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