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Related Concept Videos

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Related Experiment Video

Updated: Jul 2, 2026

Foreign Accent and Forensic Speaker Identification in Voice Lineups: The Influence of Acoustic Features Based on Prosody
09:09

Foreign Accent and Forensic Speaker Identification in Voice Lineups: The Influence of Acoustic Features Based on Prosody

Published on: September 27, 2024

Limits on learning phonotactic constraints from recent production experience.

Jill A Warker1, Gary S Dell, Christine A Whalen

  • 1Department of Psychology, University of Illinois at Urbana-Champaign, Urbana, IL 61801, USA. warker@uiuc.edu

Journal of Experimental Psychology. Learning, Memory, and Cognition
|September 4, 2008
PubMed
Summary
This summary is machine-generated.

Adults can learn artificial phonotactic constraints through speech production, but only when constraints involve internal linguistic elements. Learning is implicit, with effects on speech errors emerging after several days.

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Area of Science:

  • Psycholinguistics
  • Speech Production
  • Phonological Acquisition

Background:

  • Adults can acquire new linguistic patterns implicitly.
  • Phonotactic constraints govern permissible sound sequences in syllables.
  • Understanding the limits of phonotactic learning is crucial for models of language acquisition.

Purpose of the Study:

  • To investigate the learnability of artificial phonotactic constraints in adult speech production.
  • To determine if implicit learning of phonotactics is influenced by the nature of the constraint (linguistic vs. extralinguistic).

Main Methods:

  • Participants produced syllables designed to elicit specific artificial phonotactic constraints.
  • Speech errors were analyzed as an implicit measure of constraint learning.
  • Two experiments tested different types of constraints: one linguistic and one extralinguistic.

Main Results:

  • Participants demonstrated implicit learning of a linguistic phonotactic constraint, evidenced by speech errors, but only after the second day of testing.
  • Participants failed to learn an artificial phonotactic constraint that depended on an extralinguistic factor (speech rate).

Conclusions:

  • Phonotactic-like constraints are more readily acquired when they involve mutually constraining elements within the phonological system.
  • Implicit phonotactic learning in adults is sensitive to the linguistic nature of the constraints.