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STRESSIN REDUPLICATIVE
COMPOUNDS:MISH-MASHOR
HOCUS-POCUS?
JOHN M. DIENHART
Odense University
tive compounds enter into his larger class of Imitative Compounds, which
is divided into a number of subclasses on the basis of stress pattern and
number of components in the compound (186-87).
SoJespersen focuses on form, while Kingdon focuses on stress. A natural
question now arises: is there any correlation between the form of these
compounds and their stress patterns? I know of only one source that has
addressed this question: Bauer et al. (1980). The chapter on stress, which I
wrote for that book, outlined briefly the basic relationships, as I saw them
then, between form and stress in reduplicative compounds (188-89). This
paper develops those ideas further, providing a comprehensive investigation of the relationship between form and stress, while at the same time
illuminating an interesting array of other linguistic regularities in compounds of this type.
For ease of reference I shall henceforth refer to the three prototypical
classes of reduplicative compounds as follows:
Class1: the BOO-BOO class
Class2: the HOCUS-POCUSclass
Class3: the MISH-MASHclass
3
This investigation faces two basic problems at the very outset. The first
involves determining class membership itself, while the second involves
determining the stress patterns for the items in each of the three classes.
Because I am interested in determining class membership INDEPENDENTLY
OF STRESS,the solution of the second problem is not to be invoked in the
solution of the first.
At first glance, determining class membership might seem quite straightforward. We shall see below that it is not.
1.1. DETERMINING
CLASSMEMBERSHIP.
Once the set of reduplicative com-
STRESS IN REDUPLICATIVECOMPOUNDS
TABLE
Reduplication as a Cline
Class 1 (BOO-BOO)
Class 2 (HOCUS-POCUS)
Class 3 (MISH-MASH)
NonsenseRhyme
hubba hubba
willy-nilly
wishy-washy
LexicalRhyme
my-my
brain drain
flip-flop
SyllableRhyme
lulu
kiwi
viva
sympathize with Flexner's attempt to make these distinctions, they are very
difficult to carry out in practice, and Flexner himself is often inconsistent
in his classification,
be to adopt the very broad view-that is, admit the full range of constructions discussed above: nonsense rhymes, lexical rhymes, and syllable rhymes.
We would then have a very simple criterion for set membership: a reduplicative compound would be any sequence X1X2,where X2 is related to X1by
means of one of the three conditions stated earlier: Class 1, X2may be equal
Repetitionof the same syllableor syllablescomes naturalto all human beings and
is found veryoften in languagesas a means of strengtheningan utterance.Whatis
repeated may be an ordinaryword as in the repeated interjections Come,come.t,
Hear, hear!, Well,well!.-Further such combinations as girly-girly,goody-goody,
pretty-
It follows, therefore, that we cannot simply adopt the very broad view of
set membership, simple as that would be.
Other kinds of problems arise if we try to adopt the narrow viewlimiting set membership to only those items which are "nonsensical."
1.1.6. Problems with the Narrow View. "Nonsensical" constructions seem to
be the ones most often cited when writers make reference to reduplicative
compounds. Thus Crystal (1997, 325), in his discussion of reduplication,
cites helter-skelterand shilly-shally as typical examples. Similarly, the lists
supplied by both Flexner and Jespersen are replete with examples such as
Herkimer-Jerkimerand ooly-drooly (Flexner 1975, 606) and driggle-draggle and
pindy-pandy (Jespersen 1974, 177). What is it that makes such forms "nonsensical"? Somewhat surprisingly, we shall discover that "nonsense" is not
easy to come to grips with.
In the first place, any given compound as a whole must be distinguished
from the elements (kernel and reduplicant) that make up the two parts of
the compound. Take, for example, the item higgledy-piggledy. Here are two
examples of the use of this compound that I have come across in recent
works of nonfiction:
rods and slabs were suspended from wires higgledy-piggledy throughout the
room [Pinker 1997, 215]
words are not just stacked higgledy-piggledy in our minds, like leaves on an
autumn bonfire [Aitchison 1994, 5]
It is clear that higgledy-piggledyis not nonsensical. We can easily assign a
word class to the compound in these contexts (it is an adverb). In addition,
we can assign a definite meaning to the compound. The American Heritage
Dictionary of the English Language (AHD 1969), for example, defines it as "in
utter disorder or confusion." So the nonsense in higgledy-piggledyis not in
the compound itself, but rather in the individual elements that make up
the compound. In this instance, both elements are nonsensical. In other
the kernel
instances, only one of the elements is nonsensical-either
or
the
MISH-mash)
reduplicant
holy
(JEEPERS-creepers,
(fiddle-FADDLE, MOLY).
