A place for (almost) every thing and everything in its place: phonotactic effects on phonological development in Italian
Bibliographic record
Abstract
In learning their first language(s), children must acquire a phonemic inventory, a syllable shape (e.g., CV, CVC, CCV), and an understanding of which phonemes can occupy which positions within the syllable or word. In hierarchical representations, this can be accounted for through constraints on dependency relationships, where the specification of segmental features in dependent positions captures marked options. This thesis examines the phonological development of four Italian-learning children, whose overall behaviour aligns with implicational relationships proposed in the literature. I account for their behaviour through hierarchically organized prosodic and segmental representations which reflect claims based on the notion of markedness. These representations incorporate the prediction that early stages of acquisition and typologically ubiquitous syllable shapes represent unmarked options, while syllable shapes learned relatively late and those only allowed in typologically rare languages constitute more marked options. By investigating prosodic development alongside segmental development in Italian, this thesis contributes novel observations concerning the markedness of prosodic dependency in reference to sonority and place or articulation, for example: liquid+consonant, strident+consonant coda-onset clusters and consonant+liquid onset clusters all imply homorganic nasal+consonant coda-onset clusters, which also means that complex onsets imply coda-onset clusters, both in child grammars and in the typology of adult grammars.
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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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 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".