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127 Cards in this Set
- Front
- Back
The perceived instigator of action, typically animate with own motivation.
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Agentive
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The animate being affected by the state or action named by the verb.
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Dative
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The animate being who experience a given event, action, or mental disposition.
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Experiencer
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The object or being resulting from the action or state of the verb.
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Factitive
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The inanimate object or force involved in a casual mannar in the state or action named by the verb; the object brings about the process but is not the instigator.
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Instrumental
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The place, locus, or spatial orientation of the state, action, or process of the verb.
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Locative
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The animate or inanimate noun whose role in the state or action named by the verb depends on the meaning of the verb; the most semantically neutral case.
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Objective
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Lookie in the box-
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action –locative
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Mommy not happy-
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experience negation-state
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I kick him-
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agent-action-object
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Mean kitty-
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modifier-entity
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This mine car-
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demonstrative-possessor-possession
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Another baby-
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recurrence-entity
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Big baby cry-
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modifier-agent-action
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Put cup on table-
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action-object-locative
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Spoon in cup-
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entity-locative
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More jump -
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recurrence-action
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The boy is sitting on the chair.
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-Simple, active, declarative sentence.
-Determiner + noun + auxiliary + present participle + preposition + determiner + noun. |
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That girl is my neighbor.
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-Simple, active, declarative sentence.
-Demonstrative adjective + noun + copula + possessive pronoun + noun. |
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Exercising is good for the heart.
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-Simple, active, declarative sentence.
-Gerund + copula + adjective + preposition + determiner (article) + noun. |
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I accidentally hit him with the ball.
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-Simple, active, declarative sentence.
-Personal, first person subjective pronoun + adverb + present tense verb + personal , third person objective pronoun + preposition + determiner + noun. |
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She drew the picture carefully.
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-Simple, active, declarative sentence.
-Personal, third person, subjective pronoun + irregular past tense verb + determiner (article) + noun + adverb. |
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Mary’s dress is very pretty!
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-Simple, active, exclamatory sentence.
-Proper noun functioning as a possessive adjective + noun + copula + adverb + adjective. |
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Do you like to ski?
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-Simple, active, interrogative sentence.
-Auxiliary + subjective, second person pronoun + present tense verb + infinitive verb. |
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The girl who lives here is friendly.
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-Complex, active, declarative sentence.
-Determiner (article) + noun + relative pronoun + regular 3rd person singular present tense verb + adverb + copula + adjective. |
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Who will be going in your car?
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-Simple, active, interrogative sentence.
-Interrogative pronoun + auxiliary + auxiliary + future participle + preposition + possessive pronoun + noun. |
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I like skating in the winter.
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-Simple, active, declarative sentence.
-Personal, first person subjective pronoun + present tense verb + gerund + preposition + determiner (article) + noun. |
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The girl was chsaed by the dog.
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-Simple, passive, declarative sentence.
-Determiner + noun + auxiliary + regular past tense verb + preposition +determiner (article) + noun. |
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She was running and he was jumping.
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-Compound, active, declarative sentence.
-Personal, third person pronoun + auxiliary + past participle + coordinating conjunction + personal, third person, subjective pronoun + auxiliary + past participle. |
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Before you go outside, put on your coat.
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-Complex, active, declarative sentence.
-Adverbial clause (consisting of a subordinating conjunction + personal, second person, subjective pronoun + verb + adverb) + verb + preposition + possessive pronoun + noun. |
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Consists of primarily labels and descriptions of events or actions. There is no central theme or organization or plot.
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Heaps
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Consist of labeling event around a central theme, character, or setting. There is nothing that could be considered a plot. Things in a certain order but may not be cause and effect sequence.
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Sequence
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Central character, not a good strong plot, objective or event, theme, sequence
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Primitive Narrative
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Stories show some evidence of cause - effect and temporal relationships, but the plot is not strong and does not build on the attributes and motivations of characters.
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Chain Narrative
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Stories have a cetral theme, character, and plot. They include motivations behind the characters actions, as well as logical and temporally ordered sequences of events. The stories include at least five story grammar elements.
