Study Guide for Exam 2 Flashcards
(15 cards)
Which of Brown’s 14 grammatical morphemes are acquired first? When is it acquired?
Present Progressive -ing used without aux. Mommy driving.
19-28 months.
List Brown’s 2nd through 8th grammatical morphemes, and when they are acquired.
- In Locative state utterances: Ball IN cup. 27-30 months.
- ON locative state utterances: Doggie ON sofa. 27-33.
- Regular plural -s: KittieS eat my ice cream. Forms - /s/, /z/ /Iz/. 27-33 months.
- Irregular past tense: came, fell, broke, sat, went. 25-46.
- Possessive -‘s: Mommy’S shoe broke. Forms - /s/, /z/, /Iz/. 26-40 months.
- Uncontractible copula [Be as main verb]: He IS. I AM. This IS hot. 28-46 months.
- Articles [definite & indefinite]: I see A kitty. I like THE horsie. 28-46 months.
- Regular past -ed: Mommy pullED the wagon. Forms - /d/, /t/, /Id/. 26-48 months.
What are Brown’s last 5 acquired grammatical morphemes?
- Regular third person -s: Kathy hitS. Forms - /d/, /t/, /Id/. 26-48 months.
- Irregular third person [does, has]: He DOES that. She HAS my dress. 28-50 months.
- Uncontractible aux [be as a helping verb]: He IS. Ross IS wearing it. 29-48.
- Contractable copula: Man’S a clown. It’S your coat. 29-49.
- Contractible aux: Daddy’S eating now. 30-50 months.
What are the three forms of “-s”, the difference between their frequency of occurrence and order of acquisition and the reason for this.
- Plural (4th) Most Frequent [s, z, Iz]
- Possessive (6th) Least Frequent [s, z, Iz]
- 3rd Person Singular (10th) Second frequent [s, z, Iz]
Acquired in this order because: Brown determined that the two most important factors in determining order of ac- quisition for morphemes are SEMANTICS AND SYNTAX.
Brown’s 90% Criterion of Accuracy
Brown felt that by the time a child was able to use the morpheme correctly 90% of the time, he or she could be said to have mastered it, meaning that he/she knows it and knows what contexts it can or should be used.
Brown’s Obligatory Environment
The usage of the morpheme is required by adults speaking Standard, non-dialectal English.
An example of “missing” morphemes in an obligatory environment (Meaning a form that would be required for an adult speaker) would be the following: “That Daddy Shoe”
Two morphemes are missing here: a form of BE and the possessive ‘s.
What are the two Universal Principles of Acquisition (in relation to morphemes & Brown’s Findings)
Universal Principle #1: A morpheme with one clear meaning will be acquired before one that has several meanings.
Universal Principle #2: A morpheme that is redundant or meaningless (meaning one that is not essential to the meaning of the word or structure it occurs in) will be acquired late.
Explain Brown’s Stage 1.
Age: 12-26 months MLU: 1.0–2.0
Corresponds with the HOLOPHRASTIC & early TELEGRAPHIC stages of lexical & syntactic development. Examples: Stop it, Allgone, Night-night (pseudo phrases) Mommy sock, Daddy go.
Explain Brown’s Stage 2.
Age: 27-30 months, MLU: 2.0-2.5
TELEGRAPHIC stage. Syntactic structures will continue to become more complex as more morphemes are acquired and utterances become longer. Masters first of 14 grammatical morphemes (-ing), and begins using and acquiring many of the others. Starts to use HAVW and DO as both main verbs and aux’s.
Explain Brown’s Stage 3.
Age: 31-34 months, MLU: 2.5-3.0
stage for the acquisition of some transformations. Child is also starting to use more aux’s in this stage, but hasn’t mastered them. Doggie can bite you
I want that cookie.
Explain Brown’s Stage 4.
Age: 35-40 months, MLU = 3.0-3.75 Children begin to use auxiliaries more consistently and are starting to master the auxiliary system of English. EXAMPLES: I don‟t like that shirt Buddy wasn‟t home See me ride the bike
Explain Brown’s Stage 5.
Age: 41-46 months, MLU: 3.0-3.75 Almost 9 of the 14 grammatical morphemes are mastered by the end of this stage. The remaining 5 are mastered ver soon afterwards. Bobbie shouldn't do that. Fluffy won't eat his food. I'm gonna leave now, oka.y
Stages of Negation
Explain the First {base
Children start using the words, “no, not, all gone” to express negation and related concepts, such as the following:
nonexistence/disappearance: allgone now
rejection: no juice
Denial: Not Daddy (20-25 months; uses more complicated semantic-cognitive information processing)
Also places NO at the begining of a statement. Examples: NO want that! NO cookie.
Stages of Negation
Explain the Second Phase
Child is beginning to make more “adult-like” negatives but doesn’t use auxiliaries in an adult-like fashion.
Will put negative element such as no, not, can’t, don’t directly in front of the verb.
Use of can’t and don’t is very erratic during this stage.
Child is simply using these forms to express negative, with no real understanding of their appropriate use.
Dont understand can’t and don’t are contracted forms of can not and do not; they simply see them as meaning the same as NO.
I not like that. Doggie don’t like kitty. He no bite you. Billy can’t like me.
Stages of Negation
Explain the Third Phase
Children start putting aux’s between the subject and the negative element to form negative sentences that more closely resemble adult forms.
Use of can’t and don’t is starting to become more consistent and appropriate, indicating that children are beginning to understand that these are contracted. Children will also be using other contractions in negatives [won’t, didn’t, doesn’t, isn’t, aren’t]
Kitty isn’t here. I don’t like you.
