Empirically Observed Iconicity Levels of English Phonaesthemes
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Bibliographic record
Abstract
This paper aims to reveal to what extent the diagrammatic iconicity (i.e., form-meaning correspondences which are created by relating similar sets of forms with similar sets of meanings [Peirce, 1955, p. 104]) of English phonaesthemes (e.g., gl- in glitter, glisten, and glow) could manifest primary iconicity (i.e., iconicity that involves a sufficient similarity between sign and referent to allow the understanding that the former stands for the latter [Sonesson, 1997]). To serve the aim, the current research conducts a test, using a multiple-choice task in which groups of native English and Korean speakers choose the meanings of phonaesthemes in sets of aurally-presented nonsense English phonaesthemic words. If primary iconicity is carried by a phonaestheme, then both native and non-native listeners should be able to report with some consistency the putative meaning of the nonsense phonaesthemic words. If, on the other hand, a form-meaning correspondence is carried by secondary iconicity (where the existence of the sign-relation, given by convention or by being explicitly pointed out, is the precondition for noticing the similarity between sign and referent [Sonesson, 1997]), then neither language group is expected to deliver high correct guessing rates. The result showed that the purported meanings of sk- and tw- were correctly guessed by the Korean-speaking participants only, and those of cl-, gl-, sw-, gr-, sn-, and sq- were correctly guessed by the English-speaking participants only. The purported meanings of sp- and tr- were correctly guessed by neither language group. These findings show that individual phonaesthemes possess varying degrees of (primary) iconicity.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it