final exam Flashcards
1
Q
phonological differences of parentese
A
- higher pitch
- exaggerated intonation
- clearly enunciated, slow with distinct pauses
- simple sounds, syllables and words
- reduplicated syllables
2
Q
slow speaking rate of parentese
A
-speech to 2 year olds half the rate of adult-to-adult speech
3
Q
onomatopoetic words
A
- owie
- bop
- kabonk
- quack
- tinkle
- meow
- chickadee
4
Q
semantic differences of parentese
A
-limited vocabulary breakfast cookie (granola bar) -unique words goo-ee (milk) -diminutives mommy, kitty, clownie -here and now things that are present -mid level of generality car (minivan, vehicle) -vs. specific precise words **small repertoire of semantic relations
5
Q
syntactic differences of parentese
A
- shorter utterances (smaller MLUs)
- nicely-formed units
- repetition with some additions (of self or child)
- fewer disfluencies or broken sentences
- noun phrases, verb phrases or prep phrases spoken alone
- few embedded sentences
- more content words fewer function words
- fewer statements
6
Q
smaller MLU
A
speech to 2 year old - MLU < 4 words
speech to adult - MLU > 8 words
7
Q
repititions
A
- 3 times more frequent in english spoken to 2 year olds than 10 year olds
- allow the child more time to comprehend what was said
8
Q
single word verbless utterances
A
- hot
- yes
- what
- more
- name
9
Q
pragmatic differences of parentese
A
- more commands (imperatives) and questions
- often missing you & do (subject pronouns and auxilary verbs)
- questions end with what and where at the end
- more talk about location
10
Q
protoconversations
A
-conversation with self answering for child
11
Q
model dialogues
A
-parent asks a question and supplies a possible answer
12
Q
expatiate childs word or phrase
A
-use something they said in sentence or question
13
Q
prompt or occassional question
A
- ask directly
- repeat
14
Q
explicit corrections for truth
A
-correct the truth of what the child says, not the grammar or pronunciation
15
Q
implicit corrections for truth
A
- child - bird house
- parent - yes that birds sitting on a nest
16
Q
sentence frames
A
- mark off the beginnings of new words
- capture attention
- introduce new vocab
17
Q
example sentence frames
A
- wheres
- lets play with
- look at
- heres
- theres
- thats a
- here comes
18
Q
genetics and morphemes
A
- FOXP2 gene
- mutated form
- contribute to language
19
Q
dialect regions
A
- eastern new england
- new york city
- middle atlantic
- west pennsylvania
- appalachian
- southern
- north central
- central midland
- northwest
- southwest
20
Q
african american english
- optional morphemes
- owens
A
-possessive ‘s
-if word order indicates possession
get mother coat
it be mothers
-plural -s
-with a number
he got ten dollar
look at the cats
-regular past tense -ed
-might be consonant cluster reduction
yesterday i walk to school
-irregular past tense
-some verbs not others
yesterday i walk to school
-3rd person verb -s
she eat too much
-copula (main verb be)
-if contractible
he sick
21
Q
spanish influenced english SIE
- optional morphemes
- owens
A
-possessive ‘s
-phrase after the noun
this is the homework of my brother
-plural -s
the girl are playing
-regular past tense -ed
-especially when understood from context
i talk to her yesterday
-3rd person verb -s
she eat too much
-articles
-often optional
i am going to store
22
Q
7 parts of a simple sentence or main clause
timeline
A
- david crystal 1976
- LARSP
- language assessment remediation and screening procedure
- emergence at 2 - 21/2
- mastery at 21/2 - 3
23
Q
7 parts of a simple sentence of main clause
A
- subject
- main verb
- direct object
- indirect object
- complement
- adverb
- auxiliary verb
24
Q
subject
A
the sun
the sun comes out
25
main verb
-predicate
i went to florida
-went - i go
26
direct object
-a thing
he eats dog food
-dog food
27
indirect object
-a person
i give my grandma a birthday present
grandma
28
complement
- a noun or adjective
- immediately follows form of copula be or state verb (feels,seems)
- it is someones birthday party
- someone
- it is hard or it is tough
- hard, tough
29
adverb
- optional (none, one or several per sentence)
| - tells where, how or when (about verb)
30
auxiliary verb
- a helping verb
* NOT the main verb
- we are dancing
- dancing
31
development of questions
-yes, no and wh-
| klima & bellugi 1966
32
development of questions
| early period
- MLU up to 2.0
- older than 1 year
- yes/no with rising intonation
- wh- comprehension
- understands where, answers what with where
- wh- production
- asks where what who
- puts wh- word at beginning of question
33
early period examples
yes/no
- fraser where?
