This paper investigates whether typical stress patterns in English nouns and verbs are available as a prosodic cue for categorisation and accelerated word learning during first language acquisition. The stress typicality hypothesis states that left-stressed nouns and right-stressed verbs should be acquired earlier than the reverse configurations if stress effectively signals lexical class membership. In this view, class-typical stress patterns are expected to facilitate learning of novel items. A series of generalized additive models (GAMs) based on a comprehensive set of lexical data (CELEX) as well as a large set of age-of-acquisition (AoA) and concreteness ratings reveals that stress typicality plays a minor role in early acquisition, as it is generally superseded by a preference for left-hand (or ‘trochaic’) patterns in both nouns and verbs. This may be explained by general cognitive constraints (perceptual salience and recency) or exposure to the dominant pattern in the ambient language.

中文翻译：

---

Trochaic 偏向压倒英语词汇发展中的重音典型性

本文研究了英语名词和动词中的典型重音模式是否可用作第一语言习得期间分类和加速单词学习的韵律提示。重音典型性假设指出，如果重音有效地表明词汇类别成员资格，则左重音名词和右重音动词应该比反向配置更早获得。在这种观点中，典型的班级压力模式有望促进新项目的学习。基于一组综合词汇数据 (CELEX) 以及大量习得年龄 (AoA) 和具体性评级的一系列广义加性模型 (GAM) 表明，应力典型性在早期习得中起次要作用，因为它通常被名词和动词中对左手（或“trochaic”）模式的偏好所取代。