Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation...
-
Upload
camron-gilbert -
Category
Documents
-
view
216 -
download
0
Transcript of Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation...
![Page 1: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/1.jpg)
Phonological Acquisition
Theory: kids can't hear the sounds
– Problems:• Kid has same pronunciation for bus, brush,
duck, cart, card, and mouse
• He can point to the right one when asked
![Page 2: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/2.jpg)
Phonological Acquisition
Theory: kids can't hear the sounds
– Problems:• Kid has same pronunciation for bus, brush,
duck, cart, card, and mouse
• He can point to the right one when asked
• So he has a good ear, not a good mouth
![Page 3: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/3.jpg)
Phonological Acquisition
Theory: kids can't hear the sounds
– Problems:• In wired binki experiment babies distinguish
between all kinds of sounds
![Page 4: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/4.jpg)
Phonological Acquisition
Theory: kids can't hear the sounds
– Problems:• In wired binki experiment babies distinguish
between all kinds of sounds
• Kids hate it when you use their pronunciations. They know it isn't right (mikeywave)
![Page 5: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/5.jpg)
Phonological Acquisition
Theory: sounds are too hard for kids to pronounce
– What's that
– A nake
– A snake
– Yeah a nake
![Page 6: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/6.jpg)
Phonological Acquisition
Theory: sounds are too hard for kids to pronounce
– What's that
– A nake
– A snake
– Yeah a nake
– Say snake
– Nake
– No, snake
– Take
![Page 7: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/7.jpg)
Phonological Acquisition
Theory: sounds are too hard for kids to pronounce
– What's that
– A nake
– A snake
– Yeah a nake
– Say snake
– Nake
– No, snake
– Take
– What sound do snakes make?
– SSSSSSSSSSSSSSSSS
![Page 8: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/8.jpg)
Phonological Acquisition
Theory: sounds are too hard for kids to pronounce
– Kids babbled sounds they don't use in words
![Page 9: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/9.jpg)
Phonological Acquisition
Theory: sounds are too hard for kids to pronounce
– Kids babbled sounds they don't use in words
– Kids use sound correctly in some words but not others
• mouth as moush
• but
• shoe as sue
![Page 10: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/10.jpg)
Phonological Acquisition
Theory: Genetic program that allows some sounds first and others later
![Page 11: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/11.jpg)
Phonological Acquisition
![Page 12: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/12.jpg)
Phonological Acquisition
Theory: Genetic program that allows some sounds first and others later
– The idea is that kids learn phonological contrasts in a particular order
![Page 13: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/13.jpg)
Phonological Acquisition
Theory: Genetic program that allows some sounds first and others later
– The idea is that kids learn phonological contrasts in a particular order
– The statistical tendency is there, but it's not set in stone
![Page 14: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/14.jpg)
Phonological Acquisition
Theory: Genetic program that allows some sounds first and others later
– Similar idea: more “natural” or easier sounds are learned first
![Page 15: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/15.jpg)
Phonological Acquisition
Theory: Genetic program that allows some sounds first and others later
– Similar idea: more “natural” or easier sounds are learned first
– How do you determine naturalness or ease?
![Page 16: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/16.jpg)
Phonological Acquisition
Theory: Kids are little scientists figuring the system out as they go
– Malapropisms by kids
• retain rhythmic pattern
– monument for ornament• retain number of syllable
• change first consonant sound
– Kids remember initially stressed words easier
– Kids remember words with consonant with same voicing
![Page 17: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/17.jpg)
Phonological Processing
In Dutch /b d g/ devoice word finally
– verwijden [vervejdən] to widen
– verwijten [vervejtən] to reproach
![Page 18: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/18.jpg)
Phonological Processing
In Dutch /b d g/ devoice word finally
– verwijden [vervejdən] to widen
– verwijten [vervejtən] to reproach
– verwijd [vervejt] widen
– verwijt [vervejt] reproach
![Page 19: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/19.jpg)
Phonological Processing
In Dutch /b d g/ devoice word finally So how do they handle novel words?