- see hole?
- sit chair?
- no ear?
where
-where mama boot?
where kitty?
what
-what that?
what cowboy doing?
who
-who that?
34
development of questions
| middle period
- MLU - 2.0-3.0
- 2 years old
- yes/no and wh-
- auxiliary verb missing
- negative questions
- wh- comprehension
- answers why with what or where
- wh- production
- asks why, why not with variety of words
35
middle period examples
yes/no
i have it?
you not want eat?
where
- where baby sarah rattle?
- where me sleep?
what
- what book name?
- what me think?
why
- why?
- why you smiling?
- why not?
- why not me drink it?
36
development of questions
| late period
- MLU - 3.5
- 3 year old
- asks many more questions
- auxiliary verbs plentiful
- does,did,dont,are,will,can,cant
37
development of questions
late period
yes/no
-uses subject-auxiliary inversion
-sometimes wrong auxiliary or main verb form
(errors with number or tense agreement)
-does lions walk (3rd person, singular)
-did i caught it (double past tense)
examples
- are you going to make it with me?
- will you help me?
- cant you work this thing?
- cant you get it?
38
development of questions
late period
wh- comprehension & production
wh- comprehension
-comprehends greater than variety
-answers when as where
answers how as when
wh- production
- uses greater than variety
- asks how, which and some when
```
examples
what
-what i did yesterday?
-what you have in your mouth?
why
-why he dont know how to pretend?
-why kitty cant stand up?
how
-how he can be a doctor?
-how they cant talk?
which
-which way they should go?
```
*some when and who
39
dialects and bilingualism
| semantic differences
- alternate words
| - idioms
40
dialects of english vary on a small set of phnemes
- l, r
- th
- clusters (blends)
- vowels
41
AAVE
- African American Vernacular english
- common, everyday spoken language
- more typically spoken by working class and low income backrounds
- informal situations
- for social bonds and cultural pride
- 14% of US black
42
phonology of african american english
| /l/
- help-hep
| - bill-biuh
43
phonology of african american english
| /ð/
- they-dey
- brother - broder,brover
- breathe - breave, breed, breif
44
phonology of african american english
| /ɵr-/
throw-thow
45
phonology of african american english
| /pr-/
probably-pobabaly
46
phonology of african american english
| /-ft/
-left-lef
47
phonology of african american english
| /-st/
-last-las
48
grammar of african american english
```
1. pronouns
momma she mad
2. negative
nobody dont never like me
i aint going
3. habitual or general state (invariant "be")
she be working
he be crazy
4. completed action "done"
you done lost your mind
5. future
i be going home to dance tonight
i be home later
```
49
spanish influenced english
- Owens 2008 calls this latino english
- 17% of population in US in bilingual
- mostly spanish and english
- 16.3% of US pop is hispanic or latino
- fastest growing ethnic/race group in US
- 97-07 grew 56%
- grew 35% in under 18 years
50
vowel system in spanish
- spanish has a 5 vowel sysetm
- mostly the tense vowels of english
- long vowels not short or lax
* *except /a/ as in hot
51
5 spanish vowels
```
/i/ - see
/e/ - play
/u/ - tune
/o/ - boat
/a/ - hot
```
52
phonology when spanish influences english
| /p/
-party-barty
53
phonology when spanish influences english
| /j/
-yes-jes
54
phonology when spanish influences english
| /ʃ/
- sheep-cheap
- washer-watcher
- wish-which
55
phonology when spanish influences english
| /tʃ/
- chair-share
- catcher-casher
- watch-wash
56
phonology when spanish influences english
| /dʒ/
- jump-dump
- refrigerator - refriyerator
- bridge - brish
57
phonology when spanish influences english
| /ɵ/
- thin - tin,sin
| - bath - bash
58
phonology when spanish influences english
| /z/
- zip - sip
- razor-racer
- phase-face
59
phonology when spanish influences english
| /ɪ/
-bit-beet
60
grammar when spanish influences english
1. negation
- she no eat candy
- no throw stones
2. copula be (occasional)
- i have ten years
3. comparative -er
- he is more tall
61
pragmatic aspects of dialects and bilingualism
-may depend on social roles and relative status of men, women and children
62
personal space
*opposite expectations
-people stand close during convo
vs
-close being uncomfortable
-convo partners may touch
vs
-touching in convo too personal (sexual)
-touching hair is unwelcome (demeaning)
vs
-touching hair is sign of affection
63
eye contact
*opposite expectations
-when listening indirect contact polite
vs.