in his
What is it that leads us to view such forms as nonsensical?Jespersen,
practical manner, takes it for granted that we all know an "ordinary word"
when we see one. Anything else is "meaningless," and hence nonsense:
It will be seen that in some cases one of the forms [kernel or reduplicant] exists as
an ordinary word, or even both may; . . . but in other cases the components are in
themselves meaningless. [Jespersen 1974, 177]
Let us delve a bit deeper into this distinction between "ordinary word"
and "meaningless" (or "nonsensical") forms. As a starting point, it is
STRESSIN REDUPLICATIVECOMPOUNDS
10
Seabeesis the new name chosen to designate the new Naval Construction Regiments.... With the name an insignia has been adopted-a flying bee, fighting
mad. On its head it sports a sailor hat. In its fore hand or leg it clutches a spitting
Tommy Gun; in its amidship hand, a wrench, and in its aft hand, a carpenter's
hammer.
As in so many other instances, we see here the consequences of the natural
tendency of the human mind to impose meaning on relatively meaningless
elements.
Sometimes we can be fooled into thinking that we are dealing with
ordinary English words when in fact items have been borrowed from
foreign languages and then mapped onto existing English forms. A prime
example is the distress call, Mayday, whose English rendering conceals the
homophonous French origin of the construction: m'aider'help me!'.
A related type of example is the Japanese expression hara-kiri ('belly' +
'cut'), which, according to the OED2, entered the English language in this
form around 1850. The form is undergoing a phonological change in
modern English, so that for many speakers it has become a reduplicative
compound, hari-kari. The OED2 views this as "corrupt" and "erroneous,"
but I doubt that the process can be stopped. We even find another "corrupt" variant in the OED2, one which has resulted from a mapping of harakiri onto ordinary English lexical items: hurry-curry. Linguistic changes of
this type are inevitable. They represent yet another technique whereby
native speakers attempt to make sense of "nonsense."
An additional problem involves trying to determine what constitutes a
"compound." Mish-mash, I would argue, is a compound, whereas babyis not.
Therefore, claiming that a form such as mish (in mish-mash) is nonsensical is
not the same as claiming that ba (in baby) is nonsensical. I would prefer to
call the former "nonsensical," the latter "meaningless."6
In written texts, compounds can often be recognized by the existence of
an orthographic clue such as a hyphen (higgledy-piggledy) or a space (holy
moly) between the two elements. This allows us to view the forms as clear
instances of "compounding," even though one or both elements may be
nonsensical. What if such orthographic clues are absent? Then we tend to
resort to the notion of "lexical item." Thus cookbookand payday are compounds. But what about such items as crisscross, hobnob, nitwit, and picnic?
Are these instances of "syllable rhyme" (like baby) or examples of "nonsense
rhyme" (like hodgepodge and mish-mash)? Even if we limit our discussion to
the least likely candidate in this list, namely picnic, we are in for something
of a surprise. I believe that most people today would view picnic as a
form. But historically speaking it is a compound. The
noncompounded
AHD provides the following description of the origin of picnic: "French
STRESSIN REDUPLICATIVECOMPOUNDS
11
from LEXICAL
RHYME,
NONSENSE
SYLLABLE RHYME.
The following section offers an approach to this problem that shifts the
focus from meaning to form. This can be done by transferring attention
from the semantic notion of "nonsense" to a consideration of phonological
"accident."
1.1.7. Accidental Similarity.I wish to devise some objective criteria for
distinguishing "accidental similarity"from similarity that results from "intention" of some sort. We can start by making the following generalization:
the longer the kernel, the less likely it is that the phonological similarity
between the kernel and the reduplicant is accidental. This is simple logic:
similarities between long strings are more significant (and hence less
accidental) than similarities between short strings. Thus, no one would
argue that accident is involved in the few instances we have where threesyllable kernels play against three-syllable reduplicants: higgledypiggledy
and niminy-piminy.The case is similar for most two-syllable kernels: argleand wishy-washy.Such constructions bear the
bargle,hanky-panky,ticky-tacky,
clear mark of intentional reduplication. This leads us to our first "filter,"
the SINGLE PHONE CONDITION.