– If they end in [p t k] they could have /p t k/ in stem
![Page 20: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/20.jpg)
Phonological Processing
In Dutch /b d g/ devoice word finally So how do they handle novel words?
– If they end in [p t k] then could have /p t k/ in stem
– Or, they could have /b d g/ in stem that is devoiced
![Page 21: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/21.jpg)
Phonological Processing
Experiment
– ik dent, ik tief (I ____ (present tense))
– “What is the past tense form”
– In Dutch -te is put after voiceless phones and -de after voiced phones.
![Page 22: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/22.jpg)
Phonological Processing
Experiment
– ik dent, ik tief (I ____ (present tense))
– “What is the past tense form”
– In Dutch -te is put after voiceless phones and -de after voiced phones.
– People could say:• tiefte or tievde
• dentte or dendde
![Page 23: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/23.jpg)
Phonological Processing
Hypotheses
– People will always use -te since they always hear a voiceless stop
![Page 24: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/24.jpg)
Phonological Processing
Hypotheses
– People will always use -te since they always hear a voiceless stop
– People will randomly use -te or -de
![Page 25: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/25.jpg)
Phonological Processing
Hypotheses
– People will always use -te since they always hear a voiceless stop
– People will randomly use -te or -de
– People will choose -te or -de depending on how similar the test word is to other Dutch verbs
![Page 26: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/26.jpg)
Phonological Processing
Hypotheses
– People will always use -te since they always hear a voiceless stop
– People will randomly use -te or -de
– People will choose -te or -de depending on how similar the test word is to other Dutch verbs
– More evidence that language processing is analogical
![Page 27: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/27.jpg)
Phonological Processing
When to Americans flap /t/?
– It needs to be between vowels or after an r or l• city, altar, faculty, atom, auto
• not
• interior, atrium, attract, tense
![Page 28: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/28.jpg)
Phonological Processing
When to Americans flap /t/?
– It needs to be between vowels or after an r or l• city, altar, faculty, atom, auto
• not
• interior, atrium, attract, tense
– It needs to be followed by a stressless syllable• city, altar, faculty, atom
• not
• attack, atonement
![Page 29: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/29.jpg)
Phonological Processing
Stress predicts 98% of cases
![Page 30: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/30.jpg)
Phonological Processing
Experiment
– Which sounds more natural to you?• ['dəɾejs] or ['dəthejs]
• [də'thejs] or [də'ɾejs]
![Page 31: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/31.jpg)
Phonological Processing
Experiment
– Which sounds more natural to you?• ['dəɾejs] or ['dəthejs]
• [də'thejs] or [də'ɾejs]
People favored flaps when followed by an unstressed syllable
People favored /t/ when followed by a stressed styllable
![Page 32: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/32.jpg)
Phonological Processing
When to Americans flap /t/?
– What about syllable structure?• Theory 1: flaps occur in the onset
– ci.ty, a.tom
![Page 33: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/33.jpg)
Phonological Processing
When to Americans flap /t/?
– What about syllable structure?• Theory 1: flaps occur in the onset
– ci.ty, a.tom
• Theory 2: flaps occur in the coda– cit.y, at. om
![Page 34: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/34.jpg)
Phonological Processing
When to Americans flap /t/?
– What about syllable structure?• Theory 1: flaps occur in the onset
– ci.ty, a.tom
• Theory 2: flaps occur in the coda– cit.y, at. om
• Theory 3: flaps are ambisyllabic– (ci(t)y), (a(t)om)
![Page 35: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/35.jpg)
Phonological Processing
When to Americans flap /t/?
– What about syllable structure?• Theory 1: flaps occur in the onset
– ci.ty, a.tom
• Theory 2: flaps occur in the coda– cit.y, at. om
• Theory 3: flaps are ambisyllabic– (ci(t)y), (a(t)om)
– How could you prove one or the other?