-when listening indirect contact rude
-show attention and respect
vs
-shows inattention and disrespect
-direct eye contact challenges authority
vs
-direct eye contact shows respect for authority
64
bilingualism
- owens
- style (or register) shifting
- due to participants, settling, topic
- code switching
- from one language or dialect to another during the same conversation
65
simultaneous bilingualism
- before 3 years
| - balanced bilingualism rare (equal proficiency)
66
simultaneous bilingualism
| -stage 1
- oller, eilers
- separate lexicons, an object only has 1 word (from L1 or L2)
- separate the two phonologies between 24 and 30 months
67
simultaneous bilingualism
| -stage 2
- two distinct lexicons, but apply same syntax to both
- learn the syntax shared between the two languages first, then the distinct syntactic structures
- among the distinct structure, simple before complex
68
simultaneous bilingualism
| -stage 3
- correct semantics and syntax, but still syntactic interference
- 2% of utterances are mixed in preschool
69
simultaneous bilingualism
| -stage 4
-spanish-english speaking children usually insert english nouns into spanish utterances
-2 separate languages by 7 years
(second grade)
70
successive acquisition
- L1 spanish (home)
- L2 american english (with peers, at school, after age 3)
- by late teens hard to attain native proficiency
- may be using discourse processing strategies of the native language
- children have less interference from L1 than adults
- although interference can occur, <5% of errors with L2 can be traced to L1
- may take 6 or 7 years to reach cognitive-academic proficiency with L2
71
conclusions
| varieties of english
-only a small set of sounds vary
/l/ /r/ /th/ clusters and vowels
-phonology, semantics, grammar and pragmatics may vary with dialect
-pragmatics depend on cultural differences
-bilingualism may be simultaneous or more often successive
72
recursive property of language
-remember when i said before, "forget what i said before" well forget that i said that, what i said before
73
MLU
- 1.0 - 1 yr - brown I - sem relations
- 2.0 - 2 yrs - brown II - gram morphs
- 2.5 - 21/2 yrs - brown III - simple sent
- 3.0 - 3 yrs - brown IV - complex sent
- 3.75 - 3 yrs - brown V - join clauses (and)
- 4.5 - 4 yrs - brown V+
74
preschool and kindergarten child MLU
emergence of stage IV
3.0
3 years
complex sentences
75
preschool and kindergarten child:
| complex sentences
1. recursive property of language
2. emergence stage IV
3. five kinds of clauses
4. two other advanced structures
5. classroom language-early grade school
76
five kinds of extra clauses
1. infinitive verbs
2. coordinate sentences
3. adverbial clauses
4. complement clauses
5. relative clauses
77
five kinds of extra clauses
| -infinitive verbs
- and theyre trying to kill ET
| - to kill
78
five kinds of extra clauses
| -coordinate sentences
- and elliot went there to get the pizza and her still sees that...um ET
- and
- but
- so
- or
79
five kinds of extra clauses
| -adverbial clauses
- and when ET goes to the house Gertie is asleep
- tell when where how and why
- triple fro 6 - 12 years
- triple again from 12 - adulthood
- though
- otherwise
- unless
- meanwhile
- before
- because
80
five kinds of extra clauses
| -complement clauses
-mental state verb (that) + ...
