Intonation and information structure (part II)

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1 Lecture 4 Intonation and information structure (part II) CN MSc course Language Acquisition, 22 March 2011 Instructor: Aoju Chen 1

2 Topic and focus in sentence initial position 100% 80% 60% 40% 20% 0% H* H* H*L H*L focus topic 100% 80% 60% 40% 20% 0% H* H* H*L H*L no-accent no-accent H* H*L L*H OTHER no-accent focus topic 2

3 Learning phonetic marking Test case: sentence-initial topic and focus Do children distinguish them phonetically even though they use the same accent type? Do they differ from adults? 3

4 Wie kleurt het bed? Who paints the bed? A B De paashaas The Easter-bunny 1

5 Results from the perception test 100% Effect of knowledge of Dutch (4- to 5-year-olds) 75% 50% 54% 48% 50% 40% 25% 0% native intermediate beginning zero 5

6 Results from the perception test Effect of knowledge of Dutch (7- to 8-year-olds) 100% 75% 50% 64% 53% 63% 63% 25% 0% native intermediate beginning zero 6

7 Results from the perception test Effect of knowledge of Dutch (adults) 100% 75% 50% 78% 76% 62% 60% 25% 0% native intermediate beginning zero 7

8 Results from the perception test 100% Effect of speaker (4- to 5-year-olds) 75% 67% 67% 50% 25% 45% 36% 0% k6 k24 k26 k34 9

9 Results from the perception test Effect of speaker (7- to 8-year-olds) 100% 75% 82% 76% 68% 50% 50% 53% 25% 0% k1 k4 k15 k18 k23 10

10 Results from the perception test 100% 75% 50% 59% 87% Effect of speaker (adults) 53% 87% 56% 97% 79% 25% 0% v9 v12 v13 v14 v16 v23 v25 11

11 Method Pairs of sentence-initial nouns accented with H*L in both topic and focus Phonetic annotation Mixed-effect modeling in R Chen (2009) 12

12 Results: Pitch (adults) Adults p<.0001 ** focus topic Wie? Wat de poetsvrouw? F0 (Hz) p<.001 * (De) poetsvrouw cleaning-lady F0max F0min F0 excursion Larger pitch excursion in focus pitch-minimum lower in focus 13 Chen (2009)

13 Results: Duration (adults) Adults p<.001 ** focus topic duration (s) p<.001 * * 0 word stressedsyllable stressedvowel General lengthening in stressed as well as unstressed syllables Chen (2009) 14

14 Results: Alignment (adults) p<.005 Wie? Wat de poetsvrouw? p<.05 (De) poetsvrouw cleaning-lady Alignment of F0max: relative to end of stressed vowel (why?) Alignment of F0min: relative to end of word (why?) 15

15 Results: 4- to 5-year-olds No use of phonetic means Wie? Wat poetsvrouw? (De) poetsvrouw cleaning-lady Chen (2009) 16

16 Results: 7- to 8-year-olds 7- to 8-year-olds F0 (Hz) p<.05 * focus topic p<.005 Wie? Wat poetsvrouw? F0max F0min F0 excursion * (De) poetsvrouw cleaning-lady Adult-like use of pitch lowering Chen (2009) 17

17 Results (cont d) No use of phonetic means at 4 or 5 Adult-like use of pitch lowering at 7 or 8 Implications Phonetic marking acquired later than phonological marking Less salient cues are more difficult to learn But why the asymmetry in acquisition of different phonetic cues? Duration initially used for lexical purpose in Dutch vs. duration is a more difficult cue for all children Chen (2009) 18

18 The (a)symmetry between production and comprehension 19

19 The alleged asymmetry Adult-like in using accentuation to mark (narrow) focus by age 5 Not adult-like in interpreting & processing the focus-to-accentuation mapping at the age of 4 and 5 Cruttenden (1985), Cutler & Swinney (1987), P. Hendriks (2005) 20

20 The problem Limited comparability between production data and comprehension data in past work 21

21 On production By age 5 children can use accentuation to mark contrastive focus (Hornby & Hass 1970, MacWhinny & Bates 1978, Baltaxe 1984, Müller et al. 2005) e.g. A horse is eating carrots vs. A RABBIT is eating carrots. to mark non-contrastive narrow focus (Chen 2011) e.g. Look! Carrots! Who is eating carrots? A RABBIT is eating carrots. 22

