The role of phonemic and subphonemic cues in morphological learning
-
Dinah Baer-Henney
und
Dominic Schmitz
Abstract
Building upon recent discoveries highlighting the direct interplay between phonetics and morphology in production, perception, and comprehension, our study adds another dimension to this area of research: language learning. We use as template the case of English word-final /s/, where segment duration has been shown to serve as a critical cue for morphological category differentiation (non-morphemic, suffix, or clitic). In a study with German adults, employing an artificial language learning paradigm, we compared the ability to learn the distinction between singular and plural forms, where in one group, singular and plural were distinguished by phonemic content (/p/ vs. /f/), and in two other groups, singular and plural were distinguished by durational differences varying in length (/f/). The experimental design consisted of a training phase, followed by a number decision task involving new items. We employed a mouse-tracking paradigm, which allowed us to not only assess the success rate, but also analyze the reaction times and trajectories of participants’ responses in detail. Our findings reveal that the artificial language relying on the phonemic cues is learned easily, while learners of the artificial language relying on the subphonemic cues lag behind but apparently show signs of initial learning. Our results contribute to the understanding of the intricate relationship between phonetics and morphology, shedding light on the role of subphonemic information in linguistic categorization.
Data availability statement
Data and scripts are available at: https://osf.io/25tvh/
Ethics and consent
The present study was conducted in compliance with ethical guidelines and received formal approval from the Ethics Commission of the Faculty of Arts and Humanities at Heinrich Heine University Düsseldorf, Germany.
Acknowledgements
We thank Jennifer Keller for her assistance with the design and recording of the stimuli. We thank Addison Blanchard-Rooney for collecting the data, and we thank him and Simon David Stein for providing feedback on the writing. Finally, we thank two anonymous reviewers for their valuable feedback.
Authors’ contributions
Dinah Baer-Henney: Conceptualization, Data curation, Investigation, Methodology, Project administration, Writing – original draft; Dominic Schmitz: Conceptualization, Data curation, Investigation, Methodology, Formal analysis, Visualization, Writing – review and editing.
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Appendix
Singular items for the training and test phases. To form plural items in the phonemic group, the final f was replaced with a p. To form plural items in the phonetic groups, the final f was lengthened according to the group specific grammar.
| Training items | Test items, attested | Test items, unattested | |||
|---|---|---|---|---|---|
| subgroup 1 | subgroup 2 | subgroup 1 | subgroup 2 | subgroup 1 | subgroup 2 |
| gotɪf | nobɛf | getɑf | nibɑf | nibɑf | getɑf |
| lumɑf | kadʊf | lemɪf | kedɔf | kedɔf | lemɪf |
| mogɛf | dakʊf | magʊf | dukɛf | dukɛf | magʊf |
| tegɑf | nadɪf | tagɪf | nodɛf | nodɛf | tagɪf |
| galɔf | banʊf | golɛf | bonɪf | bonɪf | golɛf |
| milɛf | kenɔf | mulɔf | kanɪf | kanɪf | mulɔf |
| tolɑf | bedɑf | tulɛf | bidʊf | bidʊf | tulɛf |
| megɪf | nekʊf | gimɑf | nokɑf | nokɑf | gimɑf |
| talɪf | denɪf | legʊf | danʊf | danʊf | legʊf |
| gumɪf | bikɑf | mitɔf | bukɔf | bukɔf | mitɔf |
| gilʊf | budɔf | tomʊf | dabɛf | dabɛf | tomʊf |
| gemɔf | dibɔf | litɛf | kebɪf | kebɪf | litɛf |
| ligʊf | nikɛf | ||||
| matɛf | kibʊf | ||||
| timʊf | konɑf | ||||
| lomɛf | dubɑf | ||||
| letɔf | bokɪf | ||||
| mutɑf | nubɪf | ||||
| tugɔf | kudɛf | ||||
| latʊf | donɛf | ||||
Instructions.
| training instruction (German) | Das nun folgende Experiment hat zwei Teile. Im ersten Teil musst du nichts machen, außer gucken und aufmerksam zuhören. Du wirst in eine fremde Welt mit Fabelwesen und einer neuen Sprache entführt. Schau dir die Bilder an und höre aufmerksam, wie man in der Welt dazu sagt. |
| training instruction (English translation) | The following experiment has two parts. In the first part, you don’t have to do anything except watch and listen carefully. You will be whisked away to a strange world with mythical creatures and a new language. Look at the pictures and listen carefully to what they are called in this world. |
| test instruction (German) | Im nächsten Teil wollen wir mal gucken, ob Du die Begriffe den richtigen Bildern schon zuordnen kannst. Du kannst gleich loslegen. Klicke mit der Maus so schnell wie möglich auf das Bild, auf das der Begriff passt. Zwischendurch musst du dann immer zuerst zurück auf die Startposition gehen und einmal darauf klicken, dann beginnt die nächste Runde. |
| test instruction (English translation) | In the next part, let’s see if you can match the words to the right pictures. You can get started right away. Click with the mouse as quickly as possible on the picture that matches the word. In between, you always have to go back to the starting position and click on it once, then the next round begins. |
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