1.1.7.1. Filter #1: The Single Phone Condition. The incidence of accidental "reduplication" is most common when the kernel is monosyllabic.
This is particularly the case with syllable rhyme and when the kernel has the
form CV, as in babyand bozo.In these examples, the full construction has
the form CV$CV,where each of the "elements" is a meaningless syllable.
The "reduplication" in such cases involves the repetition of only one
phone, either the C (as in baby)or the V (as in bozo).As noted earlier, such
items are peripheral indeed to the class of reduplicative compounds. To
block such items from set membership, I propose the following filter:
12
denies
membership
to
monomorphemic constructions of the form CVCV, where the "reduplication" involves only a single phone. The repeated phone can be either C or V.
Thus the SPC filters out a large number of syllable rhymes (e.g., baby, bozo,
cookie, khaki, puppy, and Zulu).
However, the SPC does not block all instances of syllable rhyme. If a
syllable consists of more than two phones, the single phone condition
obviously does not apply. Thus forms such as chitchat, flubdub, hobnob,
humdrum, nitwit, picnic, and riffraffaffre not excluded from set membership.
or polymorphemic, both the
Whether these forms are monomorphemic
kernel and the reduplicant are longer than CV, so the SPC is not applicable.
Furthermore, because the SPC applies only to MONOMORPHEMIC constructions (that is, only to instances of syllable rhyme), it does not block items
such as boy toy, hi-fi, or see-saw, which are polymorphemic. However, in a few
polymorphemic items the reduplication is as accidental as it is in baby and
bozo. For these items a second filter is needed.
1.1.7.2. Filter #2: The Affix Condition. Accidental reduplication can
clearly involve morphemes as well as meaningless syllables-for
example,
in a word containing an affix of very general distribution that, in a particular instance, happens to be phonologically similar to the root to which it is
attached. Consider the English prefixes un- and dis-. These are productively
applied to a wide variety of roots: unloved, untie; dislike, disprove. But attach
un- to -done and dis- to -miss, and we end up with accidental rhymes that are,
phonologically speaking, candidates for membership in Class 2 (undone,
dismiss). Similar accidents involve suffixation: lowly, for example, fits the
very broad condition for inclusion in Class 3. However, the "reduplications" in items such as undone, dismiss, and lowly are as accidental as those
we encountered in words like babyand bozo. To remove them from the set of
reduplicative compounds, we can add the following filter:
AFFIXCONDITION(AC). This condition denies membership to any polymor-
STRESSIN REDUPLICATIVECOMPOUNDS
13
found in Greek, where the initial consonant of the root is reduplicated in certain
grammatical contexts (perfective forms); e.g. /'lu:o:/, 'I loose', becomes /'leluka/, 'I
have loosed'. In English the nearest one gets to this is in 'reduplicative compound'
words, such as helter-skelter,
shilly-shally.
What makes Crystal's Greek example different from English examples
like dismiss, lowly, and undone is that the English affixes are not formed on
the basis of the root, but are simply general affixes attached to the root. The
ensuing rhyme in the English words is thus a linguistic accident rather than
the result of a linguistic process of reduplication.
1.1.8. Set Membership. The two conditions, SPC and AC, provide objective
criteria for filtering out some of the accidental instances of reduplication.
The resulting set of reduplicative compounds includes much more than
would be admitted by the narrow view (which would restrict us to nonsense
rhymes only), but considerably less than would be admitted by the very
broad view (which would allow all types of syllable rhymes as well).
The algorithm now established for set membership works as follows. It
starts by defining the broadest possible set, namely the set consisting of any
sequence X1X2, where X2 is related to X1 by being identical (boo-boo), by
differing in consonant onset (hocus-pocus), or by differing in vowel peak
(mish-mash). Entries are then filtered out (or assigned to the periphery) by
means of the SPC, which removes forms like baby, and the AC, which
removes forms like dismiss.
With the criteria for set membership in place, we can now turn to the
second problem mentioned earlier-the
problem of stress assignment.
STRESS.
Given well-defined criteria for set membership,
1.2. DETERMINING
how is the stress pattern for individual members of the set determined?
