Csd 318K: Unit 3

Front 1

___ are action words that can serve as a sentence by itself. Ex: Sit! Catch! Kiss!

Back 1

main verbs

(A)

Front 2

___ are action words that can link words together. Ex: am, appears, feels.

Back 2

copula and copular verbs

Ex:
I am fine.
She appears tall.
He feels great.

(A)

Front 3

___ are helping verbs. Ex: be, have, do, will, may, can, should, might.

Back 3

auxiliary verbs

Ex:
I am struggling.
Did you eat?
We will help.
He might lend you money.

(A)

Front 4

____ is also called a linking verb. Grammar such as a verb as: be, seem, or look.....that serves as a connecting link or establishes an identity between subject and complement.

Back 4

copula


(A)

Front 5

____ is a word used in construction with and preceding certain forms of other verbs, as infinitives or participles, to express distinctions of tense, aspect, mood.

Back 5

auxiliary verb

(A)

Front 6

Verb forms can be number (plural), person or 3rd person, tense (simple, progressive, and perfect). T or F

Back 6

True

Ex: simple (it rains, rained, will rain), progressive (is jumping, was jumping, and will be jumping), perfect (have/had/will eaten).

(A)

Front 7

Stage 1, MLU 1-2, 16-26 months are ____.

Each utterance has at least 3 words.

Back 7

linear semantic rule

(A)

Front 8

Stage 2, MLU 2-2.5, 21-35 months are ___.

Utterances containing:
Plural -s
-ing
irreg past tense
possessive -s

Back 8

morphological development

(A)

Front 9

Stage 3, MLU 2.5-3, 24-41 months are ___.

Utterances containing:
regular past -ed
3rd person -ed
copula and aux: be

Back 9

sentence form development (negation & question)

(A)

Front 10

Stage 4, 3-3.75, 28-45 months are ____.

Back 10

embedding of sentence elements

(A)

Front 11

Stage 5, 3.75-4.5, 37-52 months are ____.

Utterances containing:
copula and aux: was/were
aux: have/has/had

Back 11

conjoining of clauses


(A)

Front 12

Stage 5+, 4.5+, 41+ months are___.

Back 12

frequently use syntactic devices that shorten rather than lengthen sentences.

(A)

Front 13

Uncontractible copula
Articles
Regular past -ed
Regular 3rd person
Irregular 3rd person
Uncontractible auxiliary
Contractible copula
Contractible auxiliary

Back 13

morphological development, according to Brown.

(A)

Front 14

What are the general patterns of morphological development in children?

Back 14

acquisition takes a long time, gradual, and similar across different children.

(A)

Front 15

What do we mean by morphological mastery?

Back 15

percent correct in obligatory contexts and productivity.

(A)

Front 16

___ means an utterance where you have to (obligated to) include the morpheme to be grammatical.

Back 16

obligatory contexts

(A)

Front 17

# correct use / # obligatory contexts
# correct use / (# omissions + # correct)

Back 17

Percent correct.

(A)

Front 18

___ is getting it right the first time.

Back 18

mastery

(A)

Front 19

When is productivity?

Back 19

Productivity is knowing the rule and being able to apply it consistently AND being able to apply it even in cases you’ve never heard before.

Front 20

_____
Varies based on definition.
Individual differences.
Usually a range of ages.
Order may be more stable than age.

Back 20

Age of Mastery

(A)

Front 21

____
Frequency.
Linguistic Complexity.
Cognitive Factors.
Perceptual Factors.

Back 21

Order of Acquisition


(A)

Front 22

High ____ items are acquired before low ____ items, such as /s/ and then /z/, and /Iz/.

Back 22

Frequency

(A)

Front 23

___ is a quantitative measure that does not directly provide information about the structure of early utterances.

Back 23

MLU

(B)

Front 24

My back aches.
The peanut fell.
Ben paid her.

Are examples of ____.

Back 24

Subject + Predicate


(B)

Front 25

Cats stalk birds.

Is an example of ___.

Back 25

Subject + Verb + Object


(B)

Front 26

____

Includes one or more words AND
may fill the subject or predicate slot in a sentence AND
can be combined to form sentences AND cannot stand alone to constitute a meaningful sentence.

Back 26

phrase

(B)

Front 27

____
Includes a group of words AND contains both a subject and a predicate.

Back 27

clause

(B)

Front 28

An ___ can stand alone to form a simple sentence

Tom called me.
John buys the cat food.

Back 28

independent clause or main clause

(B)

Front 29

____ has to combine with another clause to form a complex sentence.

Tom, that boy I like, called me.
When you go to the store, please buy some cat food.

Back 29

dependent or subordinate clause

(B)

Front 30

____ include declarative, imperative, interrogative, exclamatory.

Back 30

classification of sentences based on function.


(B)

Front 31

___ include simple sentences (S), compound sentences (CP), complex sentences (CX), and compound-complex sentences (CC).

Back 31

classification of sentences based on clause structure


(B)

Front 32

___ is the syntax of one domain of language.

Back 32

simple sentence (S)


(B)

Front 33

___ is the syntax that refers to the internal structure of sentences, and morphology refers to the internal structure of words.

