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Linguistics > AtL Test 1 > Flashcards

AtL Test 1 Flashcards

1
Q

Noun phrase

A

Syntactic unit that refers to a thing or set of things

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2
Q

Clause

A

Whole sentence or sentence within a sentence

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3
Q

Implicit noun phrase

A

Meaning not pronounced e.g. they seem to us [(they) to like each other]

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4
Q

Linguistic universal

A

Properties that all languages share

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5
Q

Stem

A

Core of a word bearing central meaning

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6
Q

Morpheme

A

Smallest linguistic bearing meaning

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7
Q

Two kinds of morphology

A
  1. Inflectional
  2. Word formation
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8
Q

Inflectional morphology

A

Grammatical morphology e.g. tense, number, agreement

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9
Q

Nominative case

A

Subjects or citation form of noun

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10
Q

Accusative

A

Objects of verbs

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11
Q

Dative case

A

Used to convey notion of “to”

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12
Q

Locative case

A

Conveys “at” “in” “on” etc

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13
Q

Gloss

A

Micro-translation to clarify structure e.g. ‘hand-plural-2 plural.-loc’

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14
Q

Morphosyntactic representation

A

Bundle of morphological features specifying grammatical content of a word

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15
Q

Aspect

A

Sets boundaries of action of the verb time e.g. completed vs non-completed

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16
Q

Isolating language

A

One with little or no inflectional morphology e.g. English or Chinese

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17
Q

Agglutinating language

A

Rich inflectional morphology and each morpheme expresses a single morphosyntactic feature e.g Turkish or Swahili

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18
Q

Inflecting language

A

Has a rich morphology and each morpheme expresses multiple morphosyntactic features e.g. Latin

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19
Q

Compounding

A

Chaining together of two stems

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20
Q

Single Headed compound

A

Whereby one stem in the compound categorises it e.g. houseboat = boat, boathouse = house

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21
Q

Two-headed compound

A

No single categorises e.g. Austria-Hungary

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22
Q

Infixation

A

Insertion of segments into some location in the base

23
Q

Reduplication

A

Morphological process whereby part of the word is copied

24
Q

Idiolect

A

Version of a language spoken by one single person

25
Q

Node

A

Any unit in a tree

26
Q

A constituent

A

Combine a node with all the material going “downhill” from that node

27
Q

Terminal nodes

A

Nodes at the bottom of the tree

28
Q

Constituent head

A

‘Core’ of a constituent expressing the essence of meaning - of a PP - Prep, of NP - Noun

29
Q

Modifier (syntax)

A

Anything within a phrase not the head

30
Q

Sentence requirements

A

Subject and predicate

31
Q

Syntax - dominate

A

Node X dominates node Y if you can get to Y by going downhill in the tree

32
Q

Daughter

A

In syntax tree, if X directly dominates Y, Y is the daughter

33
Q

Sister nodes

A

Two daughters of the same node are sisters

34
Q

Constituency test

A

Clefting sentences e.g. it was Alice who put the book on the table

35
Q

Closed class

A

We cannot easily invent new members of the syntactic class e.g. auxiliaries

36
Q

Root node

A

Highest node in a tree

37
Q

Competence

A

What is happening and how e.f. Knowledge of how to walk

38
Q

Performance

A

Factors restricting competence e.g. exhaustion, lifespan

39
Q

Why draw trees?

A
  1. Describe subject verb agreement (agree with head)
  2. Negative polarity items (anything)
  3. Passivisation
  4. Wh-questions
40
Q

Free morpheme

A

Morpheme that can stand alone e.g. dog - cannot be broken down further into morphemes

41
Q

Bound morphemes

A

Morphemes that cannot stand alone - er etc.

42
Q

Complement clause

A

Embedded clause next to the verb e.g. he expected that she would go

43
Q

Critical period

A

The idea that there is a key age range within which humans acquire language rapidly - if not exposed until later, language and cognitive delays

44
Q

Poverty of the stimulus

A

Idea that there are insufficient tokens for children’s learning of language and grammar to be explained by observation - something innate

45
Q

Domain-general explanation

A

Big brain, more neurons, desire to communicate explains children’s language learning

46
Q

Domain specific explanation

A

Somewhere in the brain is some special knowledge about language

47
Q

Allophone

A

Variant of a phoneme

48
Q

Natural classes

A

Groups of sounds grouped by phonetic features e.g. +voiced +alveolar

49
Q

Complementary distribution

A

Indication that two segments are allophones - they never occur in the same environment

50
Q

Free variation

A

Two sounds in free variation = can appear in the same place without affecting meaning - indicates allophones - never draw from single example as can be inconclusive

51
Q

How to identify phonemes

A

Use minimal pairs - a single change in sound causes a change in word meaning

52
Q

Four evidences of the poverty of the stimulus

A
  1. Wug test - children recognise abstract patterns by age 4
  2. Produce ungrammatical sentences (don’t giggle me)
  3. 6-8m babies sensitive to phonemic distinctions
  4. Gleitmann - multiple interpretations of events possible / limits (abstract words and subset words)
53
Q

Four evidences of the poverty of the stimulus

A
  1. Wug test - children recognise abstract patterns by age 4
  2. Produce ungrammatical sentences (don’t giggle me)
  3. 6-8m babies sensitive to phonemic distinctions
  4. Gleitmann - multiple interpretations of events possible / limits (abstract words and subset words)
54
Q

Four evidences of the poverty of the stimulus

A
  1. Wug test - children recognise abstract patterns by age 4
  2. Produce ungrammatical sentences (don’t giggle me)
  3. 6-8m babies sensitive to phonemic distinctions
  4. Gleitmann - multiple interpretations of events possible / limits (abstract words and subset words)

Linguistics (5 decks)

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