Bibliographic record
Abstract
In this thesis, I investigate the development of stress in EL's speech. EL is a first language learner of Quebec French. I examine this young child's productions of the three typologically most prominent correlates of stress (fundamental frequency, intensity, and duration) from the age of 1;01.7 to 2;04.17. Building on this acoustic investigation, I propose three formal stages in the development of her stress system. -- My proposal is based on systematic comparisons between final and penultimate syllables in declarative utterances, expressed in terms of calculated ratios which offer a measure of relative prominence for each of the three cues under investigation. I illustrate that the child uses duration as her main cue to mark stress. This mirrors the target stress system. However, at early ages, the child also appears to use fundamental frequency to mark stress, in a way that departs from the target system. Observations such as this are one of the considerations that compel me to develop stages of stress acquisition in the formal proposal. I also consider the variation in the data, which takes the form of relatively high positive and negative ratios. I examine these values and account for them through identification of various influences on the child's speech. Finally, I extend my acoustic study to incorporate one further influence, that of phonological compensatory lengthening, which also affects duration ratios.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".