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101 Cards in this Set
- Front
- Back
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patterns in preschool lang dev. |
1. below age 3 don't understand SVO order 2. sentences used after age 3 learned with spec. verbs and only generalized to lang rules 3. after 3 children reorganize knowledge of independently learned patterns to extract more abstract/general rules 4. children begin to form abstract utt level construction by creating analogies |
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major reason children show certain syntactic patterns in lang is |
these are the patterns they hear in lang around them -initially child learns verbs for constructions in which they have heard them, less true after 3 |
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morphological learning is more difficult in english because |
1. bound morphemes are phonologically reduced/unstressed monosyllabic bits of lang 2. BM's carry very little concrete semantic info/may be redundant 3. many morphemes are multifunctional |
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morphological learning is characterized by |
U-shaped learning (correct use, incorrect use by attempt to generalize/expand use, return to correct use) |
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bound morphemes begin to appear at an MLU of |
2.0-2.5 |
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Bound morpheme progression |
-pres progressive -regular plural s -possessive s -regular past -ed -regular third person s |
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earliest verb inflection acquired in English |
present progressive (minus aux) because there are no irregular progressive forms |
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learning of irregular forms of plural depends on |
how frequent they are used in preschoolers environment |
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morphological form of possessive s is mastered by age |
3 |
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how do children recover from overgeneralization (ex. goed)? |
when they continue to hear "went" in the speech of others, they will assume there is only one way to conjugate "go" in the past as went' |
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understanding of suffixes |
1. superlative by 3.5 2. comparative by 5 3. "er" added to a verb to indicate a profession |
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up to an MLU of ___ increases in MLU correspond to increases in utterance complexity |
4.0 |
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development of possessive s |
initially attached only to single animate nouns, then gradually move on to inanimate nouns |
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determinants of acquisition order of bound morphemes |
1. underlying semantic aspects of verbs 2. underlying temporal concept of verb 3. lexical aspect 4. ability to categorize word classes semantically 5.segmenting 6.lexical generalizations 7. phonological aspects |
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undersegmenting |
when child does not break the word/phrase into enough morphemes ex. he throwuped at the party |
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lexical aspect |
whether verbs create a situation with an inherent or ongoing endpoint -child uses verbs with inherent endpoint in past tense and ongoing action in pres progressive |
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overgeneralization |
when a child applies a category rule to subcategories ex. reg past ed on irregular verbs |
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morphological rules are acquired by |
first beginning with rules that apply to specific words and then generalizing specific word rules |
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lexical generalizations |
child learns concept may have more than one form and forms originally thought to be distinct are actually alternatives of the same concept |
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phrase |
group of words that functions as a single syntactic unit that doesnt contain both the subject and predicate |
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noun phrases |
act as the noun or serve the function in a sentence |
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verb phrase development |
-spontaneously produce simple trans verbs to describe activities ppl perform with objs -use intrans verbs for single participant and action -initially learn verbs as individual items than as verbs as members of a category -use past tense with perceived completed actions, use pres progressive for actions that are ongoing
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elements of verb phrase |
modal aux, perfective aux (have has), verb, negative, passive, verb ,phrase |
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modal auxiliaries |
used to express moods or attitudes such as ability (can), permission (may), intent (will), possibility (might) and obligation (must) |
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dev of aux verbs |
-neg aux verbs -positive aux verbs (overuse of is) -modal auxiliaries |
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mastery of present and past tense |
by 46 months, includes mastery of 3rd person sing, copula as a main verb |
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tense |
relates speech time (present) to the event time |
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aspect |
concerns dynamics of event relative to its completion or repetition |
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development of time/reference |
-initially child talks about things that are occurring now (no tense/aspect marking) -18 mos-3 years child talks about past/present and ref point is always in the present. can distinguish past from non past, complete actions from noncomplete, continuative from noncontinuative and future from non future -3 to 3.5 child gains sense of reference other than the present, event described is in past but reference can be some time even earlier (initially use yesterday/tmw) -3.5 to 4- child has free ref to diff points in time ex. "grandma asked me yesterday would you like to go to the zoo next week?" |
