Morphology - LING 21000: Instructor: Laura Stigliano

Review Vocabulary Insertion Practice
Morphology - LING 21000
Instructor: Laura Stigliano

The University of Chicago
October 14
Instructor: Laura Stigliano (UChicago) Morphology - LING 21000 October 14, 2020 1 / 21
Previously on...
- Lists: syntactic terminals, vocabulary, encyclopedia.
- Morphemes: (a) functional morphemes, and (b) roots.
- Functional morphemes: bundles of synsem features

that do not possess phonological features. They receive
their phonological form via Vocabulary Insertion.
- Vocabulary Insertion: the mechanism responsible for

supplying phonological information.
- Vocabulary Items: [αβγ] ↔ /X/
→ a VI is a pairing between a phonological exponent and a set of
synsem features.
Example 1: English plural
(1) Vocabulary Item for regular plural in English:

[+pl] ↔ /-z/
(2) Structure for cats,

before Voc. Insertion
#
n [+pl]
√ n
Cat
Example 1: English plural
(1) Vocabulary Item for regular plural in English:

[+pl] ↔ /-z/
(2) Structure for cats, (3) Structure for cats,

before Voc. Insertion after Voc. Insertion
# #
n [+pl] n [+pl,/-z/]
√ n √
Cat Cat [n,/∅/]
Vocabulary Insertion applies to the terminal nodes and inserts the

phonological exponent /-z/ into the position of the Number node.
Example 2: English past
(4) Vocabulary Item for regular past in English:

T[+past] ↔ -ed
(5) Past tense of play,

before Voc. Insertion
v T[+past]
√ v
Play

T[+past] ↔ -ed
(5) Past tense of play, (6) Past tense of play,

v T[+past] v T[+past,-ed]
√ v √
Play Play [v,∅]

T[+past] ↔ -ed
(5) Past tense of play, (6) Past tense of play,

v T[+past] v T[+past,-ed]
√ v √
Play Play [v,∅]
The process of Vocabulary Insertion is additive, in the sense that it

introduces a new element —a phonological matrix— to a morpheme.
Contextual allomorphy
(7) a. play - played

b. feel - felt

b. feel - felt
(I) The grammar of English must contain a Vocabulary Item that

realizes T[+past] with the phonological exponent -t, in addition to
the one with -ed.

b. feel - felt

the one with -ed.
(II) The Vocabulary Item with the -t exponent must apply with bend
or feel, but not with play → we need a theory that ensures the
correct distribution of exponents.

b. feel - felt

the one with -ed.
(II) The Vocabulary Item with the -t exponent must apply with bend
or feel, but not with play → we need a theory that ensures the
correct distribution of exponents.
(III) When the Vocabulary Item with the -t exponent applies with
bend, it must prevent any other Vocabulary Item from applying:
*bend-ed nor *ben-t-ed.
(8) T[+past] allomorphy in English

a. -ed: play-ed, watch-ed, kiss-ed
b. -t: ben-t, sen-t, lef-t
c. -∅: hit-∅, quit-∅, sang-∅
There are multiple Vocabulary Items that could in principle apply to a

particular functional morpheme → the ‘winner’ is determined by a
morpheme local to the morpheme undergoing insertion. This results
in contextual allomorphy.
(9) Provisional Vocabulary Items for T[+past]

a. T[+past] ↔ -ed
b. T[+past] ↔ -t
c. T[+past] ↔ -∅
(9) Provisional Vocabulary Items for T[+past]

a. T[+past] ↔ -ed
b. T[+past] ↔ -t
c. T[+past] ↔ -∅
Problem: they do not make correct predictions about the derivation

of any particular past tense forms → there is nothing in the
Vocabulary Items that ensures that the past tense form of leave is
lef-t (and not *leav-ed)
Vocabulary Items
The Vocabulary Items must be augmented so that the non-defaults

(those with the -t and -∅ exponents) apply only in the context of
some verbs, and not across the board.
(10) Modified Vocabulary Items

√ √
a. T[+past] ↔ -t/{ Bend, Leave, ...}
√ √
b. T[+past] ↔ -∅/{ Hit, Quit, ...}
c. T[+past] ↔ -ed
→ where the notation /X means in the context of X.
The modified Vocabulary Items make reference to an element in the

context of the T[+past] morpheme that is undergoing insertion.
Vocabulary Items
√ √
(10) a. T[+past] ↔ -t/{ Bend, Leave, ...}
√ √
b. T[+past] ↔ -∅/{ Hit, Quit, ...}
c. T[+past] ↔ -ed
The Vocabulary Item in (10a) says that the functional morpheme

