Using language-wide phonotactics to learn affix-specific ...

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Using language-wide phonotactics to learn affix-specific phonology Brian W. Smith UC Santa Cruz [email protected] 1

Transcript of Using language-wide phonotactics to learn affix-specific ...

Page 1: Using language-wide phonotactics to learn affix-specific ...

Using language-wide phonotactics to learn affix-specific phonology

Brian W. Smith UC Santa Cruz

[email protected]

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Today

• A case of phonologically-conditioned suffixation, in which…

• learners have very little data

• the distribution of affixes can be learned through a combination of…(1) extending language-wide phonotactics(2) learning small affixal differences

• No sublexicons are necessary for this data

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Case study

• Two suffixes, each with two allomorphs

-licious -alicious[lɪʃəs] [əlɪʃəs]

-thon -athon [θɑn] [əθɑn]

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Phonological conditioning

• Both suffixes conditioned by phonology

• Schwaful variant is more likely after stressed syllables, consonants

• Schwaless variant is more likely after unstressed syllables, vowels

• Shown in the following slides using data from GlOWbE (Davies et al. 2013)

• GloWbe: data from 2012-2013, 60% blogs

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Effect of segment: -(a)licious

• -alicious ∕ C_

appolicious good-a-liciouscraftilicious bookalicious

• -licious ∕ V_

roylicious bow-liciousskalicious rawlicious

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Effect of stress: -(a)licious

• -alicious ∕ σ́_

spookalicious swoon-a-liciousnomalicious meadilicious

• -licious ∕ σ̆_

dietlicious summerliciousTwilightlicious Jerseylicious

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V vs. C

Rate of schwa in -(a)licious

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Rate of schwa in -(a)licious

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Rate of schwa in -(a)thon

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V vs. C

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Rate of schwa in -(a)thon

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Idiosyncratic differences

• Despite the fact that phonological conditioning is similar across the suffixes, the suffixes differ in their overall rate of schwa

• This difference holds across all phonological contexts

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-(a)licious and -(a)thon

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hero hero cactus cactus police police

-alicious -licious -athon -thon

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Summary

• -(a)licious and -(a)thon are conditioned by phonological context in the same ways-athon C _ -thon V _ -alicious σ́ _ -licious σ̆ _

• But! -athon is used more often than -alicious across all phonological contexts

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} }

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Whence phonological conditioning?

• Affixes prefer some roots over others

• Two explanations:

• Language-wide grammar

• Subcategorization

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Language-wide grammar

• Phonological conditioning comes from the phonological grammar (e.g., Mester 1994, Kager 1996, Mascaró 1996)

• In OT, markedness constraints: one set of constraints for allomorphy, alternations, and phonotactics

• E.g., choice of suffix avoids hiatus and stress clash, driven by *HIATUS and *CLASH

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Subcategorization

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• Lexical listing / subcategorization frames (e.g. Paster 2006, Embick 2010)

• -alicious ↔ C __ -licious ↔ V __

• Sublexicons: every suffix can have its own GateKeeper grammar (Becker, earlier)

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Three arguments for language-wide grammar approach

• 1. Cross-suffix similarityMany suffixes are subject to the same

phonological conditions

• 2. Poverty of the stimulusBoth suffixes are very rare, with uneven distributions in a corpus

• 3. The same constraints that condition the suffixes also play a role in alternations and the distribution of words in the lexicon

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A solution

• Problem: the phonological conditioning of the suffixes persists despite a lack of learning data

• Using the pre-existing phonotactic grammar to choose between suffixal forms solves this problem — learners don’t need many -(a)licious words data to learn -(a)licious!

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Cross-suffix similarity

Experiment:-(a)licious and -(a)thon

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Experiment

• Goals

• Test for effects of segment and stress beyond words in corpus

• Estimate probabilities of -(a)licious and -(a)thon across contexts

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Experiment

• Web-based forced choice presented through Ibex Farm

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Item design

• Four stress and segmental contexts

• 10 roots of each type (plus 40 fillers)

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EXAMPLE FINAL SEGMENT STRESS

cactus C 10police C 01hero V 10

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Item design

• Four stress and segmental contexts

• 10 roots of each type (plus 40 fillers)

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Effect of final stressEXAMPLE FINAL SEGMENT STRESS

cactus C 10police C 01hero V 10

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• Four stress and segmental contexts

• 10 roots of each type (plus 40 fillers)

EXAMPLE FINAL SEGMENT STRESS

cactus C 10police C 01hero V 10

Item design

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Effect of segment

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Experiment

• 109 participants after exclusions

• All self-identified as native speakers of English

• Only included data for American participants

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V vs. C σ̆ vs. σ́

Summary for -(a)licious

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Summary for -(a)thon

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V vs. C σ̆ vs. σ́Pr

opor

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schw

a

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0.010.210.71 0.99

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-(a)licious and -(a)thon

• Comparing -(a)licious and -(a)thon we find roughly the same phonological conditioning

• We also see that schwa is used more often in -(a)thon

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-(a)licious and -(a)thon

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-(a)licious and -(a)thon

• The greater preference for schwa in -(a)thon holds across items and participants

• Including fillers, which have other stress patterns, e.g. 102, 201, 010

• True for 78/80 words in the experiment

• True for 87% of participants (95/109)

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By item

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0.00 0.25 0.50 0.75 1.00Proportion -alicious

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-(a)licious -(a)thon

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Figure 9: Comparison of experimental and corpus results for -(a)liciousand -(a)thon

For both suffixes, schwa is more likely in the experiment than the corpus, but otherwise, theresults are similar.