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copula |
main verb in sentence (usually to be)
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copula development |
-not fully mastered until around age 4
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auxiliary helping verb to be development |
takes much longer to develop than the copula, -mastered around age 4 -is and are forms precede am form |
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prepositional phrase development |
-beginning with 1st words toddlers use prepositions to express spatial relationships (earliest are in, on and to) -by age 3 child talks about location event with 3 participants and initially puts prep phrase at end of the sentence
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infinitive phrase development |
-child acquires infinitives around 2-3 years of age -2.5 child dev semi infinitives such as gonna and wanna (used alone w/o verb) -by age 3 use I with gonna wanna hafta -single nouns/3rd person used in place of I, other tenses are used, more complex infinitives -3.5 uses infinitives with nouns other than the subject |
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declarative sentence development |
-action+object, agent+action -SVO around 30 mos -aux forms do, have, can, be will 33 mos -S+aux+v+o appears before will be -dec with double aux appear around 3.5 years -acquire indirect objects at age 4
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interrogative sentence development |
-first use intonation to ask questions -what or where questions used to ask about names of objects, actions, locations about immediate environment -30 to 32 months uses subject + predicate in what/where questions, subject-verb inversion with copula also occurs -33 to 37 mos inverts subjects and auxiliary verbs -40 mos attain basic adult question form (who, when, how appear) -neg interrogatives appear around 5 |
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development of mature tag questions |
-very simple (okay, right) no negation -truer tags without any negation -full adult tag ex. you like cookies don't you? |
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ability of a child to respond to wh questions |
-preschool children are more successful in giving appropriate and accurate responses when the question refers to objects, persons and events in the immediate setting |
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acquisition of wh questions is determined primarily by |
the freq of use by caregivers |
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dev of imperative sentences |
-adult imperative sentences appear around age 2.5 |
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negative sentence def |
-first single word form no -30 mos neg is placed between subj and the predicate -uses can't, no, don't interchangeably -3 year old develops other aux forms and positive elements -38 to 40 mos childs contractions include isnt arent doesnt didnt, addition of past tense, modals -4 comprehend negatives to mean the opposite -negative interrogatives appear after age 5
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subordinate clause |
dependent clause, if you take it out of the sentence it wont make sense |
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subordinate clause development |
-omits the conjuction that -embedding occurs with look and see followed by a clause -wh words such as what, where ,when -relative clauses appear around 4th bday -relative clauses attached to subject appear around 5 years -4 year olds can produce multiple embeddings
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compound sentence development |
-because appears around an MLU of 3.5 -clausal conjoining and appears around 3.5 years -if appears after and -because, when, but, so -age 4 child embeds both phrases and clauses within the sentence -3 clause sentences appear -conjoining to express simultaneous events
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speech sounds acquisition |
1. vowels 2. consonants (nasals, plosives, approximants, lateral approx, fricatives and affricates) 3. glottals, bilabials, velars, alveolars, dentals, labiodentals 4. sounds are first acquired in initial position of words 5. cons clusters acquired around 7 6. age of acq of some sounds may vary by as much as 3 years |
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four goals of lang research |
1. confirm ling principles 2. discover principles of lang 3. clarify relationship of lang to dev in other areas 4. to provide a theoretical description of lang dev |
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issues in study of child lang |
-method of data collection -sample size and variability -naturalness/representativeness of data -collection procedures -analysis procedures |
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existence |
child attends to an object by looking, picking up, pointing, and either names the object or uses a relational word to indicate the obj |
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nonexistence/dissapearance |
child expects an obj to be in context but doesnt see it, expects an action to occur but it doesnt, produces a relational word to code the nonexistence of the object/action (nouns do NOT code nonexistence) |
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recurrence |
child produces a relational word such as more, another or again to refer to the recurrence of an event, reappearance of an obj(naming of the action or object would not be considered recurrence) |
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rejection |
child opposes an action or obj and produces relational word no, noun and headshake may be used, but such expression wouldnt be counted as ling coding of rejection |
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denial |
denial is not coded in phase 1 but when it is, child negates the truthfulness of a prior utterance with a relational form such as no |
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context categories coded in phase 1 |
existence, nonexistence, recurrence, rejection, denial, attribution, possession, action and loc action |
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attribution |