T[+past] is realized with the phonological exponent
√ -t √
when
T[+past] occurs in the context of the Roots Bend, Leave, etc.
→ it is an element in the context of the T[+past] node that plays a

role in determining which Vocabulary Item is employed.
Default VIs
√ √
√ √
b. T[+past] ↔ -∅/{ Hit, Quit, ...}
c. T[+past] ↔ -ed
The Vocabulary Item in (10c) does not have a contextual

specification. This is what makes this item a default: it needs no
contextual information to apply.
VI Competition
√ √
√ √
b. T[+past] ↔ -∅/{ Hit, Quit, ...}
c. T[+past] ↔ -ed
(11)
v T[+past]
√ v
Play
→ There are two VIs that could apply to the T[+past]

√ node in (15): the
one with the -t exponent (13a) (which refers to Leave), and the
default Vocabulary Item with the exponent -ed (13c).
→ The Vocabulary Item with -Ø is not a possible candidate because it
contains information (in the form of the list of Roots) that is not
compatible with the T[+past] node undergoing insertion.
Ordering
Of √
the two possible candidates for realizing T[+past] in the context
of Leave, the one with -t must be selected.
The way that this effect is achieved is by ordering these VIs:

(12) Ordering: Vocabulary Items are ordered.
The introduction of Ordering is required because Vocabulary Items

compete with each other to apply to a morpheme; and ordering
provides a way of determining the winner of such competitions.
The Subset Principle
The Subset Principle
Hypothesis: order among Vocabulary Items is defined by the principle

that specificity determines order of application → the
Vocabulary Item most specified for insertion at a particular node
applies in favor of less fully specified competitors.
(13) Subset Principle: The phonological exponent of a Vocabulary
Item is inserted into a position if the item matches all or a
subset of the features specified in the terminal
morpheme. Insertion does not take place if the Vocabulary
Item contains features not present in the morpheme. Where
several Vocabulary Items meet the conditions for insertion,
the item matching the greatest number of features
specified in the terminal morpheme must be chosen.
(Halle 1997)
Ordering
√ √
√ √
b. T[+past] ↔ -∅/{ Hit, Quit, ...}
c. T[+past] ↔ -ed
(11)
v T[+past]
√ v
Play
Ordering
√ √
√ √
b. T[+past] ↔ -∅/{ Hit, Quit, ...}
c. T[+past] ↔ -ed
(11)
v T[+past]
√ v
Play
→ the Vocabulary Item with the -t exponent is more specific than

the Vocabulary Item with -ed.
By convention, more specified Vocabulary Items appear higher on
lists than less specified ones.
Ordering
√ √
√ √
b. T[+past] ↔ -∅/{ Hit, Quit, ...}
c. T[+past] ↔ -ed
(11)
v T[+past]
√ v
Play
→ the Vocabulary Item with -Ø is also more specific than the -ed
one, and is therefore ordered before it.
Note that the -t and -Ø Vocabulary Items are equally specific: each
refers to T[+past] and has a contextual condition. Also, their lists
are disjoint, so for any given verb, one will win.
Summary
- Vocabulary Items are a paring between
Summary
- Vocabulary Items are a paring between a phonological exponent

and a set of synsem features
Summary

- Vocabulary Insertion is the mechanism responsible for supplying
Summary


phonological information
Summary


- Contextual allomorphy is the phenomenon in which
Summary


- Contextual allomorphy is the phenomenon in which a functional

morpheme doesn’t have a unique exponent, but two or more
contextually conditioned exponents
Summary



- The default VI doesn’t have
Summary



- The default VI doesn’t have a contextual specification
Summary



- VIs are ordered in terms of
Summary



- VIs are ordered in terms of specificity
For Next Week
Assignment 1 is due on Monday, Oct 19 at 4pm

(file will be posted in Modules>Assignments at 6pm today)
must be submitted on Canvas (not via email)
must be typed (not handwritten)
collaboration is allowed: (i) each student must type their own
assignment, and (ii) indicate who you worked with
No (mandatory) Canvas post this week – Canvas discussion will

be open for questions, comments, doubts, etc.
Embick (2015) - Chapter 4 - Sections 4.4 & 4.5 for Monday
Structure, categorizers and exponents
(14) a. They play tennis on Mondays.

b. The plays we saw on Monday were amazing.
c. She played tennis last year.
Structure, categorizers and exponents
(14) a. They play tennis on Mondays.

b. The plays we saw on Monday were amazing.
c. She played tennis last year.
play in (14a): plays in (14b): played in (14c):

