exam 2

Question 1

syntax

Answer 1

component of grammar that governs ordering of words in sentences- word order

Question 2

grammar

Answer 2

syntax & morphology (umbrella term)

Question 3

productivity/generativity of language

Answer 3

capacity to produce and understand infinite number of novel sentences

Question 4

abstract syntax

Answer 4

one set of rules for how word classes (noun, verb, preposition, etc.) go together to create all sentences- operates over abstract/symbolic representations/rules that relate to word classes (ex: nouns) not individual words (ex: dogs)- what adults use

Question 5

what would be an example of how abstract syntax is used

Answer 5

“she went to the store”- noun, verb, article, noun (follows a pattern)

Question 6

semantically based syntax

Answer 6

meaning based syntax (semantics = meaning, different meaning = different set of rules) (what kids use)

Question 7

example f semantically based syntax?

Answer 7

meaning: someone did something to someone/something
1. rule: agent + action + recipient
2. “jim hit the ball”, “laura held the baby”

Question 8

does abstract or semantically based syntax allow for more generativity?

Answer 8

abstract, and semantically based requires more rules

Question 9

open class word type

Answer 9

lexical class words: hold semantic meaning; new items can be created ( ex: using someone’s name as an adjective- “we Lorelai-d it”)
-nouns, verbs, adjectives, adverbs

Question 10

closed class word type

Answer 10

function words: serve grammatical function, new items cant be added
-articles and prepositions (“a”, the , over, under)

Question 11

what is the hierarchical structure of language

Answer 11

sentence= noun phrase + verb phrase (ex: “ the fat dog (noun p) ate the pretty flowers (verb p)”

Question 12

morpheme

Answer 12

smallest element of language that carries meaning

Question 13

bound morpheme

Answer 13

cannot stand alone (-s, -ed, etc.)

Question 14

free morpheme

Answer 14

morpheme stands alone and has meaning (“cat”, run, show, etc”

Question 15

how does morphology differ cross-lingustically?

Answer 15

English- weak morpheme, Spanish- strong morpheme

Question 16

inflectional morpheme

Answer 16

plurals, case, tense, etc. (doesn’t completely change meaning)

Question 17

derivational morpheme

Answer 17

bound morphemes that chance meaning/class of a word (ex: run + er = runner)

Question 18

descriptive language

Answer 18

grammar used to communicate in one’s environment (ex: “me and him ain’t never been there” –> ok in terms of descriptive rules)- descriptive of your environment/culture

Question 19

prescriptive language

Answer 19

grammar, class, acaemic language (just like prescriptive phonetics- what is viewed as “correct/proper”)

Question 20

mean length utterance

Answer 20

she walk two dog vs she walked two dogs (best to measure by morpheme for English

Question 21

transitional period/forms

Answer 21

not quite multiword utterances

Question 22

vertical constructions

Answer 22

single words that seem to be related (ex: “ow” “eye”- pause btwn and each word has intonation of isolated word)

Question 23

unanalyzed combination

Answer 23

chunk together words to have meaning (ex: “Iwanna” “elemeno”- L M N O)

Question 24

word + jargon combos

Answer 24

“bladamanaba no blababana”

Question 25

what is the importance of productivity in 2-word speech?

Answer 25

productivity, not just repetition (ex: mommy sit --> dolly eat --> dolly sit)

Question 26

relational meaning

Answer 26

order of words provides meaning beyond words (ex: dolly eat vs eat dolly

Question 27

telegraphic speech

Answer 27

contains content words, missing grammatical morphemes and most everything else (articles, verb endings, prepositions, et

Question 28

how long can it take for a morpheme to become reliable in english?

Answer 28

over 1 yr (use in some words but not others: -s: easy, -ing: hard)

Question 29

imperatives development

Answer 29

early, go down w/ age (ex: gimme juice!)

Question 30

questions development

Answer 30

replace imperatives (ex: "got juice?")

