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Phonemes: Lexical access and beyond

Overview of attention for article published in Psychonomic Bulletin & Review, September 2017
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Title
Phonemes: Lexical access and beyond
Published in
Psychonomic Bulletin & Review, September 2017
DOI 10.3758/s13423-017-1362-0
Pubmed ID
Authors

Nina Kazanina, Jeffrey S. Bowers, William Idsardi

Abstract

Phonemes play a central role in traditional theories as units of speech perception and access codes to lexical representations. Phonemes have two essential properties: they are 'segment-sized' (the size of a consonant or vowel) and abstract (a single phoneme may be have different acoustic realisations). Nevertheless, there is a long history of challenging the phoneme hypothesis, with some theorists arguing for differently sized phonological units (e.g. features or syllables) and others rejecting abstract codes in favour of representations that encode detailed acoustic properties of the stimulus. The phoneme hypothesis is the minority view today. We defend the phoneme hypothesis in two complementary ways. First, we show that rejection of phonemes is based on a flawed interpretation of empirical findings. For example, it is commonly argued that the failure to find acoustic invariances for phonemes rules out phonemes. However, the lack of invariance is only a problem on the assumption that speech perception is a bottom-up process. If learned sublexical codes are modified by top-down constraints (which they are), then this argument loses all force. Second, we provide strong positive evidence for phonemes on the basis of linguistic data. Almost all findings that are taken (incorrectly) as evidence against phonemes are based on psycholinguistic studies of single words. However, phonemes were first introduced in linguistics, and the best evidence for phonemes comes from linguistic analyses of complex word forms and sentences. In short, the rejection of phonemes is based on a false analysis and a too-narrow consideration of the relevant data.

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Geographical breakdown

Country Count As %
Unknown 142 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 27 19%
Student > Master 20 14%
Researcher 16 11%
Professor 12 8%
Student > Bachelor 10 7%
Other 26 18%
Unknown 31 22%
Readers by discipline Count As %
Linguistics 44 31%
Psychology 23 16%
Neuroscience 14 10%
Computer Science 5 4%
Agricultural and Biological Sciences 4 3%
Other 15 11%
Unknown 37 26%