Introduction

Question 1

Logical problem of language acquisition (LPLA)

Answer 1

The manner in which children acquire language is not predicted by the kind of language they hear
The grammar of a language is acquired by children:
* subconsciously,
* quickly,
* relatively uniformly,
* without explicit instruction or correction, and
* based on input that can sometimes be of poor quality

Question 2

Input

Answer 2

Children’s exposition to language

Question 3

True or false : children universally make the same kind of mistakes when learning their L1

Answer 3

True

Question 4

Negative evidence

Answer 4

Evidence for what is not possible in a language (e.g. correction)

Question 5

Direct negative evidence

Answer 5

Explicitly telling the child their utterance is incorrect

Question 6

Recast (a type of indirect negative evidence)

Answer 6

Reformulating the child’s utterance, to indirectly indicate that the child’s utterance is incorrect (more common evidence)

Question 7

Positive evidence

Answer 7

Evidence of what is possible in a language

Question 8

Type of evidence we give more to children

Answer 8

Positive evidence

Question 9

Developmental problem of language acquisition

Answer 9

If children are preequiped with expectations of how language works, why are they not learning language quicker ?

Question 10

Language acquisition is a process of ____ creation

Answer 10

Grammar

Question 11

Observation that drives universal grammar

Answer 11

Some aspects of language cannot be learned from input only

Question 12

Induction

Answer 12

Going from examples to general rule

Question 13

Structure dependent rule

Answer 13

Rule that refers to an underlying structure (e.g. hierarchical structure of syntax)

Question 14

Structure dependence is an example of a …

Answer 14

Learning bias

Question 15

Poverty of the stimulus

Answer 15

Idea that the input to children is missing important information

Question 16

Innate biases prevent children from considering analyses of language that are incompatible with human _____ according to UG

Answer 16

Grammar

Question 17

2 major components of language according to UG

Answer 17

Lexicon and computatinal unit

Question 18

Lexicon

Answer 18

Contains all lexical entries for a language

Question 19

Computational unit

Answer 19

Series of procedures or rules that combine lexical entries from the lexicon

Question 20

True or false : according to UG, children already have a fully formed computational unit

Answer 20

True

Question 21

Linear hypothesis of yes-no questions movement

Answer 21

Move the first verbal element to the front of the sentence (e.g. “He is happy” turns into “Is he happy?”)

Question 22

Case in which the linear hypothesis fails

Answer 22

When there is a verbal element in the subject such as in “The man who is in custody is guilty.” (creates “Is the man who in custody is guilty”)

Question 23

Structure dependent hypothesis of yes-no questions movement

Answer 23

Move the verbal element in the main clause (after the subject) to the front of the sentence

Question 24

True or false : children do not make linear hypothesis mistakes in yes-no questions movement

Answer 24

True

Question 25

Bias that prevents children from making linear hypothesis mistakes

Answer 25

Language has a hierarchical organization; not a linear one

Question 26

Children mostly hear ___ auxiliary questions

Answer 26

Single

Question 27

Poverty of the stimulus is linked not to amount, but to precise evidence needed to overcome the problem of _____

Answer 27

Induction

Question 28

True or false : double auxiliary questions are extremely rare in the input children receive

Answer 28

True

Question 29

Language is inherently _____ in terms of how it can be analyzed

Answer 29

Ambiguous

Question 30

Reason why children do not see the ambiguity of language

Answer 30

They are predisposed to learn language in a structural manner

Question 31

Age at which children understand almost everything about the phonetics, phonology, morphology, syntax and semantics of their language

Answer 31

6 years old

Question 32

Grammar

Answer 32

System of rules and constraints on: *Pproduction, perception and patterning of speech sounds; * Formation and interpretation of words and sentences.

Question 33

A child's grammar is not always a part of their native language, but we should expect their grammar to be ...

Answer 33

Part of other languages.

Question 34

Generalization

Answer 34

Once children acquire appropriate rules for forming different structures, they may overapply these rules to irregulars

Question 35

How we can know a child has developed a rule

Answer 35

When they make overgeneralization errors that go beyond adult's grammars

Question 36

3 sources of syntactic ambiguity

Answer 36

1. Different syntactic structures can have the same meaning: e.g. active sentence vs passive sentence 2. Unambiguous sentences, but similar structures: e.g. The doll is easy to see. vs The doll can see easily. 3. Ambiguous sentences with different possible structures: e.g. The chicken is ready to eat.

Question 37

Series of grammars (G)

Answer 37

Language acquisition is based on increased input and increased understanding of the onput, creating a series of grammars E.g. : input → Ginitial → output input → Ginitial+1 → output ... input → Gend-state → output

Question 38

True or false : Children do not necessarily have the same rules as adult speakers.

Answer 38

True

Question 39

Children may not acquire linguistic rules at the same age or rate, but they usually share the same ____ of acquisition

Answer 39

Order

Question 40

2 properties that makes something a bias in UG

Answer 40

1. Innate 2. Purely linguistic

Question 41

2 hypotheses for subject-auxiliary inversion

Answer 41

1. Linear order (structure independent) hypothesis: Move the first auxiliary verb to the front of the sentence. 2. Structure-dependent hypothesis: Move the auxiliary verb in the main clause (i.e., the aux that is after the subject) to the front of the sentence.

Question 42

Bias that explains why children reject the linear order hypothesis of subject-auxiliary inversion

Answer 42

Syntactic movement respects constituency. We know this is a bias because children would need to hear double-auxiliary sentences to reject hypothesis 1, yet this type of sentence is extremely rare in the input to children.

Question 43

Innate learning biases prevent children from considering analyses of the input that are incompatible with ...

Answer 43

The grammatical systems of all languages

Question 44

Intransitive ‘break’

Answer 44

Denotes a change of state (e.g. it broke)

Question 45

Transitive ‘break’

Answer 45

Denotes causation (e.g. she broke it)

Question 46

Errors kids make based on verbs that permit transitive and intransitive uses

Answer 46

- Using intransitive verbs as transitives (e.g. You giggle me)

Question 47

Children’s errors go beyond the input to which they are exposed but the errors are ...

Answer 47

Rule governed

Question 48

2 errors caregivers tend to correct the most

Answer 48

- Semantic overextension; - Morphological overregularization

Question 49

Semantic overextension

Answer 49

Extension of the meaning of a word based on its salient properties (e.g. ball for all round objects)

Question 50

Morphological overregularization

Answer 50

Applying a rule to that should not apply in irregulars

Question 51

Reason why negative evidence does not help reduce mistakes during language acquisition

Answer 51

Even if children realize their mistake, they won't necessarily be able to change their grammar to correct it

Question 52

Metalinguistic awareness

Answer 52

Ability to consciously reflect on the structure of language

Question 53

Children only learn their L1 from ______ evidence

Answer 53

Positive

Question 54

True or false : children cannot be taught the grammar of their language

Answer 54

True