optional in phases 1 and 2 -child mentions an attribute of an obj by the use of a relational word (adj) |
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possession |
optional in phases 1 and 2 -using relational pronoun mine to directly code possession in phase 1 -by phase 2 child may combine name of the object possessed and name of possessor -coding of possessive relations for objects that could belong to anyone is a later development (focus only on inalienable objects in phase 1) |
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action |
-talking about agents acting on objects -relational words that code action are verbs that name the action (doesnt count if its a noun) -appears late in phase 1 -ex. help, stop, back |
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locative action |
- involves changing the location of objects -often describe loc action in phase 1 with relational words that are prepositions -static location (such as sit) of objects is not talked about until phase 3 |
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precursory goals of language use |
-latter part of first year child develops intentionality -reciprocal gaze -joint attention -taking turns -making reference to objects -regulating behavior of others
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precursory goals of lang content |
-necessary to have mental representation of objects -searching for objects -causing objects to dissapear -acting on different objects
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precursory goals of language form |
-later vocalizations include segmental/suprasegmental features of adult lang -imitating movement and vocalization -producing ling signal that approximates adult model (babbling, prosody)
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early precursory interactions between form content and use |
-production of phonetically consistent form |
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later precursory development of form in interaction with content and use |
-production of forms should e encouraged in context of related content and use |
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goals of use that interact with content and form (phases1-3) |
-initially only talk about objects/events in immediate environment -ideas in consciousness constrained by what is in immediate environment -later in this period increase in expression of anticipated events -imitations of prior utterances frequent -use nonlinguistic forms to code feelings -production of single words primarily used to comment, eventually to regulate behavior |
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phase one |
-single word stage -use relational words most freq -reject objects by naming them -comprehension of early words is limited to certain contexts -rarely use verbs -locating objects that are out of sight -first successive words chained to actions, then begin to relate to mental representation |
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phase one content categories |
-action -locative action -existence -nonexistence -recurrence -denial -rejection -attribution -possession |
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Dore |
-studied two infants, found that one child had a larger vocab but used the words for fewer functions than the second child, who had a smaller vocab but used the words for many functions by varying intonation patterns |
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K nelson |
-reported that first 50 words of some children consist of over 50% nounlike words (referential children) -other children 50% of words consist of relational type words (expressive children |
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relationship between type of word used and the function of the word (phase 1) |
-nouns frequently used as comments or labels, diff children are apt to have different form/function preferences |
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phase 2 |
-coding relations between objects w/emerging syntax -increased complexity of utterances (2 word stage) -order of words now used to code relationship between words -increase in # of diff words to express same relationship -3 types of loc action -general verbs appear -existence coded with demonstrative pronoun -nonexistence coded with no + content word |
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individual differences in phase 2 |
-preference for transitive vs. intransitive verbs -children may show a preference for nominal/pronominal forms in action/locative action |
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phase 3 |
-coding relations between objects/further semantic/syntax dev -3 constituents used to code action relations -SVO becomes productive -3 of 4 agent-loc-action relations become productive -first coordinating of content categories (attribution + existence) -morpheme s productive to code quantity -loc state + internal state become productive |
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locative state |
-talks about objects that are not being moved and describes their location, place in these instances is location and not the goal of movement |
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state |
-coding of internal state with verb want + object desired -limited to desired objects in phase 3 -external state (its dark) attributive state (its red) or possessive state (its mine) |
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first intersection between content, form and use |
phase 1 |
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emergence of syntax |
phase 2 and 3 (word order) |
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use that interacts with content/form in phases 4 and 5 |
-children begin to talk about actions of others, things that just happened, things that will happen soon -increase in spontaneous utterances -begin to relate their utterances to prior utterances of adults/themselves -talk about two events related by time/space (phase 5) -increase in questions related to context |
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goals of content/form interactions in phase 4 |