5 Experiment part 2: the Rhythm RuleIn this section, I present the rest of the experimental results, focusing on the interaction between-(a)licious, -(a)thon, and the Rhythm Rule, a phonological alternation that resolves stress clash.Both suffix selection and the Rhythm Rule conspire to avoid stress clash, providing an additionalargument for the clash-driven nature of -(a)licious allomorphy.

These results also support a model in which UR selection and the phonological grammaroccur in parallel. They provide an example of the chicken-egg effect (McCarthy 2002), a casewhere two processes must both apply first, creating an ordering paradox.

(33) The chicken-egg effect, a consequence of parallelism (McCarthy 2002)The application of process A depends on knowing the output of process B, and theapplication of process B depends on knowing the output of process A.

The Rhythm Rule must paradoxically apply both before and after the form of the suffix ischosen.

(34) Chicken-egg effect in -(a)licious and the Rhythm Rule

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Conspiracies

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• Experiment shows that speakers use roughly the same phonological criteria for both -(a)thon and -(a)licious

• Many suffixes in English seem subject to the same constraints

• -(a)holic, -(e)teria, -(o)rama, etc.

• And well-established derivational suffixes

• -(e)ry, -ese, -al, -eer, -ee, -ette, -ize, -ify(Raffelsiefen 2005 and earlier work)

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Subcat?

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• Under subcategorization, similarity across suffixes and alternations is a coincidence -alicious ↔ C __ -licious ↔ V __ -athon ↔ C __ -thon ↔ V __ -ery ↔ C __ -ry ↔ V _

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Poverty of the stimulus

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Poverty of the stimulus

• Speakers agree on the phonological conditioning of the suffixes

• But if the corpus data is representative: data is scarce

• -(a)licious and -(a)thon are not very common to begin with

• Especially uncommon with roots of certain shapes

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Uncommon…

• In GlOWbE, licious- and thon-words are uncommon. Out of 500 million words for American and Canadian English (combined):

• 933 tokens for -(a)licious

• 1866 tokens for -(a)thon

• Assume a speaker hears 30,000 words/day…

• 30 licious/year, 60 thon/year

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Variety in root shape…

• For both suffixes, more than half of the types are hapaxes (182/310 for -(a)licious)

• The top 10 most-frequent words account for >50% of the tokens

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And most of the frequent -(a)thon words have schwa

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only one with -thon

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For -(a)licious, the most frequent words don’t have schwa

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BOOTY-licious

CANDY-licious

DIVA-liciousJERSEY-licious

JEW-licious SAM-licious

SLIM-a-licious

SUMMER-liciousTACO-licious

YUMMY-licious

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CANDY-licious JEW-licious TACO-licious SAM-licious DIVA-licious JERSEY-liciousSUMMER-liciousYUMMY-licious SLIM-a-licious BOOTY-liciousreorder(Var1, Freq)

Freq

only one with -alicious

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Poverty of the stimulus

• If a speaker gets 30–60 of these tokens per year and doesn’t get a variety of phonological contexts, learning the “correct” subcategorization frames will be difficult at best

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The same constraints are active in suffixation, alternations,

phonotactics

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MaxEnt model

• A model of -(a)licious and -(a)thon with handpicked constraints

• Fit on experimental probabilities

• Note: probably not how learners acquire the distribution in the real world

• Using MaxEnt Grammar Tool (Wilson & George 2009)

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Markedness constraints

• *CLASH: Assign a violation for every σ́σ́ sequence

• *LAPSE:Assign a violation for every σ̆σ̆ sequence

• *HIATUS: Assign a violation for every V.V sequence

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Constraints to capture preference for schwa

• Analyze schwa alternation as listed allomorphs

• Constraints encode which listed allomorph is default (UR constraints, Pater at al. 2012)

• UR = /əlɪʃəs/ (-alicious)

• UR = /lɪʃəs/ (-licious)

• UR = /əθɑn/ (-athon)

• UR = /θɑn/ (-thon)

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Learned weights

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Constraint Weight Constraint Weight

*CLASH 2.61 -athon 1.97

*HIATUS 2.31 -alicious 0.37

*LAPSE 0.43 -licious 0.18

-thon 0.13

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*Clash > *Hiatus > *Lapse

• Order of *CLASH, *HIATUS, and *LAPSE is mirrored in English lexicon

• On the next slide: counts from CMU dictionary, number of 3+ syllable words that violate the constraint

• Important: constraint weights were determined using only the experimental probabilities for -(a)licious and -(a)thon

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CMU violators

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Constraint Weight Number of violators