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True Narrative
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Behaviors observed in play
-Cognitive: -Motor: -Social/Emotional: -Communicative: |
Cognitive: attention, imitation, schemas, symbolic thought, matching/ classification, grouping (food, colors, animals), sequencing, problem-solving
Motor: gross and fine motor, planning and sequencing Social/Emotional: Separation, independence, relationships --> if they are older than 3 then they should be able to be concerned with other peoples happiness and not just theirs, temperament, organization, regulation Communicative: all aspects of speech and language |
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Typical Development (Stages of play)
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-Sensoimotor: 0-12 months
-Representational: 12-24 months -Construction: 2years (building something) -Symbolic Construction: 2-4 years -Dramatic Play: 4-7 years -Games with Rules: 5 years Rough-housing: all ages |
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-Play and language are both delayed for the child's age
-Language skills are higher than play behaviors -Play skills are higher than language skills |
ATYPICAL play patterns
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-Toy selection is critical
-You must have a variety of toys that are age-appropiate -The toys must be culturally appropiate -The child must feel safe enough to engage in spontaneous play -Observe communication during play -Model more advances play and laguage behaviors |
Eliciting/Observing Play
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Pragmatic component of language development. Intensions expressed as gestures and vocalizations first, later with words and sentences. (requesting, greeting, protesting)
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Primitive Speech Acts
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Over restricted meaning that contains fewer exemplars than the adult meaning (ex. saying "cup" only in response to a "sippee cup" and not, for example, in response to a styrofoam cup. Common both receptively and expressively.
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Underextension
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Usually based on perceptual similarities. Can be categorical overinclusive ("dada" for "momma" or "baby" for all children), analogical ("ball" for any round object)
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Overextension
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Toddler - Cognitive
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-Representational play
-Recognizes pictures -Knows shapes -Matches -Comprehends one and many Recognizes when a book is upside down -Categorizes -Creates representational art -Symbolic play by 3 years, dramatic play by 5 years -Accepts magic (Pre-operational stage) à Santa clause, tooth fairy -Knows colors and shapes by 5 years -Understands concepts of “two” and “three” -Simple time concepts -Recognizes part-whole relationships -Counts to 10 by 5 |
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sleep schedule for infants
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regular schedule by 2-4 months
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infancy - motor
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see if they can tract something when you move it back and forth right in front of their eyes
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Develops grasp –
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mitten to pincer grasp by 8-10 months
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Rolls over
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-2-3 months tummy to back
-5-6 months back to tummy -Sits unsupported- 6-7 months -Crawls-9-10 months -Walks- 10-14 months |
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toddlers - motor 12-36 months
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-Wide-stance gait
-Will learn to run but has trouble stopping and turning -Points/refining pincer grasp -Simple puzzles -Emerging- throw/kick a ball -Walks up and down stairs with help -“Dances” -Muscles for potty training |
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preschoolers - gross motor 36-60 months
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-Walks and runs smoothly, jumps and hops
-Walks up and down stairs without assistance -Climbs -Rides a tricycle -Balances on one foot |
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preschoolers - fine motor
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-Can copy block letters by 4 years
-Draws well, colors mostly in lines by 5 years -Print simple words by 5 years -Established hand preference by 5 -Dresses without assistance by 5 |
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-Infancy (0-12 months)
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-Cooing/gooing- 2-3 months
-True Smile- 2 months -Vocal Play/QRNs- 2-6 months -Babbling – 6-10 months -PCFs- 10-12 months -First True Words- 12 months |
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-Toddlers
-12-18 months |
-Gestures
-Jargon: mixing up true words -Expanding lexicon -Concept formation -Fast mapping -Semantic Feature Hypothesis (based on static perceptual features) -Functional Core Hypothesis (based on associated actions- functions) -Prototypical Complex Hypothesis -Overextension: calling all animals dogs -Underextension: seeings a drinking cup and only associates cup with their sippy cup |
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toddlers 18-24 months
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-Primitive speech acts (PSA)
-Referential vs. expressive style differences -Substantive vs. relational words (beginnings of semantic categories) -Two-word combinations (evidences semantic relations), know the locative, action, entity, modifiers, posessors -Refers to self by name |
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toddlers 24-36 months
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-Short, simple sentences
-Tries to “tell” experiences -Early developing morphemes emerge |
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preschool
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Intelligible speech by 4 years
-Functional core vocabulary- see handouts -Development of deixis (here vs. there, go vs. come) -Simple and complex sentences -Know types of sentences and parts of speech (grammar review handout) |
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deixis
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process of using the speakers perspective as a reference. for example, deixis can be seen in words such as (this, that, there, me, you, come, go)
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-Means-end:
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sort of a problem like something in their way that they have to crawl around, anything they have to problem solve. If you put something in a box and close it do they try and open the box. Do they have a means to get to the object in the end and if they cant do it by themselves but see if you do it first and if they can imitate their model
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-Sorts:
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see if they can sort different objects --> all the foods together, all the animals together
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Rituals and Games
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peek a boo
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Sensory-motor exploration:
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try and make something make noise, (giving them a piece of paper and they might crumble it)
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PCF
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words that aren’t close enough to be a real word but they use it consistently: do they have a name for their dog or a name for their bottle
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MLU
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mean length of utterance
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Phonolgical awareness
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4-5yrs aware of sounds within words, a very critical skill for literacy development and reading, not visual (stop à s, t, o, p) if they have this then they can learn to rhyme identify beginning and ending sounds
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PSA
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its functions of language, what is our intentions. Not what you say but it is more of why you are saying it, dog à I want you to look at the dog all of those are different speech acts and have different attentions underlying them.
