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26 Cards in this Set
- Front
- Back
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Phonetics
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A. Place and manner of articulating sounds
i. labial, bilabial, interdental ii. stops, fricatives B. Uses IPA (International Phonetic Alphabet) C. Differentiation between consonants and vowels i. high, mid, low, central, back |
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Phonology
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A. Phonemes
B. Minimal pairs C. Complimentary distribution D. Assimilation E. Metathesis i. reversing “nuclear and “nucular” F. epenthesis G. Nasalization |
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Morphology
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A. Morpheme – smallest unit of sound that still has meaning.
B. Free and bound morphemes C. derivation i. change “govern” to “government” D. inflection i. like adding “s” to “cat” to make cats |
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Syntax
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A. Transformations
B. Embedded clauses C. Deep and surface structure. D. Ambiguity i. “the wizard touched the child with the wand.” |
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Semantics
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A. Semantic class
i. agent, theme, possessor, goal, causative, instrument, location ii. deixis = words or phrases that require context to understand. i.e. “this year” |
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A few examples of substitutions, simplifications, and assimilations (just look at)
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buba/baba (bottle) = reduplication
bankie (blanket) bl→b = CCR Guggy (doggy) d→g = consonant harmony lellow (yellow) j→l = consonant harmony bumpkin (pumpkin) p→b = voicing yiyon (lion) l→j = gliding |
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alternatives to Overextension of meaning - what if the child didn't overextend??
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iii. Phonological avoidance
a) sometimes it's not really an over or under-extension problem; child might be avoiding a word that is more difficult to say. iv. Word play a) sometimes children might just be saying something they think is funny – naming something wrong v. Function a) Is the child identifying something, or just asking for it? vi. Be careful gathering data; need to isolate these other concerns. vii. Segmentation problem |
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Types of overextension of meaning
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a) categorical (e.g. Apple for all fruits)
b) Analogical (e.g. Hat for hairbrush, like the analogy of things you put on your head) c) Chain (e.g. Expanding a watch, round with numbers, to a digital watch.) |
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Types of words
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A. synonyms
B. antonyms C. homonyms i. to, too, two D. hyponyms i. two, three ii. we teach hyponyms first; cat and dog before mammal iii. a word or phrase whose semantic field is included within that of another word E. hypernyms i. number Pigeon is a hyponym of bird (it's hypernym); which, in turn, is a hyponym of animal. |
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Types of meaning associations
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A. Syntagmatic
i. associate “dig” with “a hole” B. Paradigmatic i. associate “dig” with “shovel” |
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Derivational overgeneralization
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i. overgeneralization encompassing derivational morphemes
ii. i.e. Lock > Unlock |
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Inflectional overgeneralization
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i. overgeneralization involving inflectional morphemes (i.e. Mouses)
ii. i.e. Hats iii. googled |
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Clark's principles
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A. transparency
B. simplicity i. when children make new words they make the smallest change they can. C. productivity |
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Rules of devirational morphology
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- Compounding (combining two words, i.e. blackbird)
- Affixation (adding bound morphemes to a base word, i.e. Unhappy, hospitalize) - Conversion ( changing a word from one class to another without adding any derivational affixes, i.e. "to lunch" Example with all types: I googled waterbed in order to become a better sleeper. |
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P.85 stages of development – learning to form agent and instrument compounds
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i. hug man
a) V + person ii. hug kid a) V + direct object iii. kid hugger a) DO + actor |
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Forming new words by conversion - classes
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i. Agent
a) agent of the action denoted by the new verb ii. Object a) the object of the action b) i.e. I'm souping = eating soup iii. Instrument a) Instrument of the action b) i.e. “I'm sticking it” is hitting a ball with a stick iv. Locatum a) an object which changes its location b) i.e. Will you chocolate my milk = put chocolate powder in it |
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Empiricist views on phonological development
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"Tabla Rosa"
Positive vs negative reinforcement with models from parents Language relies on general cognitive ability not innate, acquired from environment |
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Nativist views on phonological development
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Children born with fair amount of inborn knowledge - we're born hardwired.
COMPSKY noticed children consistently learn language with messy input Unlike Empiricists, Nativists think language learning is a separate cognitive process (NOT overall ability) Children actively construct grammer |
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Parts of CDS (p 44-46)
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Expansion - expand what child says instead of correcting, recast child's utterance ... making children's utterances phonologically or grammatically correct.
Expatiation - expansions with extra information added to the child's utterance Framing - the red ball to the blue ball ... repeated use of a word in different frames when talking to a young child. Correcting for truth, Exportiation, simplification, slower, repetition, vocabulary, simple topics, higher pitch, annunciation |
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Place of articulation
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bilabial (p, b, m)
interdental (th) labiodental (f, v) alveolar (t, d, z, l, r, sh, zh) paletal (ch, j) velar (k, g, ng) glottal (h) |
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Maner of articulation
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stops (p, t, k, b, d, g, m, n)
fricatives (th, f, v, h, sh) affricates (ch, sh) nasal (m, n, ng) liquids (r, l) glides (j, w) |
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Substitutions
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stopping
gliding denasalization fronting vocalizatoin |
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Assimilation
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consonant voicing
consonant devoicing consonant harmony |
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Syllable stess rules
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CCR
vowel epenthesis consonant cluster deletion syllable deletion reduplication |
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Development of baby language
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0-2 reflexive vocalization
2-4 cooing 4-6 vocal play 6 babbling starts 12 first words |
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One disadvantage of cross-sectional studies (as opposed to longitudinal studies) is the fact that...
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they may miss important individual differences
p 72 |
