exam 3

Question 1

morphology

Answer 1

rules for putting smallest units together to make words

Question 2

syntax

Answer 2

rules for putting words together to make sentences

Question 3

why is speech productive language

Answer 3

dynamic and language users come up with new combinations

Question 4

inflectional morphology

Answer 4

modify meaning, required by the sentence (tense, plural, person)

Question 5

derivational morphology

Answer 5

used to change the syntactic category of a words

Question 6

syntactic categories

Answer 6

parts of speech

Question 7

first word age

Answer 7

10-12 months

Question 8

acceleration of vocabulary growth age

Answer 8

16-20 months

Question 9

word combinations age

Answer 9

18-20 months

Question 10

acceleration of morphosyntax growth age

Answer 10

24-30 months

Question 11

mastery of a basic morphology and syntactic structure

Answer 11

3 to 3 1/2 years

Question 12

morphosyntax requires sensitivity to (4)

Answer 12

syntactic constituents
syntactic categories
structural positions
thematic roles

Question 13

grammaticality judgments

Answer 13

when you say something wrong and you know you did

Question 14

syntactic constituents

Answer 14

prosody (emphasize subjects) and correlated prosody cues (pausing, pitch changes, lengthening at boundary)

Question 15

syntactic categories

Answer 15

how particular words are being used in sentence

Question 16

examples of syntactic categories

Answer 16

lexical categories, phrasal categories, phrase structure roles

Question 17

do children have knowledge of syntactic categories?

Answer 17

only use words in the same context they have heard them, input impacts output

Question 18

can children use distributional cues to discover syntactic categories?

Answer 18

pattern recognition does not equal learning

they can use distributional cues but not the meaning of them because they have not internalized learning

phrasal understanding or categorical understandings

Question 19

are syntactic categories innate?

Answer 19

semantic bootstrapping: born with linking words for objects are nouns etc, doesn’t work for all words to they do have to switch to distributional cues

Question 20

triggering theories (nativist)

Answer 20

ball vs idea: both are nouns but ball is physical and idea is abstract, they don’t know category of one before another, assign to correct syntactic category as soon as they use it

Question 21

language has a lot of redundancy…

Answer 21

syntactic order is a clue to sentence meaning, parts of speech, and detecting speech errors

Question 22

structural positions

Answer 22

determine relationship between noun phrase and verb phrase

Question 23

that bear big

Answer 23

segmentation error where kids lose is as adults speak

Question 24

why he can go?

Answer 24

failure to invert subject and auxiliary form, child’s form follows rules of typical English syntax better than adult form, exposure fixes this but question form is less frequent

Question 25

infants prefer trained/familiar grammar will listen longer to new strings...

Answer 25

they can learn grammar/word order quickly, what are they learning though?

Question 26

thematic roles

Answer 26

ways of keeping track of who did what to who linking and relation to sentence types

Question 27

agent

Answer 27

performs action

Question 28

theme

Answer 28

which the action is done

Question 29

experiencer

Answer 29

experiences a sensation

Question 30

recipient

Answer 30

receives

Question 31

location

Answer 31

where something ends up at the end of an action

Question 32

word order

Answer 32

not just sensitive, but use to assign meaning, thematic roles have to be signals of meaning as verbs change

Question 33

critical period

Answer 33

period in which human brain is prepared to take advantage of linguistic input

Question 34

age of second language acquisition

Answer 34

steep decline after age 7

Question 35

not all aspects of language are affected in the same way

Answer 35

accent: age most important grammar/syntax: 8/10 importance vocabulary: no, always learning more

Question 36

Pigin

Answer 36

limited language simplification, no complex grammar, use of signs

Question 37

creole

Answer 37

more sophisticated grammatical elements, not full-fledged language

Question 38

SLI/DID

Answer 38

deviant language for age, absence of obvious neurological deficits, normal hearing, normal intelligence

Question 39

genetic cause SLI/DID

Answer 39

suggestion of genetic basis but not clear that basis is language specific

Question 40

signs of delay of SLI/DID

Answer 40

deficits in fast-mapping lack of grammatical morphemes working memory problems speech perception problems visual imagery problems analogically reasoning problems

Question 41

williams syndrome

Answer 41

better language than intelligence but delay in word learning, atypical word use, spatial reasoning language problems

Question 42

Can linguistic ability be dissociated from general intelligence?

Answer 42

not clear that we can easily dissociate language and cognition, these develop together

Question 43

Can specific proposed linguistic constraints be affected by a genetic disorder?

Answer 43

genetic components but it doesn't just affect language, no single gene, atypical language is a developmental product

Question 44

is language special yes

Answer 44

complicated, abstract system that we use productively, central to culture and functioning in society, immersive

Question 45

is language special no

Answer 45

critical roles of attention, memory, perception support from input including social cues/understanding