Perspectives on Phonological Theory and Development: In honor of Daniel A. Dinnsen

265 Pages·2014·1.508 MB·Language Acquisition and Language Disorders

by  Ashley W. Farris-Trimble, Jessica A. Barlow

Perspectives on Phonological Theory and Development
Language Acquisition and Language Disorders
(LALD)
Volumes in this series provide a forum for research contributing to theories of
language acquisition (first and second, child and adult), language learnability,
language attrition and language disorders.
For an overview of all books published in this series, please see
http://benjamins.com/catalog/lald
Series Editors
Roumyana Slabakova Lydia White
University of Iowa McGill University
Editorial Board
Kamil Ud Deen Mabel Rice
University of Hawaii at Manoa University of Kansas
Katherine Demuth Luigi Rizzi
Macquarie University University of Siena
Naama Friedmann Petra Schulz
Tel Aviv University Johann Wolfgang Goethe-Universität
Heather Goad Bonnie D. Schwartz
McGill University University of Hawaii at Manoa
Barbara Höhle Antonella Sorace
University of Potsdam University of Edinburgh
Nina Hyams Ianthi Maria Tsimpli
University of California at Los Angeles Aristotle University of Thessaloniki
Jürgen M. Meisel
University of Calgary
Volume 56
Perspectives on Phonological Theory and Development.
In honor of Daniel A. Dinnsen
Edited by Ashley W. Farris-Trimble and Jessica A. Barlow
Perspectives on
Phonological Theory
and Development
In honor of Daniel A. Dinnsen
Edited by
Ashley W. Farris-Trimble
Simon Fraser University
Jessica A. Barlow
San Diego State University
John Benjamins Publishing Company
Amsterdam / Philadelphia
TM The paper used in this publication meets the minimum requirements of
8
the American National Standard for Information Sciences – Permanence
of Paper for Printed Library Materials, ansi z39.48-1984.
Library of Congress Cataloging-in-Publication Data
Perspectives on Phonological Theory and Development : In honor of Daniel A. Dinnsen /
Edited by Ashley W. Farris-Trimble and Jessica A. Barlow.
p. cm. (Language Acquisition and Language Disorders, issn 0925-0123 ; v. 56)
Includes bibliographical references and index.
1. Grammar, Comparative and general--Phonology. 2. Language acquisition. I. Farris-
Trimble, Ashley, editor of compilation. II. Barlow, Jessica A., editor of
compilation. III. Dinnsen, Daniel A., honouree.
P215.P47 2014
414--dc23 2013049290
isbn 978 90 272 5318 7 (Hb ; alk. paper)
isbn 978 90 272 7054 2 (Eb)
© 2014 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any
other means, without written permission from the publisher.
John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands
John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa
Table of contents
Foreword and tabula gratulatoria vii
Introduction 1
Steven B. Chin
section 1. Representations and contrast: What does the learner know? 9
Prosodic Licensing and the development of phonological
and morphological representations 1 1
Katherine Demuth
Covert contrast in the acquisition of second language phonology 25
Fred R. Eckman, Gregory K. Iverson and Jae Yung Song
section 2. Sources of individual differences in phonological acquisition 49
Sibling rivalry: Comparing phonological similarity between
twin and non-twin siblings 5 3
David Ingram and Virginia L. Dubasik
Abstracting phonological generalizations: Evidence from
children with disorders 7 1
Judith A. Gierut, Michele L. Morrisette and Caitlin J. Younger
Rapid phonological coding and working memory dynamics in children
with cochlear implants: Cognitive foundations of spoken language processing 9 1
David B. Pisoni
section 3. Cross-linguistic approaches to phonological acquisition 113
What guides children’s acquisition of #sC clusters? A cross-linguistic account 115
Mehmet Yavaş
 Perspectives on Phonological Theory and Development
The role of phonological context in children’s overt marking of ‘-s’
in two dialects of American English 133
Jessica A. Barlow and Sonja L. Pruitt-Lord
German settlement varieties in Kansas: Some unusual phonological
and morphological developments with the approach of language death 155
William D. Keel
section 4. Theoretical advances in the field:
Constraint-based approaches 173
The role of onsets in primary and secondary stress patterns 175
Laura W. McGarrity
A faithfulness conspiracy: The selection of unfaithful mappings
in Amahl’s grammar 199
Ashley Farris-Trimble
Superadditivity and limitations on syllable complexity in Bambara words 223
Christopher R. Green and Stuart Davis
Author index 249
Subject index 253
Foreword and tabula gratulatoria
Dan Dinnsen’s long and illustrious career has spanned many facets of phonology
and language acquisition and has influenced researchers in a number of disci-
plines. The wide variety of topics in this volume (including, among others, both
first and second language acquisition, minority dialects, children with cochlear
implants, genetics, prosody, theoretical phonology, and cross-linguistic typology)
attest to the broad impact of his research.
Dinnsen’s influence is not simply limited to his research, however. He has men-