![Page 36: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/36.jpg)
Phonological Processing
Experiment: how do you divide words?• photon
• ___ FOW / TAHN
• ___ FOWT / AHN
• ___ I’m not sure
![Page 37: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/37.jpg)
Phonological Processing
Experiment: how do you divide words?• photon
• ___ FOW / TAHN
• ___ FOWT / AHN
• ___ I’m not sure
• (This can't test ambisyllabicity)
![Page 38: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/38.jpg)
Phonological Processing
Experiment: What influences the syllabification of /t/ into the onset?
– stress?
![Page 39: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/39.jpg)
Phonological Processing
Experiment: What influences the syllabification of /t/ into the onset?
– stress? No• a.ttáck no likelier than á.ttic
![Page 40: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/40.jpg)
Phonological Processing
Experiment: What influences the syllabification of /t/ into the onset?
– vowel quality?
![Page 41: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/41.jpg)
Phonological Processing
Experiment: What influences the syllabification of /t/ into the onset?
– vowel quality? Not by itself
![Page 42: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/42.jpg)
Phonological Processing
Experiment: What influences the syllabification of /t/ into the onset?
– vowel quality by pronunciation of /t/?
![Page 43: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/43.jpg)
Phonological Processing
Experiment: What influences the syllabification of /t/ into the onset?
– vowel quality by pronunciation of /t/? Yes• People put words with [th] pronunciation in onset
– when lax vowel preceded it» a.ttach» sa.tire
– and when tense vowel preceded it» pho.ton
![Page 44: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/44.jpg)
Phonological Processing
Experiment: What influences the syllabification of /t/ into the onset?
– vowel quality by pronunciation of /t/? Yes• But, people put words with flap pronunciation in
the coda when lax vowel preceded it:– att.ic– flutt.er
• and in the onset when a tense vowel preceded it:
– suit.or– teet.er
![Page 45: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/45.jpg)
Phonological Processing
Experiment: What influences the syllabification of /t/ into the onset?
– vowel quality by pronunciation of /t/? Yes• But, people put words with flap pronunciation in
the coda when lax vowel preceded it:– att.ic– flutt.er
• and in the onset when a tense vowel preceded it:
– suit.or– teet.er
– So flaps occur in both the coda and the onset
– How does that fit with theory that flaps are conditioned by being in onset or coda?
![Page 46: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/46.jpg)
Phonological Processing
Does ambisyllabicity condition flaps?
– Experiment:• What is the first part of city: ci or cit?
• What is the second part of city: y or ty?
![Page 47: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/47.jpg)
Phonological Processing
Does ambisyllabicity condition flaps?
– Experiment:• What is the first part of city: ci or cit?
• What is the second part of city: y or ty?– Ambisyllabicity if first part is cit and second is ty.
![Page 48: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/48.jpg)
Phonological Processing
Does ambisyllabicity condition flaps?
– Experiment:• What is the first part of city: ci or cit?
• What is the second part of city: y or ty?– Ambisyllabicity if first part is cit and second is ty.
– Words with [th] had it mainly in the onset• first part of attack is a-
• second part of attack is -ttack
![Page 49: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/49.jpg)
Phonological Processing
Does ambisyllabicity condition flaps?
– Experiment:• What is the first part of city: ci or cit?
• What is the second part of city: y or ty?– Ambisyllabicity if first part is cit and second is ty.
– Words with flap had it in onset, coda, ambisyllabic. All over the place
![Page 50: Phonological Acquisition Theory: kids can't hear the sounds – Problems: Kid has same pronunciation for bus, brush, duck, cart, card, and mouse He can point.](https://reader036.fdocuments.net/reader036/viewer/2022062423/5697bfd21a28abf838cab89d/html5/thumbnails/50.jpg)
Phonological Processing
Does ambisyllabicity condition flaps?
– Experiment:• What is the first part of city: ci or cit?
• What is the second part of city: y or ty?– Ambisyllabicity if first part is cit and second is ty.
– Words with flap had it in onset, coda, ambisyllabic. All over the place
– So, ambisyllabicity (or onset or coda) is not consistently associated with flaps and therefore, can't condition them