Warker Jill A, Dell Gary S
Beckman InstituteUniversity of Illinois at Urbana-Champaign, Urbana, IL 61801, USA.
J Exp Psychol Learn Mem Cogn. 2006 Mar;32(2):387-98. doi: 10.1037/0278-7393.32.2.387.
Speech errors reveal the speaker's implicit knowledge of phonotactic constraints, both languagewide constraints (e.g., /K/ cannot be a syllable onset when one is speaking English) and experimentally induced constraints (e.g., /k/ cannot be an onset during the experiment). Four experiments investigated the acquisition of novel 2nd-order constraints, in which the allowable position of a consonant depends on some other property of the syllable (e.g., /k/ can only be an onset if the vowel is /I/). Participants recited strings of syllables that exhibited the novel constraints throughout a 4-day experiment. Their errors reflected the newly learned constraints but not until the 2nd day of training. This contrasts with previous research showing that errors become sensitive to 1st-order constraints almost immediately. A model that learns to assign phonemes to syllable positions is presented. It attributes the relative slowness of the acquisition of 2nd-order constraints to the self-interfering property of these constraints.
言语错误揭示了说话者对音位结构限制的隐性知识，包括全语言范围的限制（例如，说英语时/k/不能作为音节开头）和实验诱导的限制（例如，在实验过程中/k/不能作为开头）。四项实验研究了新型二阶限制的习得，其中辅音的允许位置取决于音节的其他一些属性（例如，只有当元音为/I/时，/k/才能作为开头）。在为期4天的实验中，参与者背诵了表现出新型限制的音节串。他们的错误反映了新学到的限制，但直到训练的第二天才出现这种情况。这与之前的研究形成对比，之前的研究表明错误几乎立即就对一阶限制变得敏感。本文提出了一个学习将音素分配到音节位置的模型。它将二阶限制习得相对较慢归因于这些限制的自我干扰特性。