22 On comprehension Directing attention to certain words in narratives (Cutler & Swinney 1987) Creating acceptable intonation in a sentence (Lahey 1974, Bates 1976) Marking focus in sentences with only (e.g. Halbert et al. 1995, Gualmini et al. 2002, Paterson et al. 2003, Paterson et al. 2005, Szendröi 2003) e.g. The farmer only sold a banana to Snow White. Pronominal disambiguation in coordinate sentences (Solan 1980, McDaniel & Maxfield 1992) e.g. The camel hit the lion, and then HE hit the elephant. Distinguishing focus from topic in SVO sentences (Hornby 1971) e.g. The rabbit is eating CARROTS. 23

23 The present study Prosody and language comprehension in adults (Birch and Clifton 1994) The Reaction Time technique The make-sense task e.g. Isn t Kerry pretty smart? Yes, she teaches MATH. Main finding Faster and more making sense judgments when focus-toaccentuation mapping was appropriate in the answer sentences than when otherwise Processing of focus-to-accentuation mapping in Dutch 4- to 5-year-olds Exp 1: active comprehension Exp 2: passive comprehension Chen (2010) 24

24 Experiment 1: method Correct-incorrect judgment in question-answer dialogues Location of focus (subject vs. object) and accent placement were varied in answers in experimental dialogues subject focus (N=12): as answers to WHO-questions Accent placement and focus matched (N=6) Accent placement and focus did not match (N = 6) Object focus (N=12): as answers to WHAT-questions Accent placement and focus matched (N=6)) Accent placement and focus did not match (N = 6) Fillers With lexico-semantic errors: duck -> chicken Location of focus and accent placement With pronunciation errors: jongen boy -> jangen Location of focus and accent placement 25

25 What is the pig washing? Who is washing the blouse? 26

26 Experiment 1: method (cont d) Measurements Correct-incorrect judgments Reaction times Begin of answer sentence End of answer sentence Button pressed RT Participants 4- to 5-year-olds (N=20): 4;3 5;7, mean age 5;1 Adults (N=15) 27

27 Experiment 1: method (cont d) 28

28 Experiment 1: Results - RT 1429 Repeated measures ANOVA: 1209 Age group * Focus location * 512 Accent placement * 479 Age group x accent placement * 29

29 Experiment 2: method emphatic judgment Why? emphatic -> The speaker finds it exciting ( spannend ) to answer the question. not emphatic -> The speaker finds it boring ( niet spannend ) to answer the question. Question-answer dialogues Fillers: no accent (flat intonation) (N = 16) spannend niet spannend 30

30 Experiment 2: Results adults % 'Emphatic' judgment 100% 75% 50% 25% 0% adults (N =11) bad good flat inappropriate appropriate Accent placement df = 10 t = p < 0.05 A significant effect of appropriateness of accent placement More emphatic judgments when accent placement is appropriate. No effect of accent placement on RT: the task was too easy? 31

31 Experiment 2: Results children 1800 children (N=11) mean RT (ms) bad good appropriate flat inappropriate Accent placement df = 10 t = 2.88 p < 0.05 A clear effect of appropriateness of accent placement on RT 32

32 Discussion Past work provides no conclusive evidence for children s inability to process the focus-to-accentuation mapping Current results show 4- and 5-year-olds can process the focus-to-accentuation mapping, which they also produce. Implication Production is as good as comprehension: almost adult-like, with differences of a gradient nature Further studies Focus-to-accentuation mapping in sentence constituents other than arguments of the verb Accentuation in broad focus (e.g. VP focus) Effects of accent type on processing of focus-to-accentuation mapping 33

33 Conclusions 2 yrs 3 yrs 5 yrs 8 yrs Physiologically constrained Frequent use of a small set of patterns Distinguish focus from topic intonationally but in a non-adultlike way!h*l not accenting devoicing when not accenting Figuring out choice of accent type Adult-like in marking initial topic and focus & preferring accentuation over no accent in focus No preference for H*L in final focus No use of phonetic variables to distinguish focus from topic Later acquisition of phonetic marking Adult-like in marking focus and topic intonationally Use pitch but not yet duration to distinguish 34 focus from topic phonetically

34 Course assignment A review article on a topic on acquisition of intonation that has not been discussed in the class Review at least 3 papers (more is welcome) Provide the state of art on the topic under review Give your opinions on the drawbacks in the specific line of research Speculate on research topics for further research List relevant papers that are not included in the review in an appendix Single-spaced, font 12, doc file Finishing date: 15 May

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