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Learning Exceptions in Phonological Alternations.

Sara Finley1

  • 1Department of Psychology, Pacific Lutheran University, USA.

Language and Speech
|December 14, 2020
PubMed
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This study investigated how people learn vowel harmony patterns with exceptions. Participants showed a bias towards learning regular patterns, even when exceptions were present, suggesting a preference for morphophonological rules.

Keywords:
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Area of Science:

  • Psycholinguistics
  • Phonology
  • Cognitive Science

Background:

  • Learning phonological alternations with exceptions presents a challenge in language acquisition.
  • Vowel harmony is a common phonological process where vowels within a word must share certain features.

Purpose of the Study:

  • To investigate the learning of vowel harmony patterns containing exceptions.
  • To determine if learners exhibit a bias towards regular or exceptional patterns.

Main Methods:

  • Participants were exposed to a back/round vowel harmony pattern with a regular alternating suffix and a non-alternating suffix.
  • Experiments varied the exposure contexts, including harmonic and disharmonic cases, and the presence of morphological alternations.

Main Results:

  • Participants learned both suffixes but showed higher accuracy for the non-alternating suffix when it matched the stem's vowel harmony.
  • Exposure only to harmonic contexts for the non-alternating suffix reinforced a bias towards harmony.
  • Learning the alternating affix was less successful without explicit exposure to stem and stem+suffix alternations.

Conclusions:

  • Learners demonstrate a bias towards morphophonological alternations in vowel harmony learning.
  • The presence of exceptions does not prevent learning, but influences the learning process and pattern generalization.