Again, this might, at first glance, seem like an easy problem to solve: ask a
native speaker or look the items up in a good dictionary. But anyone who
has worked with native speakers and dictionaries knows that variable responses are often the norm rather than the exception. Native speaker
intuition is notoriously difficult to pin down, not least when it comes to
making judgments about stress. Furthermore, many of the items to be
examined are not in every native speaker's vocabulary. How many people,
for example, know such forms as bandy-bandy, beer-beer,frish-frash, or yigyag?
While dictionaries are a big help, there are two problems here as well: (1)
not all the items under consideration can be found in standard dictionaries, and (2) in those cases where the items do appear, dictionaries sometimes differ from one another in their stress assignment (where stress is
assigned at all). This is not necessarily the fault of the lexicographers. Here,
for example, is what one of the most recent English pronouncing dictionaries tells its readers about its treatment of stress:
14
2. CLASS1: THE
BOO-BOO CLASS
The following lists contain all those examples of Class 1 (kernel repeated
with no change) that I found in the RHCUD,9 grouped into two subsets.
Consider first Class la: Single Stress:
ack-ack n [1935-40] Antiaircraft fire
baba n [1820-30] Spongelike cake
BB n [1870-75] Type of ammunition (AE)
bonbon n [1790-1800]
Candy
boo-boo n [1950-55] Error (AE baby talk)
boubou n [1960-65] Type of African garment
ca-ca n Feces (baby talk)
cha-cha n [1950-55] Type of dance
chin-chin n [1785-95] Light conversation
choo-choo n [1900-05] Train (baby talk)
chow-chow n [1785-95] Type of Chinese dog
couscous n [1590-1600] Type of food
cush-cush n [1870-75] Type of vine
dada n [1915-20] Twentieth-century group of artists
15
16
stressed if the kernel is polysyllabic ORthe compound is not a noun (hulahuzla,yam yam).
It thus appears that stress placement
factors: syllable count and word class.
by two
2.1. FILTERING BY THE AC AND THE SPC. The two filters, SPC and AC, have
very little effect on the membership of Class 1 because Class 1 constructions typically do not meet either of the two conditions for filtering. With
full repetition of the kernel, it is not likely that only a single phone will be
involved or that the construction will involve a root which is identical to an
affix.
However, one example in the RHCUD involves full repetition of a onephone kernel. This is the word o-o (1885-90), defined as a 'type of Hawaiian
bird'. Since the word is presumably monomorphemic
(despite the hyphen), it is filtered out by the SPC. It is perhaps worth noting, however, that
the stress is nonetheless predictable on the basis of the stress placement
rule for Class 1: since the kernel is monosyllabic and the compound is a
noun, it should be stressed on the first syllable. The RHCUD informs us that
this is indeed the case.
2.2. ICONICITY.Perhaps more than either of the other classes, the BOOBOO class displays a high degree of iconicity. AsJespersen
STRESS IN REDUPLICATIVECOMPOUNDS
17
pointed out, the full repetition of the base form often mirrors (or attempts
to mirror) repetition of sounds that are either "natural or produced by
human activity."
Many of these sounds are animal noises, such as arf-arf, baa-baa,gobbleand
gobble,meow-meow,moo-moo,oink-oink,peep-peep,quack-quack,tweet-tweet,
woof-woof.Such utterances function like interjections or adverbs (e.g., The
duck went qudck-qudck), and hence they are typically doubly stressed, thus
falling into subcategory lb. In baby talk, however, these forms are sometimes used as labels for the animals themselves, thus becoming nouns. As
predicted, they then take single stress and move into subcategory la (e.g.,
Lookat the littlequdck-quack).Dictionaries typically do not treat these noises
as "real"English words, and hence they are generally not listed-they can
not be found, for example, in the RHCUD, which is why I have not listed
them above.
Class 1 also contains a wide range of reduplicative compounds which are
imitations of noises stemming from sources other than animals. These, too,
are seldom found in standard dictionaries. Some common examples are
and knock-knock.
bang-bang,beep-beep,
Jespersen (1974, 175) supplies us with
quite an extensive list of sounds of this type. Each of his examples is taken
from an actual literary source, and in most of the cases he identifies the
instrument responsible for the sound itself: chip-chip (ax), chuff-chuff
(train), chug-chug(engine), chut-chut(car), click-click(needles), clank-clank
(horses), clock-clock(hansom-cab), clunk-clunk(oars in oarlocks), drip-drip
(water), hish-hish(rain), honk-honk(car horn), jug-jug (motorcycle), lock-lock
(oars), nick-nick(needles), pad-pad (bare feet), plod-plod(horses), plup-plup
(gas bubbles), puff-puff (train), ramp-ramp(sea), snip-snip (scissors), tap-tap
(knock at the door), thump-thump(crutch), tick-tick(clock), and ting-ting
(telephone). We can find a few additional noises in Flexner's list (1975,
and buzz-buzz.