tored dozens of students and has taught thousands. He encouraged, supported, and
pushed his students to do their best. As a mentor, he was always available to answer
a question, give advice, or listen to a rant about the futility of a research topic (and
then, of course, to argue otherwise). As a teacher, he was highly respected and had a
reputation for being tough but funny and fair. From his impressions of Kermit the
Frog to his Thanksgiving-time analogies between phonology and turkeys to his sto-
ries about unwittingly frightening parents when he diagnosed their children with
“terminal devoicing,” he always managed to remind his students and mentees that as
a discipline, phonology can be entertaining. His reminder that “nobody dies if a
linguist is wrong” encouraged students to take chances and think for themselves.
This volume is a tribute to Dan’s well-deserved retirement and a testament to
his well-deserved reputation. It is also a thank-you, from the bottom of our hearts,
for all the time and energy he has poured into our development as students and
colleagues over the years. So thanks, Dan, for everything – we hope this volume
does you justice.
Finally, we’d also like to extend our thanks to a number of people who helped
make this volume possible, including Philip Combiths, Peter Flipsen, Heather
Goad, Matthew Gordon, Jill Hoover, Michael Marlo, Andrew Nevins, Elgustus
Polite, Tom Shannon, Laura Catharine Smith, Carol Stoel-Gammon, Anne- Michelle
Tessier, and Steven Weinberger.
Ashley & Jessica
Tabula gratulatoria
The following students, colleagues, and friends wish to congratulate Dan on his
retirement. All have benefitted greatly from his mentorship and collegiality. Of
 Perspectives on Phonological Theory and Development
course, this list represents only a small fraction of the individuals whose careers
and lives have been influenced by Dan – apologies go out to those whom we were
unable to contact.
Þóra Birna Ásgeirsdóttir Jeannette S. Leonard
Julie Auger Ania Łubowicz
Karen Baertsch Paul A. Luce
Eric Baković Joshua Lumsden
R. Joe Campbell Michael R. Marlo
Nancy J. Caplow Nikole Miller
Jan Charles-Luce John McCarthy
Cynthia G. Clopper Paul Newman
Andries W. Coetzee Samuel Obeng
Kathleen Currie Hall Tom Perry
Phil J. Connell Thomas W. Powell
Cynthia Core Marwa Ragheb
Kenneth de Jong Heather Rice
Markus Dickinson Rebecca Ronquest
Michael Dow Thomas F. Shannon
Mary Elbert Gerald Sanders
Marilyn Estep B. Devan Steiner
Leah Fabiano-Smith Nola Stephens
Peter Flipsen Jr. Carol Stoel-Gammon
Steven Franks Holly Storkel
Leslie Gabriele Anne-Michelle Tessier
Heather Goad Kathryn Tippetts
Matt Goldrick Mike Trimble
Mike Hammond Melissa Troyer
Nicholas Henriksen Barbara Vance
Larry Humes Mark VanDam
Steliana Ivanova Marc van Oostendorp
Daniel Karvonen Michael S. Vitevitch
Yoshihisa Kitagawa Thomas J. Walsh
Kassim Kone Tania Zamuner
Sandra Kuebler Suzanne Martin Ziemer
Laurence B. Leonard
Introduction
Steven B. Chin
Indiana University—Purdue University Indianapolis
Introduction
When Daniel Dinnsen retired from Indiana University in 2012, he was Chancellor’s
Professor of Linguistics and adjunct professor of speech and hearing sciences and
had served as a faculty member in the Department of Linguistics for 40 years, had
chaired 17 PhD dissertation committees, and had served as a member for 44 oth-
ers. In addition, he had conducted research under two grants from the National
Institutes of Health (providing continuous funding from 1985 to 2014), taught lin-
guistics and phonology to hundreds of undergraduate and graduate students, testi-
fied as an expert witness in federal court, and served for six years as a department
chair. The current volume, a collection of papers by Dinnsen’s former students and
colleagues, is edited by two of his former graduate students, Ashley Farris-Trimble
(Ph.D., 2008), now a faculty member at Simon Fraser University, and Jessica Barlow
(Ph.D., 1997), now a faculty member at San Diego State University.
Born in Chicago, Dinnsen grew up in Indianapolis and attended Arsenal
Technical High School (“Tech”), so named because its oldest buildings had been
originally built as a U.S. Civil War arsenal located east of downtown Indianapolis.
There he majored in social studies, Spanish, and mathematics; was a member of
the Key Club; and served as sergeant-at-arms of the Spanish Club. Originally dis-
couraged from pursuing education any further than high school because of his
extremely poor vision, Dinnsen nevertheless found an advocate in one of his
teachers, Anna Parker, who persuaded him and his parents, as well as a number of
college administrators, that going to college was well within his abilities. As an
alumna of Indiana University, located 50 miles to the southwest in Bloomington,
Ms. Parker advocated strongly for Dinnsen’s enrollment there. Dinnsen’s high
school interest in Spanish carried over into his college career, and he declared a
Spanish major. R. Joe Campbell, who taught grammar courses in the Department
of Spanish and Portuguese, introduced Dinnsen to concepts of linguistics, and
Dinnsen enrolled in several courses offered by the linguistics department. At the