{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/132678"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/132678","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"When life gives you lemons, make a left: Investigation of contextualization of learning in speech production using speech errors","abstract":"Language production is a flexible yet complex system and is constantly updated by new experience. Within this system, implicit phonotactic learning provides a window into how speakers acquire and generalize rules that govern sound patterns. This thesis investigates how such rules are represented, focusing on the role of mini-grammars, which are context-sensitive representational systems that allow learning of different patterns and protect the learning from interference. One hypothesis is that only self-interfering and English-inconsistent rules like 2nd-order vowel-contingent rules require segregation into a mini-grammar to be learned, whereas simple non-self-interfering 1st-order constraints integrate directly into the main phonotactic system. Experiments 1 and 2 confirmed this prediction: 1st-order constraints were learned rapidly and robustly but remained vulnerable to interference from English, suggesting no mini-grammar formation. Experiments 3 and 4 investigated whether 2nd-order rules, once learned inside a mini-grammar, generalize to structurally similar rules. Learners only learned the first rule and did not show evidence of learning the second rule, and later learning influenced the retention of the first rule. Computational modeling in Experiment 4 replicated these interference patterns but retained multiple constraints, unlike behavioral results. Thus, there was no clear evidence for generalization, suggesting that learned representations were specific to restricted consonants and could be reactivated to influence prior learning in similar contexts.","abstract_html":"Language production is a flexible yet complex system and is constantly updated by new experience. Within this system, implicit phonotactic learning provides a window into how speakers acquire and generalize rules that govern sound patterns. This thesis investigates how such rules are represented, focusing on the role of mini-grammars, which are context-sensitive representational systems that allow learning of different patterns and protect the learning from interference. One hypothesis is that only self-interfering and English-inconsistent rules like 2nd-order vowel-contingent rules require segregation into a mini-grammar to be learned, whereas simple non-self-interfering 1st-order constraints integrate directly into the main phonotactic system. Experiments 1 and 2 confirmed this prediction: 1st-order constraints were learned rapidly and robustly but remained vulnerable to interference from English, suggesting no mini-grammar formation. Experiments 3 and 4 investigated whether 2nd-order rules, once learned inside a mini-grammar, generalize to structurally similar rules. Learners only learned the first rule and did not show evidence of learning the second rule, and later learning influenced the retention of the first rule. Computational modeling in Experiment 4 replicated these interference patterns but retained multiple constraints, unlike behavioral results. Thus, there was no clear evidence for generalization, suggesting that learned representations were specific to restricted consonants and could be reactivated to influence prior learning in similar contexts.","abstract_has_math":false,"creators":["Hwang, Suyeon"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Fisher, Cynthia L","Dell, Gary S","Federmeier, Kara D","Montag, Jessica L","Willits, Jon A"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-22T22:25:07Z","subjects":["speech errors","phonotactics","implicit learning"],"languages":["en"],"rights":["Copyright 2025 Suyeon Hwang"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/132678","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fisher, Cynthia L","Dell, Gary S","Federmeier, Kara D","Montag, Jessica L","Willits, Jon A"]},{"key":"dc:creator","label":"Author","values":["Hwang, Suyeon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12","2025-12-03"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["speech errors","phonotactics","implicit learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Suyeon Hwang"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/132678"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Language production is a flexible yet complex system and is constantly updated by new experience. Within this system, implicit phonotactic learning provides a window into how speakers acquire and generalize rules that govern sound patterns. This thesis investigates how such rules are represented, focusing on the role of mini-grammars, which are context-sensitive representational systems that allow learning of different patterns and protect the learning from interference. One hypothesis is that only self-interfering and English-inconsistent rules like 2nd-order vowel-contingent rules require segregation into a mini-grammar to be learned, whereas simple non-self-interfering 1st-order constraints integrate directly into the main phonotactic system. Experiments 1 and 2 confirmed this prediction: 1st-order constraints were learned rapidly and robustly but remained vulnerable to interference from English, suggesting no mini-grammar formation. Experiments 3 and 4 investigated whether 2nd-order rules, once learned inside a mini-grammar, generalize to structurally similar rules. Learners only learned the first rule and did not show evidence of learning the second rule, and later learning influenced the retention of the first rule. Computational modeling in Experiment 4 replicated these interference patterns but retained multiple constraints, unlike behavioral results. Thus, there was no clear evidence for generalization, suggesting that learned representations were specific to restricted consonants and could be reactivated to influence prior learning in similar contexts.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-12-01","The student, Suyeon Hwang, accepted the attached license on 2025-12-01 at 15:55.","The student, Suyeon Hwang, submitted this Dissertation for approval on 2025-12-01 at 16:10.","This Dissertation was approved for publication on 2025-12-03 at 13:26.","DSpace SAF Submission Ingestion Package generated from Vireo submission #23011 on 2026-02-19 at 18:46:28"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["When life gives you lemons, make a left: Investigation of contextualization of learning in speech production using speech errors"]}]}],"canonical_facts":{"dc:contributor":["Fisher, Cynthia L","Dell, Gary S","Federmeier, Kara D","Montag, Jessica L","Willits, Jon A"],"dc:creator":["Hwang, Suyeon"],"dc:date":["2025-12","2025-12-03"],"dc:description":["Language production is a flexible yet complex system and is constantly updated by new experience. Within this system, implicit phonotactic learning provides a window into how speakers acquire and generalize rules that govern sound patterns. This thesis investigates how such rules are represented, focusing on the role of mini-grammars, which are context-sensitive representational systems that allow learning of different patterns and protect the learning from interference. One hypothesis is that only self-interfering and English-inconsistent rules like 2nd-order vowel-contingent rules require segregation into a mini-grammar to be learned, whereas simple non-self-interfering 1st-order constraints integrate directly into the main phonotactic system. Experiments 1 and 2 confirmed this prediction: 1st-order constraints were learned rapidly and robustly but remained vulnerable to interference from English, suggesting no mini-grammar formation. Experiments 3 and 4 investigated whether 2nd-order rules, once learned inside a mini-grammar, generalize to structurally similar rules. Learners only learned the first rule and did not show evidence of learning the second rule, and later learning influenced the retention of the first rule. Computational modeling in Experiment 4 replicated these interference patterns but retained multiple constraints, unlike behavioral results. Thus, there was no clear evidence for generalization, suggesting that learned representations were specific to restricted consonants and could be reactivated to influence prior learning in similar contexts.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-12-01","The student, Suyeon Hwang, accepted the attached license on 2025-12-01 at 15:55.","The student, Suyeon Hwang, submitted this Dissertation for approval on 2025-12-01 at 16:10.","This Dissertation was approved for publication on 2025-12-03 at 13:26.","DSpace SAF Submission Ingestion Package generated from Vireo submission #23011 on 2026-02-19 at 18:46:28"],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/132678"],"dc:language":["en"],"dc:rights":["Copyright 2025 Suyeon Hwang"],"dc:subject":["speech errors","phonotactics","implicit learning"],"dc:title":["When life gives you lemons, make a left: Investigation of contextualization of learning in speech production using speech errors"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:07Z"}