645): boing-boing,boom-boom,
I have found a few exceptions to the Class 1 stress rule.
2.3. EXCEPTIONS.
These fall logically into two categories: misbehaving nominal forms and
misbehaving nonnominal forms.
18
2.3.2. MisbehavingNonnominals.According to the stress rule, any comclass that is not nominal should typically be doubly
pound in the BOO-BOO
stressed. Consider, however, the following sentence: Thekittywee-weedon the
carpet.The verb wee-weeis singly stressed. It may be possible to account for
this by arguing that since there is a corresponding noun (wee-wee;see Class
la) with the same stress pattern, the verb adopts the nominal pattern.
Other constructed examples using nouns from Class la would appear to
support this hypothesis: Theyoung couplechd-chaedall night; The contestants
y6yoeduntil theirarms could takeno more.
Nonetheless, there appear to be a few "genuine" nonnominal exceptions to the double stress pattern. One such is the word gaga (1915-20),
which is an adjective meaning 'crazy'. Despite the fact that it is not a noun,
it has primary stress only on the first syllable.
Another exception is go-go'performing in a discotheque; full of energy'
(1960-65), which is singly stressed even though it is adjectival (e.g., go-go
girls, go-go funds, go-go generation). Similarly, hush-hush 'highly secret,
confidential' (1915-20), though adjectival, is marked as singly stressed in
the RHCUD (I suspect, however, that in a construction such as It was all very
hush-hushmany native speakers would have a doubly stressed hush-hish, as
predicted for an adjective in this class).
The reduplicative night-night (1895-1900) appears to have two stress
patterns. According to the RHCUD, it is singly rather than doubly stressed
when used as an adverb, whereas it is said to be doubly stressed when used
as an interjection.
2.4. VARIANTS.In a slight variant of the BOO-BOO class, the two elements
are not quite identical because an extra syllable or two gets added to the
first element. This extra material typically ends in -y: blankety-blank
(188590), clickety-click(1875-80), nighty-night(1875-80), and yackety-yak(194550). Certain numerals fall into this category as well: forty-four,sixty-six,
seventy-seven,eighty-eight,and ninety-nine.The stress pattern is still predictable, however: since the extra syllable (or syllables) is added to the kernel,
the kernel is clearly polysyllabic and hence the compounds are doubly
stressed.
Another type of variant involves such constructions as back-to-back,
blowhouse-to-house,
by-blow,by-and-by,
daybyday,half-and-half,heart-to-heart,
loop-theand word-forloop, man-to-man,one-to-one,out-and-out, through-and-through,
word.In cases like these, the extra syllable is a kind of independent infix
and is not felt to be part of the kernel. Once again, our generalizations
appear to hold: though the kernel in each of these compounds is monosyllabic, the compounds as such are nonnominal and hence are doubly
STRESS IN REDUPLICATIVECOMPOUNDS
19
stressed. If such compounds are nominal, they are singly stressed: muck-amuck (1840-50) and so-and-so(1590-1600).
2.5. ADDITIONALITEMS.I have found
(primarily in Flexner's
lists) a
Class 2a includes
20
21
22
interj
(AE)
OKEY-DOKEY
FILTERING BY THE AC
23
determined
the basic rule for stress assignment in Class 2, let us examine some of the
other interesting features of this class-in particular features dealing with
the semantic, phonological, and syntactic nature of certain members.
3.2.1. Semantic Characteristics. As he so often does, Jespersen (1974) has
some pertinent observations to make. He notes that in members of this
class the second part of the compound
is felt as a playful appendix to the first. These formations have as a rule a less serious
character than those in the [MISH-MASHclass]; many of them distinctly belong to the
nursery, where it is customary in speaking to children to vary names and other
words on the pattern of Georgy-Porgy.
