Sphs 3035 Exam 2

Front 1

Children learn language in...

Back 1

A conversational context.

Front 2

Who is usually a child's chief conversational partner?

Back 2

An adult, caregiver, or other children. May be different from one child to another.

Front 3

Most toddler conversations are about what?

Back 3

The past. Ex: What did we do today?

Front 4

True or false?

2 year olds are able to respond to partners and engage in short dialogues of a few turns.

Back 4

True.

Front 5

Nearly ___% of 5 year olds can sustain certain topics through about a dozen turns.

Back 5

50%.

Front 6

Register

Back 6

Different style of speaking.

Front 7

Motherese

Back 7

A register often used by adults when speaking to young children. Kids as young as 4 years use a form of Motherese.

Front 8

CDS

Back 8

Child-directed speech.

Front 9

IDS

Back 9

Infant-directed speech.

Front 10

(Language) politeness

Back 10

Use of polite words like 'please' and 'thank you,' a softer tone of voice, indirect requests ('Can I have a cookie?').

Front 11

Children at the age of 2 use what to show language politeness?

Back 11

'Please' and 'thank you.'

Front 12

At what age do children recognize indirect requests to be more polite?

Back 12

Age 5.

Front 13

Contingent queries

Back 13

Classification or question to continue the exchange. Ex: 'What?' 'Huh?'

Front 14

Approximately ___% of contingent queries of 2 year olds are nonverbal?

Back 14

25%. Usually facial expression.

Front 15

What is the most common clarification strategy among preschoolers?

Back 15

A simple repetition.

Front 16

How do children maintain a topic at age 2?

Back 16

In 2 utterances--a question and an answer.

Front 17

What do toddlers use as a tool to fill turns during conversations? Why?

Back 17

Repetition. It shows they understand the pragmatic importance of turn-taking, but don't yet have the syntactic skills to make original replies.

Front 18

Presuppositions

Back 18

Assumptions about the listener's knowledge. Ex: A toddler may presuppose that you know everyone at their school.

Front 19

What is form of address based on?

Back 19

Presuppositions. What you call a person. Ex: Mr. Green, Uncle Joe, Mary, ma'am, sweetie, etc.

Front 20

By what age can a child accurately gauge how much information a listener needs (presupposition)?

Back 20

By age 3.

Front 21

Indirect requests

Back 21

'Could you...?' 'Would you...?' etc.

Front 22

Direct requests

Back 22

'Answer the phone,' 'Stop that,' etc.

Front 23

What ages use 'please?'

Back 23

2 and 3 year olds.

Front 24

At what age does a child become more skilled with indirect forms?

Back 24

At 4 years.

Front 25

___% of all requests made are indirect at 42-52 months of age.

Back 25

Only 6%.

Front 26

Deixis

Back 26

Denotes time and participants from the speaker's point of view. Ex: Here, there, this, that, some pronouns.

Front 27

Why do caregivers often speak in first person?

Back 27

Because children are easily confused by the use of deixis (directional, depends on point of view).

Front 28

Oral narratives

Back 28

An uninterrupted stream of language. Consist of self-generated stories, telling of familiar tales, retelling (of movies or books), recounting personal experiences.

Front 29

Conversations

Back 29

Dialogues. Conversations are two-way streets and require involvement of both participants.

Front 30

Narratives

Back 30

Decontextualized monologues, not on immediate experience.

Front 31

Organizational patters of narratives

Back 31

Must be topic-centered and have introductory and organizing sequences that lead to a narrative conclusion.

Front 32

At what age are children able to describe sequences of events accurately?

Back 32

Age 4.

Front 33

Protonarratives

Back 33

Talking about things that have happened with more evaluative information ('I liked it') than sequencing of events.

Front 34

At what age do children tell protonarratives?

Back 34

Age 2 to 3.

Front 35

Centering

Back 35

Linking of entities to form the nucleus of a story. Ex: Main character.

Front 36

Chaining

Back 36

A sequence of events.

Front 37

Temporal (event) chain

Back 37

'The next day...' 'A year later...'

Front 38

Casual chain

Back 38

One event causes another. May be implied or stated with words like 'so' or 'because.'

Front 39

What are the two kinds of narrative chains?

Back 39

Temporal event chains and casual chains.

Front 40

How do 2 year olds organize their stories? How do they regard the listener?

Back 40

2 year olds organize their stories by centering but consider the listener only minimally.

Front 41

How do 3 year olds organize their stories?

Back 41

3 year olds can use both centering and chaining in their stories.

Front 42

At what age do temporal event chains emerge?

Back 42

Between ages 3 and 5.

Front 43

At what age do causal chains become frequent?

Back 43

Age 5.

Front 44

About how many words do children add each day to their lexicon?

Back 44

5 words a day.

Front 45

Fast-mapping strategy

Back 45

A controversial theory that children learn a tentative connection between a word and its referent after only one exposure.