*CLASH 2.61 1,597 8%

*HIATUS 2.31 2, 792 13%

*LAPSE 0.43 8, 702 41%

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Defaults

• For both -athon and -alicious, the default is the schwaful form

• The preference for -athon over -thon is greater than the preference for -alicious over -licious

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Constraint Weight

-athon 1.97

-alicious 0.37

-licious 0.18

-thon 0.13

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Defaults

• Phonotactics alone can’t explain the distribution of -(a)licious or -(a)thon

• No phonotactic motivation for baseline difference in schwa rates

• Speakers then must learn from observation

• -athon is more common than -thon

• -licious is more common than -alicious

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*CLASH in English

• A small sample

• Rhythm Rule (Liberman and Prince 1977)thìrtéen → thìrteen mén

• optional that (Lee and Gibbons 2007)I know (that) Lucy went vs. I know (that) Louise went

• genitive alternation (Shih et al. 2015)the car’s wheel vs. wheel of the car

• historical change (Schlüter 2005)

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*HIATUS in English

• English avoids hiatus, especially when the left vowel is lax

• Observable in phonotactics, repairs, and allomorphy

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*HIATUS in English

• Radio Rule: no hiatus where V1 is lax √ radio, boa *ɹedɪ.o, bɔ.ə (Chomsky & Halle 1968)

• Glottal stop epenthesismora-[ʔ]ist (Plag 1999), sea [ʔ] otter (Davidson & Erker 2014)

• Intrusive R and intrusive Ldraw[r]ing [dɹɑɹɨŋ] (McCarthy 1993); draw[l]ing [dɹɔlɨŋ] (Gick 2002)

• a/an allomorphy and function word reduction an apple, a pear; [ði] apple, [ðə] pear (overview in Smith 2015)

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*HIATUS in -(a)licious

• As in the rest of English, hiatus is especially bad when the left vowel is lax

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*HIATUS in -(a)thon

• As in the rest of English, hiatus is especially bad when the left vowel is lax

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Learning with sparse data

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How to learn -(a)licious and -(a)thon

• The proposal:1. Take the pre-existing phonotactic grammar2. For each suffix, learn the rate of allomorphs from available data

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BLICK grammar

• Weights of phonological constraints come from BLICK (Hayes 2012)

• a MaxEnt phonotactic grammar of English based on CMU pronouncing dictionary (Weide 1994)

• constraints are a mix of hand-picked and machine-generated

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Learning the rate of schwa

• For each suffix, set the weight of morpheme-specific constraints to match the overall probability of schwa

• Here, fitted on token frequency not type

• Token frequency provides significantly better fit than type frequency for -(a)licious (difference is largely due to booty-licious)

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Model’s performance on -(a)thon

• Model captures the relative likelihood of schwa across contexts

• Overpredicts schwa in CACTUS and HERO roots

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%schwa Target Model

POLICE-thon 99 99

CACTUS-thon 79 94

HERO-thon 48 87

SODA-thon 10 1

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Model’s performance on -(a)thon

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Grammar containsa constraint against

obstruent-θ sequence

%schwa Target Model

POLICE-thon 99 99

CACTUS-thon 79 94

HERO-thon 48 87

SODA-thon 10 1

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Model’s performance on -(a)thon

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%schwa Target Model

POLICE-thon 99 99

CACTUS-thon 79 94

HERO-thon 48 87

SODA-thon 10 1

Grammar doesn’tcontain a general constraint against

hiatus

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Model’s performance on -(a)licious

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%schwa Target Model

POLICE-licious 93 94

CACTUS-licious 45 46

HERO-licious 9 46

SODA-licious 4 0

• Model doesn’t capture a difference between HERO and CACTUS

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Model’s performance on -(a)licious

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%schwa Target Model

POLICE-licious 93 94

CACTUS-licious 45 46

HERO-licious 9 46

SODA-licious 4 0

Grammar doesn’tcontain a general constraint against

hiatus

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Improving the BLICK grammar

• Assume HERO+ə violates the stress-sensitive constraint against hiatus in the grammar (*V́V)

• Assume constraint against obstruent followed by θ doesn’t operate across morpheme boundaries

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With improved BLICK grammar

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Target Model

POLICE-thon 99 99

CACTUS-thon 79 87

HERO-thon 48 51

SODA-thon 10 1

Target Model

POLICE-licious 93 94

CACTUS-licious 45 46

HERO-licious 9 12

SODA-licious 4 0

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Conclusion

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Take-away

• Sometimes, affix-specific phonology doesn’t require learning much affix-specific information

• In the account here, the only affix-specific information is the rate of schwa

• Using the phonotactic grammar solves sparse data problems, and also accounts for similarities between suffixes and phonotactics

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Predictions

• Under the strongest form of the language-wide grammar hypothesis, we should find a single grammar for all licious-like suffixes

• Same constraints for every one

• Same relationship between constraints

• Only differences are in default forms

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Predictions

• Any constraint that’s active in English should have an effect on -(a)licious

• Liquid OCP (which has effects in derivational morphology)

• Syllable contact

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A problem

• Phonotactics aren’t going to work for every case of affixation, e.g. English comparative -er

• How does the learner decide which approach to employ?

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Thank you

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