This childish practice explains the universal
tendency to have an initial labial consonant in the repeated syllables. [180]
Jespersen's "playful appendix" (the reduplicant)
NONSENSERHYME (as opposed
24
Steven
Pinker makes an interesting observation about the relative order of the two
members in reduplicative compounds of the HOCUS-POCUS
type. First he asks
the following question:
Why do we say razzle-dazzleinstead of dazzle-razzle?Why super-duper,helter-skelter,
walkieharum-scarum,hocus-pocus,willy-nilly,hully-gully,roly-poly,holy-moly,herky-jerky,
talkie, namby-pamby,mumbo-jumbo,loosey-goosey,wing-ding, wham-bam, hobnob,
razzamatazz,and rub-a-dub-dub?
STRESS IN REDUPLICATIVECOMPOUNDS
25
3.3.3. Itemswith PrimaryStresson theReduplicantOnly.These include booh6o 'v to blubber; n sound of blubbering' (1515-25), fa-ld 'n text or refrain
in old songs' (1585-95), fal-lal 'n bit of finery' (1700-10), Locof6co 'n New
26
York City radical Democratic faction' (1835), te-hge'interjexpressing laughter; n titter; v to titter' (1250-1300), tra-ld 'n nonsense syllables sung as a
refrain, representing gaiety' (1815-25), and yo-h6 'interj used to attract
attention' (1760-70). We can also mention here two items filtered out by
the AC: dismissand und6ne (the fact that the stress pattern is at odds with
the general pattern for Class 2 as a whole is further evidence that these two
words are only accidentally related to the other members of the class).
I have found one polysyllabic example of this type: abba-ddbba("perhaps
taken from the nonsensical refrain of a popular song, 'Aba Daba Honeymoon' (1904)," RHCUD).
3.3.4. Itemswith VariableStress.There are a few items that appear to have
variable stress patterns. Two examples formed from monosyllabic kernels
are bowwow(1570-80) and squeegee(1835-45). According to the RHCUD,
the former can be either singly stressed (b6wwow) or doubly stressed
(b6ww6w),whereas the latter can be singly stressed on either the kernel
(squgegee)or the reduplicant (squeegee).We are not told in what contexts the
different stress patterns appear, but interestingly the variation appears to
be found within one and the same word class, since the RHCUD classifies
both words simply as nouns.
Examples involving polysyllabic kernels include dilly-dally'to waste time'
(1735-45), hurdy-gurdy'barrel organ' (1740-50), hurly-burly'n noisy disorder and confusion; adj tumultuous' (1520-30), and ricky-ticky
'ragtime beat'
to
the
all
of
these
can
be
both
RHCUD,
(1935-40). According
doubly and
singly stressed (the single stress falling on the kernel).
3.4. VARIANTS.At least two minor variants can be viewed as peripheral to
Class 2. One involves a plural form (rare); the other involves an epenthetic
syllable between the two parts of the compound.
3.4.1. Plurals. The item heebie-jeebies
(1905-10) ends in -s, even though it
does not appear on the kernel. This is clearly the plural marker (a single
heebie-jeebie being no doubt as rare as a single measle or a mump). As
expected, it is doubly stressed, since the kernel is polysyllabic.
3.4.2. EpentheticSyllable.Another variation consists of items that, though
they are constructed by varying the onset, have an epenthetic syllable
between the two elements of the compound. This infix is commonly -a-:
chuck-a-luck(also chuick-luck;1830-40), chug-a-lug (1955-60), ding-a-ling
(1930-35), and rub-a-dub(1780-90). These are all singly stressed (on the
kernel), as predicted-since the kernel is monosyllabic.
But there are a few exceptions. The following items, though they do not
make use of -a-, nonetheless have an epenthetic infix and are doubly
STRESS IN REDUPLICATIVECOMPOUNDS
27
stressed, despite the fact that the kernels are monosyllabic: lt-DE-dd (1880(1895-1900), and h6iPOLl6i(1815-25).
85), rdzzMAtdzz
If the epenthetic syllable is -y-,constructions do not necessarily adhere to
the stress pattern for Class 2 items. Orthographically, the -y-appears to be
attached to the kernel. Strictly speaking, this makes the kernel polysyllabic
and hence double stress would be expected. And indeed the RHCUD does
give double stress in the noun ricky-tick(1935-40), but not in h6nky-tonk
(1890-95), rinky-dink(1910-15), and rinky-tink (1960-65), all three of
which can be both noun and adjective. As expected, double stress occurs in
a construction such as hitherand thither,where the kernel is polysyllabic.