Front 46

True or false? Over and underextensions are part of the fast-mapping strategy?

Back 46

True.

Front 47

2 ways children understand interrogatives.

Back 47

1) If you know the question word ('what,' 'who'), answer with an appropriate subject.

2) If you don't know the question word, answer on the basis of the semantic feature of the verb.

Ex: When are you going to eat? Tomorrow.

When are you going to eat? Cookie.

Front 48

Temporal terms

Back 48

Before, after, when, since, while, etc.

Front 49

3 year olds rely on the ________ __ ____________.

Back 49

Order of mention.

Front 50

Preposition before __________________.

Back 50

Subordinating.

Front 51

Prepositional phrases

Back 51

'In the car,' 'on the bus,' 'with the dog.' Preposition + noun/noun phrase.

Front 52

Children learn positives/negatives first.

Back 52

Positives (big, deep,long).

Front 53

Less/more specific terms are usually learned first.

Back 53

Less specific. Ex: 'big/little' is used for many things, but 'deep/shallow' is usually just for water.

Front 54

True or false? 1 year olds understand 'big' and 'little' when comparing the size of two objects with a referent.

Back 54

False. 2 year olds do.

Front 55

Locational prepositions

Back 55

In, on, under, near, etc. Words that indicate locations.

Front 56

At 24 months, what locational prepositions will a child have?

Back 56

'In' and 'on.'

Front 57

Prepositions

Back 57

IN the room, ON the table, ect.

Front 58

Verb particles

Back 58

A multiword grammatical unit (take OFF, stand UP, put ON).

Front 59

Kinship terms are first regarded as...

Back 59

Part of a person's name (Uncle Joe is just a name, not a kinship term + a name).

Front 60

2 kinds of pronouns

Back 60

Subjective (I, she, he, we, they) and objective (me, her, him, them, us).

Front 61

Pronouns are what kinds of terms?

Back 61

Deictic terms.

Front 62

Pronoun case errors occur when...

Back 62

A child switches subjective and objective cases. Ex: 'me go,' 'her is eating.'

Front 63

MLU stands for...

Back 63

Mean Length of Utterance

Front 64

What is MLU?

Back 64

A moderate prediction of the complexity of language in English-speaking children.

Front 65

What happens when an MLU score passes 4.0?

Back 65

Before 4.0, an increase in MLU corresponds with an increase in utterance complexity. After 4.0, it is less reliable.

Front 66

Increases in MLU corresponds to an increase in...

Back 66

Utterance complexity.

Front 67

MLU limitations

Back 67

Moving elements around don't change MLU ('want cookie' vs. 'cookie want') and there is variation within age groups for MLU.

Front 68

What is considered to be a sufficient sample?

Back 68

50-100 utterances.

Front 69

How do you calculate MLU?

Back 69

Total # of morphemes / total # of utterances

Front 70

How many morphemes are given for reoccurances of a word for emphasis (No!no!no!)? Compound words (birthday)? Proper names (Cookie Monster, Uncle Joe)? Ritualized reduplications (bye-bye)?

Back 70

One for all!

Front 71

Do diminutives count as one or two morphemes?

Back 71

One. Ex: 'doggie, horsey,' etc.

Front 72

Do incorrect conjugations count as one or two morphemes?

Back 72

Two. Ex: 'wented,' 'runned,' etc. all count as 2 morphemes.

Front 73

Present progressive

Back 73

-ing; she is running.

Front 74

Regular past tense

Back 74

-ed; he walked.

Front 75

Regular third person

Back 75

-s; she thinks.

Front 76

Irregular third person

Back 76

does, has

Front 77

Copula

Back 77

She is happy, he is hungry. Acts as the main verb (to be).

Front 78

Auxiliary

Back 78

He is going to the store, she was reading. Contains a main verb other than 'to be.'

Front 79

Adjectives

Back 79

Explain a noun. Ex: 'the smaller bike,' 'the purple coat.'

Front 80

Phrase

Back 80

Group of words that don't contain both a subject (noun phrase) and predicate (verb phrase).

Front 81

Noun-phrase elaboration occurs when children start doing what?

Back 81

Combining words. Ex: 'ball fall' turns into 'my ball fall.' Uses subject-verb structure (early syntax).

Front 82

Articles

Back 82

A, an, the

Front 83

Demonstratives

Back 83

This, that, these, those

Front 84

Quantifiers

Back 84

Some, a lot, two, etc.

Front 85

Possessives

Back 85

My, your, daddy's

Front 86

Adverb

Back 86

Explains a verb. Ex: she ran quickly, he wrote beautifully.

Front 87

Post-noun modification

Back 87

Comes after the noun, whereas most others come before. Ex: That there, the toy in the box.

Front 88

3 types of verb-phrases

Back 88

Stative, transitive, and intransative

Front 89

Stative verb-phrase

Back 89

He is a doctor, she is happy.

Front 90

Transitive verb-phrase

Back 90

She hit him, I love coffee, I ate it. Takes a direct object.

