Part $3.(10$ points$)$ Next fill in the Winner$-$Loser table for the adult system. The winners have been changed from above, so the cell values will also change. As before, use the winner$-$loser data to rank the constraints.

Winner$-$Loser table for adults's system

$\backslash$table$[[$Inputs$,$Winner $$ Loser,${?}^{**}$ CC$,$MSR$,$NoSkipping,NoDel$-$V$,$NoDel$-$C$,$NoDiph$],[/$ski$/,$ski $$ ki$,,,,,,],[,$ski $$ so$,,,,,,],[/$snow$/,$snow $$ sno,,,,,,$],[,$snow $$ no$,,,,,,],[,$snow $$ so$,,,,,,],[,$snow $$ sow,,,,,,$]]$

Adult's ranking:

Part $4.(10$ points$)$ Now try to connect the child's grammar and the adult's grammar to clarify what types of evidence the child will need to learn the adult grammar. Recall that grammar learning in OT is 'fueled' by errors, or output forms produced by the child's grammar that are different from the adult's form for the same input. Learners use these errors to compare with the ideal adult form, essentially creating the winner$-$loser comparisons we see above in Part $3.$ So$,$ to learn, the child must produce the losers in the adult Winner$-$Loser table above. Discuss in the space below some of the losers that are crucial to learning. In particular, find losers that are critical to learning the adult grammar, and show how the child's grammar will actually produce them.