3.5. ADDITIONAL
ITEMS.In the section dealing with phonological
aspects
Flexner has many additional examples (none of which are listed in the
RHCUD). Here are items from his lists, classified according to his own
distinctions between "rhymingterms" and reduplicative compounds proper.
The items are all taken from his "Appendix" to the Dictionaryof American
Slang (1975):
"Second order reduplications" (645-46): beddie-weddie,
boz-woz,
boogily-woogily,
ducky-wucky,footsie-wootsie,
dizzy-wizzy,
fusty-dusty,handsy-wandsy,herkimer-jerkimer,
hipper-dipper,holly-golly,hooper-dooper,
hoovus-goovus,hunkie dunkie, jeezy-peezy,
jobsie-wobsie,nasty-wasty,petsy-wetsy,ping-wing, poolsie-woolsie,poopsie-woopsie,
racket-jacket,
rangle-dangle,rep-dep,rinky-dinky,row-dow,rusty-dusty,sacky-dacky,
28
[1425-75]
Variant of MISH-MASH
(AE)
STRESS IN REDUPLICATIVECOMPOUNDS
29
is formed by
changing the vowel (mish-mash),it is singly stressed (on the first element)regardless of lexical category and number of syllables in the kernel.
4.1. FILTERINGBYTHE AC AND THE SPC. As in the case of Class 2, a number
of words adhere to our X1X2 convention and hence formally fall into Class
3, but must be viewed as distinctly peripheral since the "reduplications"
appear to be accidental. Such forms can be filtered out by the AC and the
SPC. The AC removes forms like lowly and fulfill, while the SPC removes
such items as baby, bobby,booby, cookie, daddy, dido, khaki, kooky, lolly, Mamie,
mummy, nanny, Nina, poppy, puppy, and viva. Even these items, however,
abide by the stress placement rule for Class 3. The only exception is the
word fulfill, which is stressed on the second syllable. In all the other cases,
primary stress falls on the first syllable, as predicted.
30
Jespersen (1974, 176) observes that the most frequent type of vowel
change in this group is the one in mish-mash.Other items in Class 3
displaying this vowel alternation pattern include chiffchaff,chitchat, dillyknick-knack,mingledally,fiddle-faddle,flicflac, flim-flam,flip-flap, gibble-gabble,
ticky-tacky,tittle-tattle,
mangle, rickrack,riff-raff, shilly-shally,skimble-skamble,
trick-track,whim-wham,wigwag,and zig-zag.
This vowel pattern, saysJespersen (1974, 176), is "found in all parts of
the world-in all Gothonic and Romanic languages, in Greek, Lithuanian,
Turkish, Magyar, Bantu, etc." He even offers an explanation for this alternation: "Youbegin with what is light and indicates littleness and nearness
and end with the opposite.... The duller and more open sound is also
musically best adapted for the conclusion."
Pinker (1995, 167-68) makes the claim in even more general terms,
relating the vowel alternation more clearly to the concept of me-here-now
versus you-there-then:
and not faddle-fiddle?
Haveyou everwonderedwhywe sayfiddle-faddle
Whyis it pingrather than pong-pingand patter-pitter?
Why dribsand drabs,
pong and pitter-patter
rather than vice versa? Why can't a kitchen be span and spic?... The answer is that
the vowels for which the tongue is high and in the front of the mouth always come
before the vowels for which the tongue is low and in the back. No one knows why
they are aligned in this order, but it seems to be a kind of syllogism from two other
oddities. The first is that words that connote me-here-now tend to have higher and
fronter vowels than words that connote distance from "me": me versus you, here
versus there,this versus that. The second is that words that connote me-here-now
tend to come before words that connote literal or metaphorical distance from "me"
31
by
infixing one or more extra syllables. If the infix is -a-, the stress appears to
conform to the basic MISH-MASH
pattern-that is, primary stress falls on the
first syllable of the compound: bric-a-brac(1830-40) and pitapat (1515-25).
However, another infix (-ety-) attaches itself to the kernel and results in
double stress for the compound as a whole: clickety-cldck(1875-80), clinketycldnk (1900-05),
items of the Class 3 type which are not listed in the RHCUD.Kingdon (1967,
186) gives us snipsnap, which he claims is doubly stressed, and hence an
exception
This paper has examined three basic processes for producing reduplicative compounds:
with change
of kernel
onset
(HOCUS-POCUS); and
In addition, it
Class 3, repetition with change of kernel peak (MISH-MASH).
has been proposed that the set of reduplicative compounds is best viewed as
RHYMES
RHYMES
at the other.
a cline, with NONSENSE
at one pole and SYLLABLE
An intermediate position is taken by items involving LEXICAL
RHYMES.In
order to filter out obvious cases of accidental reduplications, two conditions were formulated: the SINGLEPHONECONDITION
(SPC) and the AFFIX
CONDITION
The
SPC
filters
out
words
such
as
baby and bozo, while the
(AC).