Front 91

Intransitive verb-phrase

Back 91

She ate. I fell. Does not take a direct object.

Front 92

Active vs. passive voice

Back 92

Active voice has the subject do the action. Passive voice flips this construction. Ex: 'Mary sent the letter' vs. 'The letter was sent by Mary.'

Front 93

Transitive/intransitive verbs can be changed from active to passive voice.

Back 93

Transitive CAN be changed.

Front 94

Auxiliary verbs/copulas can be inverted to form questions.

Back 94

Auxiliary verbs. Ex: 'You can do it' to 'Can you do it?'

Front 95

At what age do auxiliary verbs appear?

Back 95

Between 2 and 3 years.

Front 96

Modal auxiliary verbs

Back 96

Don't change form when conjugated. Ex: must, may, will, might, should, etc.

Front 97

Aspect vs. tense

Back 97

Aspect is either completion or continuing. Seen in '-ing' verbs. Tense is past/present/future.

Front 98

By what age can children speak of events in the past?

Back 98

18 months to 3 years.

Front 99

At what age do children master future, past, and present tenses?

Back 99

3.5 to 4 years.

Front 100

Completion aspect

Back 100

'have, has, had' + participle. Ex: They have eaten, we had gone to the store.

Front 101

Continuating aspect

Back 101

'be' + -ing verb. Ex: We will be going soon, she is thinking of leaving, they are crying.

Front 102

4 types of prases

Back 102

1. Preposition (at my school, in the box)

2. Participle (functions as an adjective; a broken bike, the boy riding the train)

3. Gerund (functions as a noun; skiing is fun, I like cooking)

4. Infinitive ('to' + verb; I wanted to read it)

Front 103

Declarative sentences

Back 103

Statements.

Front 104

Interrogative sentences and 3 types

Back 104

Questions. Can be yes/no, wh- questions, or tags.

Front 105

Tags

Back 105

Directs an answer. 'It's good, isn't it?'

Front 106

Imperative sentences

Back 106

Direct requests, demands. Ex: 'Throw the ball. Answer the phone. Give me that.'

Front 107

Negative sentences

Back 107

-n't/not, nobody/nothing, no ('no cookies'), negative adverbs (never), negative prefixes (un-, dis-, etc).

Front 108

Clause

Back 108

A group of words that include a subject and a predicate (verb).

Front 109

Simple sentence

Back 109

Has only one clause.

Front 110

Complex sentence

Back 110

Has more than one clause.

Front 111

Embedding

Back 111

A phrase or clause becomes a grammatical element of a sentence. Ex: 'The dog in my neighbor's house is big.'

Front 112

Subordinate clause

Back 112

Functions as a noun, adjective, or adverb in support of the main clause.

Front 113

Object noun-phrase complements

Back 113

A subordinate clause serves as the object of the main clause. Functions as a noun/direct object. Ex: 'I know that you can do it.'

Front 114

Embedded wh- compliments

Back 114

A wh- subordinate clause fills the object function. Functions as a noun/direct object. Ex: 'I know who did it.'

Front 115

Relative clauses

Back 115

Subordinating clauses that follow and modify nouns. Functions as an adjective. Ex: 'The woman who lives here likes dogs.'

Front 116

Conjunctions

Back 116

Because, if, when, but, and, after, since, etc. Anything that combines two clauses.

Front 117

Conjoining

Back 117

2 clauses joined by conjunctions. Ex: 'I like it and she likes it too,' 'I like it because she likes it.'

Front 118

Consonants before vowels or vowels before consonants?

Back 118

Vowels before consonants.

Front 119

What are the first three consonant sounds to appear in child speech?

Back 119

Nasals, glides, and stops.

Front 120

Sounds are first acquired in the ________ position.

Back 120

Initial.

Front 121

Epenthesis

Back 121

An insertion of a sound. Ex: 'break to buh-rake.'

Front 122

Final consonant deletion (FCD)

Back 122

Cup to 'cuh' or ball to 'ba.'

Front 123

Reduplication

Back 123

Water to /wawa/.

Front 124

Unstressed syllable deletion

Back 124

Banana to 'nahnuh.'

Front 125

Consonant cluster reduction

Back 125

Stop to /tap/.

Front 126

Stopping

Back 126

Stops replace other sounds. Ex: 'that' is 'dat' and 'soup' is 'toop.'

Front 127

Fronting

Back 127

/t/ for /k/ and /d/ for /g/. Ex: 'cat' is 'tat.'

Front 128

Backing

Back 128

/k/ for /t/ and /g/ for /d/. Ex: 'top' is 'kop.'

Front 129

Gliding

Back 129

/j/ for /l/ and /w/ for /r/. Ex: 'rabbit' is 'wabbit.'

Front 130

Perception or production of speech sounds comes first?

Back 130

Perception!

Front 131

At what age does a child master all English sounds?

Back 131

At about age 7 years.