#
v T[-past, ∅] n [+pl, -s] v T[+past, -ed]

√ √ √
Play [v, ∅] Play [n, ∅] Play [v, ∅]
Allomorphy I: Genitive in Kalkatungu
(15) tuat-ku snake-gen

upun-ku frog-gen
tuntal-ku moon-gen
macumpa-ja moon-gen
ntia-ja snake-gen
kupu-ja spider-gen
Allomorphy I: Genitive in Kalkatungu
(15) tuat-ku snake-gen

upun-ku frog-gen
tuntal-ku moon-gen
macumpa-ja moon-gen
ntia-ja snake-gen
kupu-ja spider-gen
(16) Option 1: √ √ √
[+gen] ↔ -ku/{√ Tuat,√ Upun,√ Tuntal, ...}
[+gen] ↔ -ja/{ Ntia, Kupu, Macumpa, ...}
(17) Option 2:
[+gen] ↔ -ku/C
[+gen] ↔ -ja/V
Allomorphy II: Accusative in Hawaiian
(18) Accusative marker: iā vs. i

Ua honi au... ‘I kissed...’
Ua honi au iā Lani ‘I kissed Lani’
Ua honi au iā ia ‘I kissed it’
Ua honi au I ka wahine/moa ‘I kissed the woman/bird’
Allomorphy II: Accusative in Hawaiian
(18) Accusative marker: iā vs. i

Ua honi au... ‘I kissed...’
Ua honi au iā Lani ‘I kissed Lani’
Ua honi au iā ia ‘I kissed it’
Ua honi au I ka wahine/moa ‘I kissed the woman/bird’
(19) Option 1:
[+acc] ↔ -iā/ names, pronouns
[+acc] ↔ -i
(20) Option 2:
[+acc] ↔ -i/ DPs
[+acc] ↔ -iā
Allomorphy III: Clitics in Spanish

(21) a. Le doy esto
cl.dat I.give this
‘I give this to him/her.’
b. Lo vi
cl.acc I.saw
‘I saw him/it.’
c. Se lo doy
cl.dat cl.acc I.give
‘I give it to him/her.’
Allomorphy III: Clitics in Spanish

(21) a. Le doy esto
cl.dat I.give this
‘I give this to him/her.’
b. Lo vi
cl.acc I.saw
‘I saw him/it.’
c. Se lo doy
cl.dat cl.acc I.give
‘I give it to him/her.’
(22) Option 1:
cl.dat ↔ se/ cl
cl.dat ↔ le
(23) Option 2:
cl.dat ↔ le/ Verb
cl.dat ↔ se

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Review Vocabulary Insertion Practice

Morphology - LING 21000

Instructor: Laura Stigliano

- Morphemes: (a) functional morphemes, and (b) roots.

- Functional morphemes: bundles of synsem features

- Vocabulary Insertion: the mechanism responsible for

Example 1: English plural

(1) Vocabulary Item for regular plural in English:

(2) Structure for cats,

Example 1: English plural

(1) Vocabulary Item for regular plural in English:

(2) Structure for cats, (3) Structure for cats,

Vocabulary Insertion applies to the terminal nodes and inserts the

Example 2: English past

(4) Vocabulary Item for regular past in English:

(5) Past tense of play,

Example 2: English past

(4) Vocabulary Item for regular past in English:

(5) Past tense of play, (6) Past tense of play,

Example 2: English past

(4) Vocabulary Item for regular past in English:

(5) Past tense of play, (6) Past tense of play,

The process of Vocabulary Insertion is additive, in the sense that it

(7) a. play - played

(7) a. play - played

(I) The grammar of English must contain a Vocabulary Item that

(7) a. play - played

(I) The grammar of English must contain a Vocabulary Item that

(7) a. play - played

(I) The grammar of English must contain a Vocabulary Item that

(8) T[+past] allomorphy in English

There are multiple Vocabulary Items that could in principle apply to a

(9) Provisional Vocabulary Items for T[+past]

(9) Provisional Vocabulary Items for T[+past]

Problem: they do not make correct predictions about the derivation

The Vocabulary Items must be augmented so that the non-defaults

(10) Modified Vocabulary Items

The modified Vocabulary Items make reference to an element in the

The Vocabulary Item in (10a) says that the functional morpheme

→ it is an element in the context of the T[+past] node that plays a

The Vocabulary Item in (10c) does not have a contextual

→ There are two VIs that could apply to the T[+past]

The way that this effect is achieved is by ordering these VIs:

The introduction of Ordering is required because Vocabulary Items

The Subset Principle

The Subset Principle

Hypothesis: order among Vocabulary Items is defined by the principle

→ the Vocabulary Item with the -t exponent is more specific than

- Vocabulary Items are a paring between

- Vocabulary Items are a paring between a phonological exponent

- Vocabulary Items are a paring between a phonological exponent

- Vocabulary Insertion is the mechanism responsible for supplying

- Vocabulary Items are a paring between a phonological exponent

- Vocabulary Insertion is the mechanism responsible for supplying

- Vocabulary Items are a paring between a phonological exponent

- Vocabulary Insertion is the mechanism responsible for supplying

- Contextual allomorphy is the phenomenon in which

- Vocabulary Items are a paring between a phonological exponent

- Vocabulary Insertion is the mechanism responsible for supplying