AC filters out words like dismiss and lowly.
32
33
34
($1920-25),
Mayday (1925-30),
wing-ding (1925-30),
tie-dye(1935-40), Huff-Duff (WWII), no-show(1940-45), zoot suit (194045), seabee(1941), hi-fi (1945-50), crumbum(1950-55), gang bang (195055), jetset (1950-55), brain drain (1960-65), boobtube (1965-70), fag hag
(1965-70),
pop-top (1965-70),
kid-vid (1970-75),
ticky-tacky (1960-65),
hip-hop (1985-90)
boo-boo (1950-55),
cha-cha (1950-55)
peetweet (1830-40),
bedspread (1835-45),
flubdub (1885-90),
yoo-hoo (.1920-25), boogie-woogie(1925-30), hot spot (1925-30), jeepers(1930creepers(1925-30), mojo(1925-30), wing-ding(1925-30), okey-dokey
35), killer-diller(1935-40), walkie-talkie(1935-40), zootsuit (1940-45), hi-fi
(1945-50), fly-by (1950-55), gang bang (1950-55), nitty-gritty(1960-65),
pop-top(1965-70)
Class 3: heehaw(1805-15), rickrack(1880-85)
5.3.4. Widespread Use. Regardless of the fact that the three classes of
reduplicative compounds show different degrees of productivity, there can
be no denying that all three classes are alive and well in the English
not just in colloquial or informal speech and writing.
language today-and
35
to providing
an empirical
basis for the observations detailed above, the word lists have enabled us to
attain the primary goal described at the outset of this paper-namely
the
uncovering of regularities in stress assignment for each of the three classes
of reduplicative compounds. We have learned that primary stress is predictable with a high degree of reliability according to the following three rules:
STRESSPLACEMENT
IN CLASS1 (BOO-BOO): When the compound
is formed by
full repetition of the kernel, it is singly stressed (on the first element) if the
kernel is monosyllabic ANDthe compound is a noun (b6o-boo).It is doubly
stressed if the kernel is polysyllabic ORthe compound is not a noun (hulahula, ytimyum).
STRESSPLACEMENT
IN CLASS2 (HOCUS-POCUS): When the compound
is formed
by changing the onset of the kernel, it is generally singly stressed (on the first
element) if the kernel is monosyllabic (h6dgepodge),and doubly stressed if
the kernel is polysyllabic (h6cus-p6cus).Lexical category plays only a minor
role.
IN CLASS3 (MISH-MASH): When the compound
STRESSPLACEMENT
is formed by
changing the vowel (mish-mash),it is singly stressed (on the first element)regardless of lexical category and number of syllables in the kernel.
In conclusion, it has been established that the stressing of English reduplicative compounds is itself neither a mish-mash nor a case of hocus-pocus,
but rather a striking instance of regularity in language.
NOTES
36
37
ROM, using various look-up strategies such as those described in the preceding
note. Thus the main characteristic of the data is that it contains only items actually
listed, with stress assignment, in the RHCUD.
In the word lists, the RHCUDdates (e.g., 1935-40) indicate approximately when
the item entered the English language. If the date is preceded by "+",it means that
the item in question is probably earlier than the date given. No date is given in the
word lists if the RHCUDlists no date. AE indicates an American English innovation.
10. Flexner (1975, 645) apparently agrees, since he treats items like okey-dokey
as
standard members of his "second order" reduplications.
11. The concepts of sonority and obstruency are converses. Maximal sonority is
equivalent to minimal obstruency.
12. An interesting question arises in examples such as holy moly and hobnob,
where /h/ precedes, respectively, /m/ and /n/. If English /h/ is viewed as a fricative,
then these items violate Pinker's principle, since we would have a fricative preceding a sonorant. There is a considerable literature, however, which discusses the
special behavior of /h/ in many natural languages and argues for assigning this
sound to a special category (see, for example, Kenstowicz 1994, 456-61).
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