-think
-know
-remember
-feel (sad,upset,grateful etc.)
+ = thought, feeling, opinion, belief, saying
-you are being mean
-matthew is in 6th grade
-i did you a favor
-i cant get a dog for christmas
```
total=
i think that you are being mean
i know that matthew is in 6th grade
please remember that i did you a favor
i feel sad that i cant get a dog for christmas
```
81
five kinds of extra clauses
| -relative clauses
- and then the doctor that did the operation on him said is he ok
- that did the operation on him
82
tyack & gottsleben
- stage IV is where a variety of complex sentences begins to emerge
- then at stage V+ (ages 4.5-6.5) the distribution of types of complex sentences is
MLU 5-6
- infinitives 45%
- adverbials 18%
- coordinates 17%
- complements 14%
- relatives 6%
83
advanced syntax
| -passive sentence
truncated passive (early form)
-matthew was pushed off the slide today (by whom)
full passive (later form)
matthew was pushed off the slide today by his friend hugh
84
advanced syntax
| -modal auxiliary verbs
- including catenatives such as hafta
- and they put the tube in his nose so he could breathe
- could,might,should,would
-modal verb - permission, possibility, obligation
85
speech of a kindergarten teacher during class
1. these are your groups for today. if you dont listen then you wont know which center to go to
- to go to
2. these will only be your groups for today. we will change tomorrow
- today/tomorrow
3. what is the first center you go to?
- you go to
4. you will stay there until the lights go off
- until the lights go off
86
conversation repairing and conversational breakdowns
| -2 year olds
-preschool themes
-positive
-negative
stories
N - 64%
P - 21%
87
conversation repairing and conversational breakdowns
| -4 year olds
- schober-peterson & johnson (1989)
- playing with friends
- playing with toys and talking
results
-75% of conversational topics were 12 utterances or less
(short to mid length)
88
conversation repairing and conversational breakdowns
- 4 year olds
- core topics
1. acting out scenarios (pretend play)
- partner with same sex
- gender roles
2. describing ongoing play with objects
- eventcast
- less frequent
- problem solving
- reminiscing
- talking about how to use toy
- talking about experimental situation
- asking for specific info
89
conversation repairing and conversational breakdowns
- 4 year olds
- topic starters
- getting someones attention
- getting someone to guess
- the child discovers something new
- partners assign role in pretend play
- partners decide on the theme of their play
90
conversation repairing and conversational breakdowns
- 4 year olds
- topic modifiers
- emotional overtone of the convo
- convincing
- disputing
- giving feelings or opinions
- bragging
- resulted in longer core topics
91
conversation repairing and conversational breakdowns
- 4 year olds
- conversational success
- 2/10 pairs didnt converse well
- only about 25% of talking was dialogue
- 1 pair was female-female, other male-male
92
conversation repairing and conversational breakdowns
| -9 year olds
-schober-peterson & johnson (1993)
93
conversation repairing and conversational breakdowns
- 9 year olds
- distribution of topics
-classmates/ peers - 17
-sports and hobbies - 12
-activities - 9
-school related/teachers - 9
-parents/siblings/home life - 9
-stories/jokes/dreams - 7
65% of topics
94
conversation repairing and conversational breakdowns
- 9 year olds
- examples of topical progressions
- link by lexical item
```
-topic 1
number of candy bars sold
where to buy candy bars
purpose of selling candy bars is to buy pets
where to buy pets
-topic 2
dream about moon trip and moonglow tavern
repairing moonglow tavern
```
95
conversation repairing and conversational breakdowns
- 9 year olds
- examples of topical progressions
- link by concept,construct,theme
```
-topic 1
movies
goonies,rambo,ghostbusters,poltergeist
-topic 2
things that happen to head
washing hair and finding a tick
sunburn on scalp
-topic 3
sports
playing baseball
skating
```
96
conversation repairing and conversational breakdowns
| -topics shared or introduced
- brinton & fujiki (1984)
- 5, 9 & 20 yr olds
- 3 pairs male 3 pairs female
- 15 minute convos
97
conversation repairing and conversational breakdowns
| -topics introduced