Back 33

compound sentences (CP)

(B)

Front 34

___ is the syntax that refers to the internal structure of sentences, is one of several domains of language.

Back 34

complex sentences (CX)

(B)

Front 35

___ is the syntax, which refers to the internal structure of sentences, is one domain of language; morphology, which is yet another domain of language, refers to the internal structure of words.

Back 35

compound-complex sentences (CC)

(B)

Front 36

____ includes elaboration of sentence element (noun phrase, verb phrase) AND
an increase in the number of sentence elements AND an increase in the diversity of sentence forms.

Back 36

preschool sentence development


(B)

Front 37

___ include the that the children have abstract grammar like adults’
Generative linguistics (Goodluck, 2007; Lidz, 2007) AND
differences in production and comprehension are due to processing and memory limitations.

Back 37

the nature of the child grammar


(B)

Front 38

____ is a restatement of a child’s production using grammatically correct structures, often incorporating particular syntactic forms that had been omitted or produced in error by the child.

Back 38

adult feedback: recast


(B)

Front 39

____

Head shake at 10 to 14 mos.
“No” is one of the first acquired words (rejection)
“No + X” in the 2 word stage
(Nonexistence, disappearance, rejection, denial)
External Negative marker
(No, Not + Sentence
No Mommy running
Not me eating cereal)
Internal Negative marker
(Can’t, don’t, No or Not
Mommy no running
Me not eating cereal
Nina don’t get up!)
Negation with auxiliaries
(Didn’t I didn’t do it!
Won’t I won’t tell you!
Isn’t Abby isn’t eating her veggies.)
Learn to mark person, number, and tense with auxiliary verbs and copula Be.

Back 39

Negative Form Development

(B)

Front 40

_____

External question marker AND
auxiliaries, but no subject auxiliary inversion with wh- questions.
AND subject-auxiliary inversion in wh-questions.

Back 40

question form development

(B)

Front 41

_____

Object complements (Make her eat).
Coordinate compunds sentences (I go home and sleep).
Subordinate clause sentences in which the main clause is first and the adjunct clause follows (Put on a sweater since it's cold).
Object relative clause sentences (I know the one you want).

Back 41

complex sentence development


(B)

Front 42

____
Shift focus of a sentence/eliminate information.

The horse kicked the cow
The cow was/got kicked by the horse
The cow was/got kicked
We made a mistake
Mistakes were made by us
Mistakes were made

Violates the canonical SVO word order.

Back 42

passive sentence development

(B)

Front 43

____

Earliest forms emerge by 3.5 yrs of age

“To be” passives are more frequent than “get” passives

-ed participles are more accurate than -en participles

Commission errors persist into adolescence.

Back 43

passive production

(B)

Front 44

______
The probable event strategy

Word order strategy
(Irreversible passives are easier than reversible passives).

Order-of-mention strategy
(John played before Mary sang.
Before Mary sang, John played.)

Back 44

comprehension of syntax strategies

(B)

Front 45

_______
nouns, verbs, adjectives

subject, object

NP, VP, S

Back 45

grammatical categories are innate

(B)

Front 46

____

Children construct semantic word classes based on words they encounter in the ambient language.

Back 46

Step 1
Semantic Boot Strapping

(B)

Front 47

____

Children ‘link’ the semantically specified word classes to innate grammatical categories.

Back 47

Step 2
Semantic Boot Strapping

(B)

Front 48

___

Once the semantic word classes are ‘hooked up’ to the categories of innate universal grammar, language-specific linguistic features (e.g. morphology, distribution) can help to subsume semantically atypical members under a specific class.

Back 48

Step 3
Semantic Boot Strapping

(B)

Front 49

____ are morphemes that do not correspond to a particular sound form: a morpheme can have different ones.

/s/ and /z/, which is acquired early and later?

Back 49

allomorphs

(A)

Front 50

Allomorphs and frequency /s/ and /z/ happen frequently, kids are better with the rule than memorizing the forms. T or F

Back 50

True


(A)

Front 51

___ is when more information is packed into one "unit" the harder it is to learn (# of meanings decoded), such as copula and aux, compared to present progressive -ing.

Also, the more regular the pattern, the easier it is to learn (# of forms carrying the meaning).

Back 51

linguistic complexity


(A)

Front 52

___ include things that are easy to hear are learned before things that are hard to hear.

Such as whole syllables are easier to hear than changes inside a word or additions of single phonemes.

Can be overridden by linguistic complexity.

Back 52

perceptual factors

(A)

Front 53

___ include things that are easily understood are learned earlier than things that aren’t AND
the use of morphemes may be dependent on the meaning of particular lexical items.

Back 53

cognitive factors

(A)

Front 54

Cognitive factors include some concepts are easier than others AND the number is visualizable AND
possession is highly salient.

Tense?
Definiteness?
Person?

Regular plural -s
Possessive 's
Contractible copula, Man's big.

T or F

Back 54

True

(A)