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

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.