Phonological information for grammatical category assignments

• Published in: Journal of memory and language 1991-06, Vol.30 (3), p.348-369
• Main Authors: Cassidy, Kimberly Wright, Kelly, Michael H.
• Format: Article
• Language: English
• Subjects: Biological and medical sciences; Fundamental and applied biological sciences. Psychology; Language; Miscellaneous; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology
• ISSN: 0749-596X; 1096-0821
• DOI: 10.1016/0749-596X(91)90041-H

During language acquisition, children must learn how to classify words into the appropriate grammatical category, such as noun or verb. Adults must also assign words to grammatical categories quickly and accurately. Most theories of this task focus on strategies that exploit semantic and/or syntactic correlates of grammatical class. This paper examines a relatively neglected source of information for grammatical category: phonology. Study one demonstrates that English verbs contain fewer syllables than English nouns, a difference that appears strongly in both adult-adult language and parental speech to children. Studies three and four provide evidence that adults and children are sensitive to this difference. Study three reports that adults use pseudowords more often in sentences as verbs if their syllable number is small, whereas they use pseudowords as nouns more often if their syllable number is large. Study four reports that 4-year old children associate pseudowords with actions (the prototypical verb meaning) more often than objects (the prototypical noun meaning) if the pseudowords contain one rather than three syllables. The relevance of the noun-verb syllable difference for connectionist models of linguistic knowledge is discussed. In addition, possible causes of the syllable number difference between nouns and verbs are proposed and evaluated in study two.