topics introduced
5 - 24 range 17-33
9 - 23 range 15-35
20 - 13 range 6-23
98
conversation repairing and conversational breakdowns
| -topics maintained
topics maintained
5- 79% range 67-96%
9 - 84% range 79-89%
20 - 96% range 89-100%
99
conversation repairing and conversational breakdowns
| -mean utterances
Mean utterances per topic
5 - 5 SD - 1
9 - 6 SD - 1
20 - 11 SD - 3
100
conversation repairing and conversational breakdowns
| -mean topics shaded
mean number of topics shaded
5 - 5 range 2-6
9 - 6 range 3-9
20 - 10 range 6-14
101
repair in breakdown of conversations
```
pattern 1
a. repeat
b. repeat
c. say something inappropriate
5 - sometimes
7 - never
```
```
pattern 2
a. repeat
b. add info
c. revise syntax
5 - sometimes
7 - often
9 - very often
```
102
repair strategy
- provide a cue
- define a term
- give background info
- comment that it is difficult to repair the misunderstanding
103
frequency of cue response to requests for clarification
3 - didnt
5 - didnt
7 - what, huh, didnt
9 - huh, what, huge didnt
104
barrier games
- referential communication
- conversation when there is a barrier between 2 partners
- partners try to refer to objects clearly, and to communicate info clearly
105
describe farm scenes with barrier between 2 partners
-24 pairs
kindergarten - 5
1st grade - 6
2nd grade - 7
```
child 1 - tells message
2/3 message adequately told by 6 yr olds
(objects > descriptions > locations)
child 2 - confirms understanding
boys > girls
(but often inappropriately)
child 2 - or requests clarification
boys > girls
child 1 - clarifies a misunderstood message
all children respond
(but often not informative, boys much more informative than girls)
```
106
description of nonsense figures
```
4 - responds to explicit question
can you tell me more
7 - responds to - less explicit question
i dont understand
after 7 - responds to puzzled facial expression
```
107
preschool and kindergarten narratives
| -oral and written stories
narratives
- accounts - diary, personal narrative, autobiography
- imaginative stories - fiction
storytelling
- informal - oral tradition, conversational
- formal - literate tradition, western european cultures
108
preschool and kindergarten narratives
| -anecdotes study
- conversation
- alison preece
- 3 5 year olds
- 90 hours
- 599 stories
- 50% personal
- 20% vicarious
109
kindergarten themes
| positive and negative
positive
- familiar, everyday experiences
- sports, school, travel, adventure
negative
-violence, death, dismemberment
110
high point analysis
-keith kernan 1977
-introduction
let me tell you
-abstract
we almost drown in LA
-orientation
oh yeah my cousin hes 2 his sisters 6
-complication
and then he start beating her up
-evaluation
heres the scary part
-resolution or coda
thats how they get killed. by going in other peoples business
111
emergence of high points
```
3 - 1 1/2 components
-intro
-complication
4 - 3 componants
-orientation
5 - all other componants
```
112
style
- repetition
- paraphrase
- exaggeration
113
assessment of narratives
mcCabe and rollins 1994
use of personal narratives about unexpected events
```
3;6 - 2 event 60%
4 - leap frog 29%
5 - end at high point 29%
6 - classic 35%
7 - classic 48%
8 - classic 62%
9 - classic 58%
```
114
preschool and kindergarten narratives
| -anecdotes
- conversational stories
- family repertoires
- funny stories
- gestures
115
kindergarten themes
positive and negative
-video
- two 4 year old girls
- tell on myself
- big,big,big sister
- dad died war
- shot his hand off
116
kindergarten themes
cultural and socioeconomic differences in narratives
-roadville
- white working class community
- literature for young children
- tutorial role in ABC, routines
- books unconnected to real life (no introspection)
- must be truthful at all times
- stories told during convos are monologues told by adults
117
kindergarten themes
cultural and socioeconomic differences in narratives
-Trackton
- black working class community
- no childrens literature
- no tutorial role (children learn when ready)
- stories interpret real life
- truth may be altered as long as general truth is provided
- must be assertive to gain the floor (storytelling in groups)
118
topic centered or topic focused stories
literate stories
- westby 1991
