Phonetic and phonological aspects of prosodic focus marking in Canadian English
Bibliographic record
Abstract
Previous studies reported mixed findings regarding the details of the acoustic correlates of focus, as well as the relationship between information structure and pitch accent types in English. Moreover, previous studies showed that different varieties of English signal information structure differently.Therefore, we hypothesized that the way focus is expressed in terms of acoustic correlates and/or pitch accents in Canadian English would differ from Mainstream American English (MAE). Thirty-eight native speakers of Canadian English produced 24 short transitive sentences in different focus conditions: broad focus and narrow focus in different locations (Subject, Verb, Object). The speakers of Canadian English in the current study manifested some, but not all of the effects of focus that have been reported in previous research on MAE and other languages. Specifically, focus induced lengthening of focused constituents but not enhancement of intensity or f0. Instead, focus-adjacent constituents were weakened in terms of duration, intensity and f0.
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.002 | 0.002 |
| 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".