New phonotactic constraints learned implicitly by producing syllable strings generalize to the production of new syllables

Jill A. Warker, Gary S Dell

Research output: Contribution to journalArticle

Abstract

Novel phonotactic constraints can be acquired by hearing or speaking syllables that follow a novel constraint. When learned from hearing syllables, these newly learned constraints generalize to syllables that were not experienced during training. However, generalization of phonotactic learning to novel syllables has never been persuasively demonstrated in production. The typical production experiment examines phonotactic learning through speech errors. After participants repeat syllable sequences embedded with a novel phonotactic constraint, such as/f/appearing only in onset position, their speech errors come to adhere to the novel constraint. For example, when participants mistakenly move an/f/to another syllable, it overwhelmingly moves to an onset rather than a coda position. We assessed whether constraints learned and measured in this manner generalize to unexperienced syllables and, at the same time, whether the slips tend to create previously experienced syllables (a syllable priming effect). We found evidence of generalization but not of syllable priming in participants' speech errors. The effect of phonotactic learning was as powerfully expressed during the production of unexperienced as experienced syllables. A connectionist model simulated the experimental results using a single learning mechanism and successfully reproduced the constraint learning, generalization, and lack of priming.

Original languageEnglish (US)
Pages (from-to)1902-1910
Number of pages9
JournalJournal of Experimental Psychology: Learning Memory and Cognition
Volume41
Issue number6
DOIs
StatePublished - Jan 1 2015

Fingerprint

Learning
Hearing
learning
Neural Networks (Computer)
Strings
Phonotactics
speaking
lack
experiment
evidence
Speech Errors
Priming

Keywords

  • Generalization
  • Language production
  • Phonotactic learning
  • Speech errors

ASJC Scopus subject areas

  • Language and Linguistics
  • Experimental and Cognitive Psychology
  • Linguistics and Language

Cite this

@article{646741a7db3f4cd2aa97e132906aa303,
title = "New phonotactic constraints learned implicitly by producing syllable strings generalize to the production of new syllables",
abstract = "Novel phonotactic constraints can be acquired by hearing or speaking syllables that follow a novel constraint. When learned from hearing syllables, these newly learned constraints generalize to syllables that were not experienced during training. However, generalization of phonotactic learning to novel syllables has never been persuasively demonstrated in production. The typical production experiment examines phonotactic learning through speech errors. After participants repeat syllable sequences embedded with a novel phonotactic constraint, such as/f/appearing only in onset position, their speech errors come to adhere to the novel constraint. For example, when participants mistakenly move an/f/to another syllable, it overwhelmingly moves to an onset rather than a coda position. We assessed whether constraints learned and measured in this manner generalize to unexperienced syllables and, at the same time, whether the slips tend to create previously experienced syllables (a syllable priming effect). We found evidence of generalization but not of syllable priming in participants' speech errors. The effect of phonotactic learning was as powerfully expressed during the production of unexperienced as experienced syllables. A connectionist model simulated the experimental results using a single learning mechanism and successfully reproduced the constraint learning, generalization, and lack of priming.",
keywords = "Generalization, Language production, Phonotactic learning, Speech errors",
author = "Warker, {Jill A.} and Dell, {Gary S}",
year = "2015",
month = "1",
day = "1",
doi = "10.1037/xlm0000143",
language = "English (US)",
volume = "41",
pages = "1902--1910",
journal = "Journal of Experimental Psychology: Learning Memory and Cognition",
issn = "0278-7393",
publisher = "American Psychological Association Inc.",
number = "6",

}

TY - JOUR

T1 - New phonotactic constraints learned implicitly by producing syllable strings generalize to the production of new syllables

AU - Warker, Jill A.

AU - Dell, Gary S

PY - 2015/1/1

Y1 - 2015/1/1

N2 - Novel phonotactic constraints can be acquired by hearing or speaking syllables that follow a novel constraint. When learned from hearing syllables, these newly learned constraints generalize to syllables that were not experienced during training. However, generalization of phonotactic learning to novel syllables has never been persuasively demonstrated in production. The typical production experiment examines phonotactic learning through speech errors. After participants repeat syllable sequences embedded with a novel phonotactic constraint, such as/f/appearing only in onset position, their speech errors come to adhere to the novel constraint. For example, when participants mistakenly move an/f/to another syllable, it overwhelmingly moves to an onset rather than a coda position. We assessed whether constraints learned and measured in this manner generalize to unexperienced syllables and, at the same time, whether the slips tend to create previously experienced syllables (a syllable priming effect). We found evidence of generalization but not of syllable priming in participants' speech errors. The effect of phonotactic learning was as powerfully expressed during the production of unexperienced as experienced syllables. A connectionist model simulated the experimental results using a single learning mechanism and successfully reproduced the constraint learning, generalization, and lack of priming.

AB - Novel phonotactic constraints can be acquired by hearing or speaking syllables that follow a novel constraint. When learned from hearing syllables, these newly learned constraints generalize to syllables that were not experienced during training. However, generalization of phonotactic learning to novel syllables has never been persuasively demonstrated in production. The typical production experiment examines phonotactic learning through speech errors. After participants repeat syllable sequences embedded with a novel phonotactic constraint, such as/f/appearing only in onset position, their speech errors come to adhere to the novel constraint. For example, when participants mistakenly move an/f/to another syllable, it overwhelmingly moves to an onset rather than a coda position. We assessed whether constraints learned and measured in this manner generalize to unexperienced syllables and, at the same time, whether the slips tend to create previously experienced syllables (a syllable priming effect). We found evidence of generalization but not of syllable priming in participants' speech errors. The effect of phonotactic learning was as powerfully expressed during the production of unexperienced as experienced syllables. A connectionist model simulated the experimental results using a single learning mechanism and successfully reproduced the constraint learning, generalization, and lack of priming.

KW - Generalization

KW - Language production

KW - Phonotactic learning

KW - Speech errors

UR - http://www.scopus.com/inward/record.url?scp=84930367119&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84930367119&partnerID=8YFLogxK

U2 - 10.1037/xlm0000143

DO - 10.1037/xlm0000143

M3 - Article

C2 - 26030628

AN - SCOPUS:84930367119

VL - 41

SP - 1902

EP - 1910

JO - Journal of Experimental Psychology: Learning Memory and Cognition

JF - Journal of Experimental Psychology: Learning Memory and Cognition

SN - 0278-7393

IS - 6

ER -