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Plains Cree Word Prosody Revisited

Published online by Cambridge University Press:  18 June 2025

Angeliki Athanasopoulou*
Affiliation:
School of Languages, Linguistics, Literatures, and Cultures, University of Calgary, Calgary, Alberta, Canada
Quinn Goddard
Affiliation:
School of Languages, Linguistics, Literatures, and Cultures, University of Calgary, Calgary, Alberta, Canada
Darin Flynn
Affiliation:
School of Languages, Linguistics, Literatures, and Cultures, University of Calgary, Calgary, Alberta, Canada
*
*Corresponding author. Email: angeliki.athanasopou@ucalgary.ca
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Abstract

Accounts of prosody in understudied languages are often impressionistic, potentially leading to conflicting accounts due to different researchers being drawn to different acoustic cues. The debate surrounding the location of primary stress in Plains Cree is such a case. One widely adopted claim states that stress is realized on the antepenult, whereas others argue for a penultimate accent. The present study investigates the phonetic properties of stress (duration, F0, intensity, vowel quality) in multisyllabic words and in phrases to understand the patterns that have led to the current debate. We find that there are cues supporting both previous claims: a high F0 on the antepenultimate syllable compatible with “antepenultimate stress” and a falling F0 on the penultimate syllable compatible with “penultimate accent.” Based on the acoustic evidence, we suggest that Plains Cree is a pitch-accent system, with a predictable penultimate HL word-level pitch-accent. Tonal patterns in other syllables are the result of prosodic boundaries, phonetic interpolation, or tonal spreading.

Information

Type
Research Article
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.
Copyright
© The Author(s), 2025. Published by Cambridge University Press on behalf of The International Phonetic Association
Figure 0

Figure 1. Vowel space of Plains Cree in the present study. Large points with letters indicate the average of the group. The vowels are from the current study and include vowels in individual words (see section 3) and in the first and second word of a phrase (see section 4).

Figure 1

Table 1. Examples of stimuli from individual words for vowel /i/ (target is bolded)

Figure 2

Table 2. Number of vowels from individual words included in the analysis in each vowel category and syllable position

Figure 3

Figure 2. Examples of vowel-aspiration, vowel-glide, and glide-vowel segmentation boundaries. The word is omîmîwa ᐅᒦᒦᐘ ‘dove, pigeon’. “ASP” indicates the word-final aspiration.

Figure 4

Figure 3. Examples of vowel-aspiration, vowel-glide, and glide-vowel segmentation boundaries. The word is kitisîhtânâwâw ᑭᑎᓰᐦᑖᓈᐚᐤ followed by ita ᐃᑕ ‘there, where’. “ASP” indicates the word-final aspiration.

Figure 5

Figure 4. Duration in milliseconds for each vowel length and syllable category in individual words. The error bars represent the standard error of the mean.

Figure 6

Figure 5. Vowel space by vowel length (V = short, V: = long) and syllable (ant = antepenult, pen = penult, fin = final). Dashed lines indicate the vowel space of the long vowels. Solid lines indicate the vowel space of the short vowels.

Figure 7

Figure 6. Intensity in dB for each vowel length and syllable category in individual words. The error bars represent the standard error of the mean.

Figure 8

Figure 7. Average F0 in Hz for each vowel length and syllable category in individual words. The error bars represent the standard error of the mean.

Figure 9

Figure 8. F0 in Hz at the beginning (Q1 = first vowel quarter) and end of a vowel (Q4 = last vowel quarter) for each vowel length and syllable category in individual words. The error bars represent the standard error of the mean.

Figure 10

Figure 9. Average percentage of vowel duration that max and min F0 of the vowel occurs for each vowel length and syllable category in individual words. The arrows show the direction of the F0. Q1 to Q4 mark each vowel quarter. The error bars represent the standard error of the mean.

Figure 11

Table 3. Examples of stimuli from words in phrases for vowel /aː/ (target is bolded)

Figure 12

Table 4. Number of vowels from words in phrases included in the analysis in each vowel category and syllable position

Figure 13

Figure 10. Duration in milliseconds for each vowel length and syllable category in the first word of a phrase. The error bars represent the standard error of the mean.

Figure 14

Figure 11. Vowel space by vowel length (V = short, V: = long) and syllable (ant = antepenult, pen = penult, fin = final). Dashed lines indicate the vowel space of the long vowels. Solid lines indicate the vowel space of the short vowels.

Figure 15

Figure 12. Intensity in dB for each vowel length and syllable category in the first word of a phrase. The error bars represent the standard error of the mean.

Figure 16

Figure 13. Average F0 in Hz for each vowel length and syllable category in the first word of a phrase. The error bars represent the standard error of the mean.

Figure 17

Figure 14. F0 in Hz at the beginning (Q1 = first vowel quarter) and end of a vowel (Q4 = last vowel quarter) for each vowel length and syllable category in the first word of a phrase. The error bars represent the standard error of the mean.

Figure 18

Figure 15. Average percentage of vowel duration that max and min F0 of the vowel occurs for each vowel length and syllable category in the first word of a phrase. The arrows show the direction of the F0. Q1 to Q4 mark each vowel quarter. The error bars represent the standard error of the mean.

Figure 19

Figure 16. F0 in Hz at the beginning (Q1 = first vowel quarter) and end of a vowel (Q4 = last vowel quarter) for each vowel length (V = short vowels; V: = long vowels) and syllable category in the first polysyllabic word and in the second disyllabic word in phrases. The error bars represent the standard error of the mean. The data for Word 1 are repeated from Figure 14.

Figure 20

Figure 17. F0 in Hz at the beginning (Q1 = first vowel quarter) and end of a vowel (Q4 = last vowel quarter) in the antepenultimate syllable or a syllable preceding the antepenult (before antepenult) when it is at the beginning of the word (Word Initial) and when it is preceded by at least another syllable (Non-Initial), for short and long vowels separately. The error bars represent the standard error of the mean. The figure combines the data from individual words and word 1 in phrases.

Figure 21

Figure 18. F0 in Hz at the beginning (Q1 = first vowel quarter) and end of a vowel (Q4 = last vowel quarter) for each vowel length (V = short vowels; V: = long vowels) and syllable category in individual words, first and second words in phrases. The error bars represent the standard error of the mean. The data for Individual Words (Individual) are repeated from Figure 8, the data for Phrases are repeated from Figure 16, and the data for syllables before the antepenult (before antep), including word initial and non-initial syllables, are repeated from Figure 17.

Figure 22

Table A1. Average duration (ms) for each syllable of the second word (disyllabic) in our phrases. The standard deviation is shown in parentheses

Figure 23

Table A2. Average duration (ms) for initial and non-initial antepenultimate or preceding syllables. The standard deviation is shown in parentheses

Figure 24

Figure A1. askîhk ohci ᐊᐢᑮᕁ ᐅᐦᒋ ‘from the land’.