Although it has been proposed that all languages may have some lexical stress property, recent studies of (Standard) Indonesian have concluded, based primarily on perception, that lexical stress is not present in this language. While it is philosophically problematic to prove the non-existence of a phenomenon, we examine data from a large-scale production study for both direct and indirect evidence of stress, contributing to the growing body of literature in this field. In the first case, evidence is sought that indicates that a particular syllable in a word exhibits acoustic properties typically associated with prominence (i.e. fundamental frequency (f0), duration, intensity, vowel quality). In the second case, evidence of enhancement of these properties on a particular syllable under focus is sought, for a more abstract stress property that is not overtly manifested at the word level. Although we find no evidence of lexical prominence, we observe acoustic patterns consistent with a higher level prominence corresponding to focus, manifested by strong (Intonational Phrase) boundary properties. Overall, our findings reveal that there is strong support for a class of languages lacking lexical stress, and in the absence of a stressed syllable to enhance, focus may be manifested prosodically as boundary properties.

When a phonological rule applies across words, it is necessary to be able to specify across which types of words it may apply and across which it may not, or in other words, within which domain it applies. That such domains do not necessarily coincide with syntactic constituents has been amply demonstrated in such works as Clements (1978), Napoli & Nespor (1979), Rotenberg (1978), Selkirk (1978, 1984), Nespor & Vogel (1982, 1986) and Kaisse (1985). As has been argued in recent work, what is needed instead is a somewhat more complex theory in which there is a more complex type of interaction between phonological rules and syntactic structures. In the past few years, several such theories have been proposed, in particular, those advanced by Selkirk (1984), Kaisse (1985) and Nespor & Vogel (1986).

In phonology, one of the generalisations that seems to hold true across most, if not all, languages is that the overall rhythmic pattern tends to be organised such that there is an alternation of strong and weak syllables (cf. among others, Hayes 1980, 1984; Prince 1983; Selkirk 1984). In other words, languages tend to avoid strings of adjacent strong syllables, as well as strings of adjacent weak syllables. These generalisations are expressed by clauses (a) and (b), respectively, of Selkirk's Principle of Rhythmic Alternation (PRA):

(1) Principle of Rhythmic Alternation (Selkirk 1984: 52)

a. Every strong position on a metrical level n should be followed by at least one weak position on that level

b. Any weak position on a metrical level n may be preceded by at most one weak position on that level

Of course, the underlying rhythmic patterns of a language are not always in conformity with the PRA.

It is generally believed that Turkish stress is always word-final. Closer examination, however, reveals several types of exceptions to this pattern involving both roots and affixes. This paper proposes a unified analysis of regular and irregular stress in Turkish that crucially depends on our definition of the Phonological Word. In addition, we discuss stress in constituents beyond the word, and provide evidence for the Clitic Group as well as the Phonological Phrase. Finally, we also briefly discuss vowel harmony and a set of syllabification phenomena, and show how the latter, in particular, provide independent support for the proposal we advance here.

This paper investigates the acquisition of compound vs. phrasal stress (hót dog vs. hot dóg) in English. This has previously been shown to be acquired quite late, in contrast to recent research showing that infants both perceive and prefer rhythmic patterns in their own language. Subjects (40 children in four groups the averages ages of which are 5;4, 7;2, 9;3 and 11;6 and 10 adults) were shown pairs of pictures representing a compound word and the corresponding phrase. They heard a prerecorded tape with the names of the items, and were asked to indicate which one they heard. In addition to 9 real compounds and corresponding phrases, 9 novel compounds were presented (rédcup = invented type of flower vs. red cúp). A gradual increase in overall correct scores until age twelve was found along with a significant effect of real vs. novel compounds (p < 0·001), and an overwhelming tendency for the younger children to prefer compounds regardless of stress. We conclude that the results are due to the slow development of the ability to use prosodic information to override a strong lexical bias.