-coordinating content categories w/embedded relations -notice temporal, epistemic categories emerge -ing used to code incomplete acts, irregular past used to code complete acts -emergence of verb inflections -grammatical morpheme "a" + demonstrative pronoun -prepositions in and on -nonverb content categories are coordinated with verb content categories (recurrence and possession + existence, action+ attribution, nonexistence, recurrence and place) -embedding of nonverb relation into structure of verb relation (ride red bike) -wh questions what (existence) where (loc state or loc action) -copula may be present -two verb utterances (want+ complement+action verb) |
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notice |
-major verb category -emerges in phase 4 -perception of an event or state ex. "i see bird" |
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epistemic |
-codes mental states of mind "i know it" -emerges in phase 4 |
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temporal |
- coding of aspect, sequence, simultaneity and tense -emerges in phase 4 -sequence and simultaneity (refer to relation between events and do not emerge until phase 5) -tense (relation between time of an event and time of utterance) -aspect (whether event itself is complete or incomplete) |
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observations of children learning inflectional system of verbs suggest that early use of inflections is more related to... |
aspect than tense |
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phase 5 |
-coding relations between events with successive related utterances -four new content categories: dative, specification, additive and causal -this and that -two successive utterances that are related -possession now coordinated with both action+ loc action, rejection now coordinated with action -productivity in preposition in loc action utterances -questions with who -to is productive for infinitives -"s" to mark possession -coding of denial with no or not plus content word -new relational words that code quantity, nonexistence, rejection
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dative |
appears in phase 5 designate recipient of an object or action with an indirect object ex. give it to me |
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specification |
appears in phase 5 -point out/describe an object/event in contrast to another -this versus that -this dog is big but not that one |
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additive |
appears in phase 5 -co occurrence/joining of events/states in time and space -sequential events ex. I got a pen and a knife ex. i sit here and you sit there
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causal |
appears in phase 5 -cause and effect relationship between states and events -when relation is between two events or states, the subcategories of objective relations and subjective relations are coded -means end, consequence, conditional (objective relations) ex. maybe you can bend him so he can sit -personal, affective, sociocultural beliefs(subjective relations)ex. she put a band aid on her and it made her feel better |
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objective relations |
(causal) evident in the physical world |
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subjective relations |
(causal) depend on personal/sociocultural judgement |
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goals of use that interact with content/form phases 6,7,8 |
-refer to activities of others, objects removed in time -children change voice/sentence structure when speaking with infants -deleting/changing phonetic shape of elements when misunderstood -ellipsis/deletion of redundant items -utterances related to previous utterances of their own/others -questions are now contingent on prior utterance of another (add why, when, how) |
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phase 6 |
-emerging use of conjunctions -sequential temporal relations -and, so, because emerge with objective causal relations -new productive grammatical morphemes the (code specific/definitive references in specification) and to (to code dative) -attribution coordinated within loc action utterances -recurrence coordinated w/loc action, possession coordinated w/ internal state
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phase 7 |
-increase of utterances coding event relations -complements of state verbs are not coreferential (ex. I want mommy eat cookie) -epistemic becomes productive -specification for events not just persons -causal relations coded by because and so -adversative interclausal relation appears
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phase 8 |
-producing more complex sentences -use of auxiliary will -increased use of connectives with notice -connective "to" becomes productive in state category -infinitive complements -can talk about talking -coding of specification with relative claus -past ed is productive -why to ask about causal relations
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stage 1 brown |
agent+action "I eat" |
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stage 2 brown |
auxiliary verbs appear (first in negative) wanna gonna hafta |
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stage 3 brown |
sentence form development -positive aux verbs -simple sentences (declaratives) |
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stage 4 |
embedding clauses into a sentence -modal verbs (would, could, should) -compound sentences -negative at beginning of sentence |
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extrasentential negation |
when children first use negation they tack it on the outside of a phrase (helen cairns) |
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stage 5 brown |
questions, imperative sentences, complex sentences -"if" and "because" |
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14 grammatical morphemes |
1. present prog 2. plural 3. in 4. on 5. possessive s 6. regular past 7. irregular past 8. reg 3rd person sing 9. irregular 3rd person sing 10. articles "a" "the" 11. contractible copula 12. uncontractible 13. contractible aux 14. uncontractible copula |
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brown mastery |
used in 90% of obligatory contexts |
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communication |
ability to talk about language/communicating |
