Phonology - the study of how the sounds of speech are represented in our minds - is one of the core areas of linguistic theory, and is central to the study of human language. This handbook brings together the world's leading experts in phonology to present the most comprehensive and detailed overview of the field. Focusing on research and the most influential theories, the authors discuss each of the central issues in phonological theory, explore a variety of empirical phenomena, and show how phonology interacts with other aspects of language such as syntax, morphology, phonetics, and language acquisition. Providing a one-stop guide to every aspect of this important field, The Cambridge Handbook of Phonology will serve as an invaluable source of readings for advanced undergraduate and graduate students, an informative overview for linguists and a useful starting point for anyone beginning phonological research.

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This book is designed to provide students of phonology with an accessible introduction to the phonological architecture of words. It offers a thorough discussion of the basic building blocks of phonology - in particular features, sounds, syllables and feet - and deals with a range of different theories about these units. Colin Ewen and Harry van der Hulst present their study within a non-linear framework, discussing the contributions of autosegmental phonology, dependency phonology, government phonology and metrical phonology, among others. Their coherent, integrated approach reveals that the differences between these models are not as great as is sometimes believed. The book provides a more detailed analysis of this subject than previously available in introductory textbooks and is an invaluable and indispensable first step towards understanding the major theoretical issues in modern phonology at the word level.

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

The aim of this book is to demonstrate that, in a representation-based model, the phonological organization of speech sounds within a word is reducible to the licensing properties of nuclei with respect to structurally defined complexities which pose varying demands on the licenser. It is assumed that the primitive licensing relation is that between a nucleus and its onset (O N). There are two main types of complexities concerning the onset position. Substantive complexity is an important aspect of phonological organisation at the melodic level, while the syllabic configurations in which the onset may be found are referred to under the heading of formal complexity. At the melodic level, complexity is defined in terms of the number of privative primes called elements. The asymmetries in the subsegmental representations of consonants and vowels are shown to play a pivotal role in understanding a number of phenomena, such as typological patterns, markedness effects, phonological processes, segmental inventories, and, what is most important, the model allows us to see a direct connection between phonological representations and processes. For example, the deletion of g] in Welsh initial mutations is strictly related to the fact that the prime which crucially defines this object also happens to be the target of Soft Mutation. The complexity at the syllabic level is defined in terms of formal onset configurations called governing relations, of which some are easier to license than others. The formal complexity scale is not rerankable, and corresponds directly to the markedness of syllabic types. Since each formal configuration requires licensing from the following nucleus, syllable typology can be directly derived from the licensing strength of nuclei. The interaction between the higher prosodic organisation, for example, the level of the foot, and the syllabic level is also easily expressible in this model because higher prosody is built on nuclei. Therefore, prosody may tamper with the status of nuclei as licensers by deeming some of them as prosodically weaker than others, thus producing a non-rerankable scale of nuclear licensers (a " P). The inclusion of the empty nucleus as a possible licenser allows us to unify the scale of relatively marked contexts in segmental phenomena, and also to account for such problems as extrasyllabicity, complex clusters, super heavy rhymes, and other exceptional strings. The role of nuclei as licensers in unifying various levels of phonological representation from melody to word structure is unquestionable. There are other areas of phonological theory which can be expressed in this model. These include the role of nuclear strength scales in register switches, dialectal variation, historical development, language acquisition, and the interaction between phonology and morphology.