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Related Experiment Videos

Speech errors reflect newly learned phonotactic constraints.

Jill A Warker1, Gary S Dell

  • 1Beckman InstituteUniversity of Illinois at Urbana-Champaign, Urbana, IL 61801, USA. warker@cyrus.psych.uiuc.edu

Journal of Experimental Psychology. Learning, Memory, and Cognition
|March 30, 2006
PubMed
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Speakers learn complex speech rules, but acquiring second-order phonotactic constraints takes time. Errors show learning occurs on the second day, unlike simpler rules learned faster.

Area of Science:

  • Psycholinguistics
  • Speech Production
  • Cognitive Science

Background:

  • Speech errors offer insights into speakers' implicit knowledge of phonotactic constraints.
  • Constraints can be language-wide (e.g., English syllable onsets) or experimentally induced.
  • Second-order constraints link consonant position to other syllable properties (e.g., vowel identity).

Purpose of the Study:

  • To investigate the acquisition of novel second-order phonotactic constraints.
  • To determine the time course of learning these complex constraints.
  • To model the learning process and identify factors influencing acquisition speed.

Main Methods:

  • Four experiments involved participants reciting syllable strings over four days.
  • Syllables were designed to incorporate novel second-order phonotactic constraints.

Related Experiment Videos

  • Speech errors were analyzed to track the emergence of constraint knowledge.

    • Main Results:

    • Participants' speech errors began reflecting the learned second-order constraints on the second day of training.
    • This learning trajectory contrasts with the rapid acquisition of first-order constraints observed in prior research.
    • A computational model was developed to simulate phoneme-position assignment.

    Conclusions:

    • Acquiring second-order phonotactic constraints is slower than acquiring first-order constraints.
    • The self-interfering nature of second-order constraints likely contributes to their slower learning.
    • Implicit learning of complex phonotactic rules involves distinct temporal dynamics.