- western european culture
119
topic associated or topic associating stories
oral stories
- michaels 1981
- african american culture
120
stories vary by culture in
- who can tell them
- audience participation
- connection to real life
- truthfulness
121
metalinguistics
- reading and writing are metalinguistic skills
- conscious awareness of language
- easier to judge semantics than syntax
- easier to judge lang than correct it
- progresses from 7-11
122
bottom up
```
reading
decoding
-phonetics
-sound blending
-word attack
```
```
language
phonological awareness
-sound of consonants and vowels
-first sound in a wrod
-rhyming words
-number of syllables
-stress pattern of a word
```
123
top down
reading
comprehension
```
language
semantics
-words with multiple meanings
-figurative language
-literate language (infrequent words)
```
syntax
- complex sentences (subordinate clauses)
- infrequent sentence types
- questions (to prove reading comprehension)
124
reading is
a secondary use of language
125
nonliteral or figurative language
| -idioms
- sayings that many native speaker know and use
| - conventional use
126
nonliteral or figurative language
| -metaphors
- fresh saying that one person creates on the spot
| - creative use
127
US 4th graders
- lose ground
| - 10th from 4th
128
becoming a nation of readers study
- richard anderson 1985
- 2-6 month study
- spent 2.5% of leisure time reading
- 10% never read during study
129
time spent independent reading
98th - 65 min/day
90 - 20 min/day
average < 5 mins
130
UIUC center for study of reading
2nd-5th graders
- reading 10 min day for fun
- gain + 15 % points on reading achievement test
131
K - 1st grade reading instruction
- look for picture clues
- get mouth ready
- say beginning of sound
- does it make sense
- does it sound right
- skip it and go on
- look for chunks
- backtrack. read it again
132
predictible text
PM starter one
| rigby PM collection
133
dyslexia
-frank vellutino 1987
-poor readers in 2-6th grade make
*reversal errors
was - saw
calm - clam
1. copy correctly
2. but say reversed
3. name letters correctly from left to right
134
vellutinos theory
-memory problems for "names" of printed words
(a language problem)
-not dysfunction of visual-spatial processing
135
Frith Study
- university college of london 2001
- no difference in the neurological signature for dyslexia in italy, france and england
- immense difference in how well the students learned to read their native language
- PET test
136
neural signature of dyslexia
- three hemisphere systems for typical reading
- brocas (articulation/word analysis)
- left parieto-temporal (word analysis)
- left occipito-temporal (visual word form)
- in dyslexia over time
- brocas over activated/enlarged, compensation
- PT and LOT underactivated, failure to function properly
137
twice as many identified with dyslexia in english speaking countries
```
-italian
25 letters or letter combos
to spell 33 sounds
-french
250 letter combos
to spell 32 sounds
-english
1100 ways
to spell 40 sounds
```
138
dyslexia
| -cultural diversity and biological unity
-E Paulesu et al 2001
shallow orthography
- printed words
- 1 letter for every speech sound, 1 speech sound per letter
- italian
- learning to read is easier
deeporthography
- relation of letters to sounds and vice versa is more confusing
- 1 letter can have 2 sounds
- 1 sounds can have 2 letters
- french, english is worst
- harder to learn to read
139
elementary school language and writing
| -an early period
- prephonetic
- scribbling and drawing
- dictated story
- copying print
140
story grammar
```
imaginative stories
-setting
-initiating event (problem)
internal response
plan
-attempt
-consequence (solution)
reaction
```
=one episode
141
elementary school language and writing
| -a middle period
- the alphabetic code
- semiphonetic and phonetiv
- asking for dictated spelling
- sounding out words
142
elementary school language and writing
| -later periods
- progression of genres
| - hypercorrect writing and vocab
143
hypercorrect writing
-rubin 1987
-an unrealistic image of what written language looks like
high school student:
i want a job that have a lot of comprehension and capability
-compensation & capability
144
anguished english
- student compiled papers
| - richard lederer
