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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
Node
Any unit in a tree
26
A constituent
Combine a node with all the material going “downhill” from that node
27
Terminal nodes
Nodes at the bottom of the tree
28
Constituent head
‘Core’ of a constituent expressing the essence of meaning - of a PP - Prep, of NP - Noun
29
Modifier (syntax)
Anything within a phrase not the head
30
Sentence requirements
Subject and predicate
31
Syntax - dominate
Node X dominates node Y if you can get to Y by going downhill in the tree
32
Daughter
In syntax tree, if X directly dominates Y, Y is the daughter
33
Sister nodes
Two daughters of the same node are sisters
34
Constituency test
Clefting sentences e.g. it was Alice who put the book on the table
35
Closed class
We cannot easily invent new members of the syntactic class e.g. auxiliaries
36
Root node
Highest node in a tree
37
Competence
What is happening and how e.f. Knowledge of how to walk
38
Performance
Factors restricting competence e.g. exhaustion, lifespan
39
Why draw trees?
1. Describe subject verb agreement (agree with head) 2. Negative polarity items (anything) 3. Passivisation 4. Wh-questions
40
Free morpheme
Morpheme that can stand alone e.g. dog - cannot be broken down further into morphemes
41
Bound morphemes
Morphemes that cannot stand alone - er etc.
42
Complement clause
Embedded clause next to the verb e.g. he expected that she would go
43
Critical period
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
Poverty of the stimulus
Idea that there are insufficient tokens for children’s learning of language and grammar to be explained by observation - something innate
45
Domain-general explanation
Big brain, more neurons, desire to communicate explains children’s language learning
46
Domain specific explanation
Somewhere in the brain is some special knowledge about language
47
Allophone
Variant of a phoneme
48
Natural classes
Groups of sounds grouped by phonetic features e.g. +voiced +alveolar
49
Complementary distribution
Indication that two segments are allophones - they never occur in the same environment
50
Free variation
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
How to identify phonemes
Use minimal pairs - a single change in sound causes a change in word meaning
52
Four evidences of the poverty of the stimulus
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
Four evidences of the poverty of the stimulus
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
Four evidences of the poverty of the stimulus
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 (7 decks)

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