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attends to object or event; adresses adult; awaits response; most often performs gesture
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Requesting action
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Attends to adult; adresses adult; resists are denies adults action
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protesting
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adresses adult; awaits response; may make gesture
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requesting answer
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attends to object or event; does not address adult; does not await response
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labeling
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attends preceding adult utterance; adresses adult
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answering
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attends to adult or object
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greeting
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attends to preceding adult utterance may not address adult, does not await response
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repeating
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attends to no specific object or event; does not address adult; does not await response
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practicing
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adresses adult by uttering adult's name loudly; awaits response
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calling
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my mommy goes car
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5
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see mommy
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2
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i going too
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4
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she ated the cookies
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6
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mine cookies too
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4
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i can't have more
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4
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you saw the big doggies outside
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7
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that one runs in this house
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7
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were not going in the house
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8
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-She walked very quickly "walked"
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regular past tense
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The dog barked very loudly "very
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adverb
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That is mine
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a demonstrative pronoun
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This is the dog that lives next to you "that"
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relative pronoun
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She is the girl who sits next to you "who"
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relative pronoun
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She is wearing a dress that has polka dots "that"
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relative pronoun
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She is pretty "is"
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copula
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Prototypical Complex Hypothesis
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they will develop words with association through a prototype (furniture à they think chair) (fruit - apple)
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Functional Core Hypothesis
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(based on associated actions- functions) à associate words together based on actions à these are things I eat or can run or I can throw or I use when I take a bath
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Semantic Feature Hypothesis
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(group things à based on static perceptual features) , dog and cow the same because they have four legs and a tail ( all things that have four legs are dogs
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Fast mapping
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looking in the environment to place with what something means
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No, no. no! (3 morphemes)
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Recurrences of words for emphasis
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Railroad, birthday
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Compound words
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Billy, Sue
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Proper nouns
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Night-night, choo-choo
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Ritualized reduplications
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Went, ate, got, came
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Irregular past tense verbs
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Daddie, doggie
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Diminutives
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Is, have, do, gonna, hafta
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Auxiliary verbs and catenatives
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Men, feet
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Irregular plurals
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Sam’s daddy’s
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Possessive nouns
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Doggies, kitties
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Plural nouns
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Walks, eats
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Third person singular, present tense verbs
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Walked, jumped
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Regular past tense verbs
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Walking, eating
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Present progressive verbs
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dont count as morphemes
-Dysfluencies, except for the most complete form -fillers |
-C-c-candy, bab-baby
-Um-m, ah-h, oh |
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continue to be expanded, strings of unintelligible speech mixed with true words, intonation
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Gestures
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sound like they are talking but it is gibberish, adult like intonational patterns
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Jargon
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expanding their vocabulary and once they have this their jargon is going to go away
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Expanding lexicon
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mommy driving
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present progressive -ing
(19-28) |
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Ball in cup
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in (27-30)
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Doggie on sofa
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on (27-30)
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kitties eat my ice cream
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regular plural s (27-33)
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came, fell, broke, sat, went
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irregular past
(25-46) |
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He is. (response to who is sick)
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uncontractable copula
(27-39) |
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I "see" a kitty.
I throw "the" ball to daddy. |
articles
(28-46) |
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Mommy "pulled" the wagon.
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regular past tense -ed
(26-48) |
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Kathy hits.
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regular third person -s
(26-46) |
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Does, has
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irregular third person
(28-50) |
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Mommy's balloon broke.
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possessive's
(26-40) |
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He is. (response to "who is wearing your hat?")
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uncontractable auxiliary
(29-48) |
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Man's big.
Man is big. |
Contractable copula
(29-49) |
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Daddy's drinking juice.
Daddy is drinking juice. |
Contractable auxillary
(30-50) |
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Have you ever heard a child saying words and sentences over and over when he/she is playing by themselves (usually at bedtime, bathtime, or when engaged in solitary play)?
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practicing
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"The girl is hungry.
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An example of a sentence containing a copula
- A copula, also called state of being verb, stands alone in an utterance. |
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"The dog is running."
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The auxiliary verb always accompanies a main verb (it's a helper to that verb). An example of a sentence containing an auxiliary verb is (in that sentence "is" is the auxiliary and "running" is the main verb).
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