->puttle) then process pickle words go too (pickle->puttle) then puddle words and pickle words were probably puddle words and pickle words were probably stored the same way (as puggle/pickle).stored the same way (as puggle/pickle).

Almost 40% of the sample (3 words out of 8) Almost 40% of the sample (3 words out of 8) picked up an errant t: cirtles, pittle, wintle picked up an errant t: cirtles, pittle, wintle ‘winkle’.‘winkle’.

Upstream, downstreamUpstream, downstream

Macken concluded that Smith’s data Macken concluded that Smith’s data suggest that A actually stored some suggest that A actually stored some (80%) of the puddle words as puggle (80%) of the puddle words as puggle underlyingly, as a result of mishearing underlyingly, as a result of mishearing them (systematically, an upstream them (systematically, an upstream perceptual rule).perceptual rule).

R24 (puzzle->puddle) does seem to be R24 (puzzle->puddle) does seem to be as Smith described, a downstream rule as Smith described, a downstream rule which, when it changes affects which, when it changes affects everything it could apply to.everything it could apply to.

ChildPhon organizationChildPhon organization

ChildPhon is organized ChildPhon is organized essentially like a bunch of essentially like a bunch of index cards.index cards.

Each card has a single word Each card has a single word on it, the adult form, the on it, the adult form, the child form, and some notes child form, and some notes about the transcript it comes about the transcript it comes from.from.

Clicking on the “rolodex” Clicking on the “rolodex” moves you from card to card.moves you from card to card.

ChildPhon “cards”ChildPhon “cards”

This is what each “card” looks like.This is what each “card” looks like. For the Smith data, “counter” has For the Smith data, “counter” has

the stage number (either 1 or 29).the stage number (either 1 or 29).

ChildPhon sectionsChildPhon sections You can view information on each card You can view information on each card

from several angles, each providing from several angles, each providing information on certain aspects of child information on certain aspects of child utterance.utterance.

Most give you only information about the Most give you only information about the particular card you are looking at, but particular card you are looking at, but some (indicated) also give you summary some (indicated) also give you summary information about the set of cards you information about the set of cards you have currently selected.have currently selected.

Vowels and Vowels and consonantsconsonants

The The Vowels Vowels and and Consonants Consonants views show you views show you summary information about the vowels and summary information about the vowels and consonants in the word on this card, with the adult consonants in the word on this card, with the adult form on the left and the child form on the right.form on the left and the child form on the right.

So, the adult has a nasal (at the end), the child does So, the adult has a nasal (at the end), the child does not have any nasals.not have any nasals.

The totals are for the whole word.The totals are for the whole word. Note that these are filled in for you, based on the Note that these are filled in for you, based on the

IPA.IPA.

SyllablesSyllables

The first syllable is vowel-initial for the The first syllable is vowel-initial for the adult and for the child (the child hit the adult and for the child (the child hit the target with respect to syllable type).target with respect to syllable type).

This is recorded on the right.This is recorded on the right.

The The SyllablesSyllables section section computes the computes the syllables in syllables in the adult and the adult and the child the child form, then form, then gives you a gives you a few types of few types of syllable syllable properties properties you might you might wish to look wish to look at in child at in child speech.speech.

SyllablesSyllables

Long vowels Long vowels are double-length (written are double-length (written with a colon in the transcription).with a colon in the transcription).

ObstruentObstruent, , LiquidLiquid//ResonantResonant, , NasalNasal, , StridentStrident..

The second The second syllable is a syllable is a closed closed syllablesyllable for for the adult the adult (does not end (does not end in a vowel), in a vowel), but is an but is an open syllable open syllable for the child.for the child.

Hiatus Hiatus means means two vowels two vowels next to each next to each other.other.

CodasCodas

Also information differentiating word-final and word-Also information differentiating word-final and word-medial (for multi-syllable words) codas, since they often medial (for multi-syllable words) codas, since they often act different from one another.act different from one another.

This word seems not to count as having any codas, except This word seems not to count as having any codas, except in the word-final row. (I don’t really understand why the in the word-final row. (I don’t really understand why the second syllable adult didn’t count as having a nasal coda).second syllable adult didn’t count as having a nasal coda).

The The codascodas view shows view shows information information specifically specifically about the about the coda coda consonantsconsonants..

Syllable summarySyllable summary The syllable The syllable

summary view is summary view is one of the more one of the more interesting ones, interesting ones, because it shows because it shows the overall the overall targets across targets across the whole the whole selected card set selected card set (here, stage 1).(here, stage 1).

So, adults had only 18 vowel-initial syllables, 15 of So, adults had only 18 vowel-initial syllables, 15 of which A produced correctly as being vowel-initial, but which A produced correctly as being vowel-initial, but there are also 17 more syllables that there are also 17 more syllables that weren’tweren’t vowel- vowel-initial but which A produced as being vowel-initial.initial but which A produced as being vowel-initial.

SearchingSearching

To find records of a certain kind, click To find records of a certain kind, click FindFind.. This brings up a blank record, and allows you to enter the This brings up a blank record, and allows you to enter the

search criteria. Then click the find button on the left (or search criteria. Then click the find button on the left (or hit Enter) to actually select the set of cards that match.hit Enter) to actually select the set of cards that match.

For example, For example, countercounter of 29 returns stage 29. of 29 returns stage 29. We can then look at syllable summary to see summaries We can then look at syllable summary to see summaries

for the selected cards (stage 29).for the selected cards (stage 29).

SearchingSearching

If you want to go back to all of the cards, click If you want to go back to all of the cards, click Show AllShow All.. NextNext and and PreviousPrevious just move between cards. just move between cards. Last FindLast Find will recall the settings of the most recent will recall the settings of the most recent FindFind

you did (so you can add further criteria to narrow the you did (so you can add further criteria to narrow the search).search).

Now, on to some actual tasks.Now, on to some actual tasks.