Question 31

declaratives development

Answer 31

statements: generlly develops over time (ex: i like juice.)

Question 32

why are negatives, questions, and passives hard sentence structures for childs

Answer 32

sentence structure changes a lot

Question 33

declaratives development

Answer 33

statements: generally develops over time (ex: i like juice.)

Question 34

auxiliary verbs

Answer 34

helping verbs- minor verbs that support the main verb (he WILL eat, he CAN eat, etc)- difficult but needed 4 sentnence

Question 35

What is difficult about passive forms for children?

Answer 35

"the tree was hit" the plate was broken - btwn 3 half and five removing themselves as agent

Question 36

complex sentences and when

Answer 36

containing more than one clause "i want this bike because its red"- btwn 2 and 4

Question 37

holistic children

Answer 37

tend to cluster words together (ex: thank you youre welcome, bye bye see you tomorrow)

Question 38

analytic

Answer 38

don't cluster (ex: thank you, bye)

Question 39

does analytic/holistic have to do with age?

Answer 39

no, just child-most kids do both

Question 40

do children have more production or comprehension

Answer 40

production, comprehension- hard to track hard to test --> dont fully understand but seem to

Question 41

response strategies

Answer 41

respond w/ action based on key words they know, not syntax

Question 42

word order strategies

Answer 42

first person = agent (ex: anne hit jib vs jim was hit by anne)

Question 43

order of metion strategies

Answer 43

first then language (ex: go to playground then store vs. go to playground after go to store)

Question 44

word knowledge strategies

Answer 44

common sense to detrmine meaning " shoes on after socks"

Question 45

prefer normal word order after (recognize basic word order of their language)

Answer 45

12 mo

Question 46

preferential looking studies and word combinations

Answer 46

relational meanings (15 mo) i. “where is she kissing ball” pic of kissing keys or ball ii. Both pics have “she” “kiss” and “ball” iii. Must know meaning btwn words to answer

Question 47

what age understanding of simple word order (agent direct vs direct object)

Answer 47

18 mo

Question 48

when complex object/action pairings (understand more complicated structures

Answer 48

30 mo

Question 49

constructivist create sentences?

Answer 49

close to interactionist domain general; limited productivity,; no word class categories (nouns, verbs, etc); lack of abstract rules related to word classes

Question 50

generativist

Answer 50

innatism, domain-specific: have same general rules and structures in place in place; high productivity

Question 51

dual route

Answer 51

mix of abstract rules and memorized forms 2 routes: memorized words/forms and abstract rules ab language (ex: go --> went vs. walk --> walked)

Question 52

principles and paramaters

Answer 52

(chomsky)- born w/ set of universal principles of language structure and set paramaters based on language input- generativist (innate grammar is possible)

Question 53

speech acts

Answer 53

doing things w/ language & seprating language from its funcions and effect

Question 54

locution

Answer 54

(form)question, statement, imperative, declarative, etc

Question 55

illocutionary forces

Answer 55

intended function

Question 56

discourse

Answer 56

sequences of connected speech (convos and narratives

Question 57

4 rules of discourse

Answer 57

quantity, quality, relation, and manner

Question 58

sociolinguistics

Answer 58

how language varies in relation to social factors

Question 59

registers

Answer 59

diff speech styles of one person

Question 60

pragmatic knowldge

Answer 60

communicative functions of language and conventions that govern its use

Question 61

3 phases of intentional communication

Answer 61

prelocutionary (birth-10 mo: affects, no intentions (crying fussing) illocutionary stage (ab 10 mo): intentions w/o language locution stage (12 mo): using language to comm intention

Question 62

range of intentions in first 2 yrs

Answer 62

one word stage: at least 9 functions 14-20 mo: communication acts double 22 mo: 65

Question 63

contingent reposnses bwn 4 yr olds

Answer 63

up to 90

Question 64

piaget- register based on audience

Answer 64

before age 6 tlk to adults and peers the same