Chapter 9 Flashcards
Bottom up vs Top Down Processing in Preschool Language
- Bottom up processing
- —Learn verbs from specific examples
- Top down processing
- —Children create rules from language input
Bound Morphemes: Refining the Rules
- Types of verbs
- –Action vs. stative verbs
- –Accomplishment vs. activities
- Multifunctional morphemes
- **-s: possessive, plural, and third person singular
- **-er: adjective and verb
- Word class errors
- –Nouns + verb morpheme: i got manys.
- –Adjective = adverb: he runs fastly
- Phonological rules
- –Pronunciation of -s
- –Pronunciation of -ed
- Word position
- –Utterance-medial vs. final position
- Sentence type
- –Statement vs. question
Morphological Errors: Oversegmenting
Too many morphemes are used:
—“No, I’m out of propriate”
Inappropriate → in + a + propriate
—Adults → dolts
A - indefinite article
Dults - plural form noun “dult”
Morphological Errors: Undersegmenting
Words or phrases are not broken into the correct number of morphemes:
- Jump-roping
- Throw-upped
Phrase Development (definition of phrase, 5 types of phrases)
Phrase Development
Phrases - groups of words that function as a single syntactic unit
—Does not contain the subject and verb
Types of phrases
- –Noun phrases
- –Verb phrases
- –Prepositional phrase
- –Infinitive phrase
- –Gerund phrase
MLU generally corresponds with age until ___
-an MLU of 4.0
Subordinate Clause DevelopmeSubordinate Clause Development nt
Object-noun phrase complements
—[know, think, guess, say, see, wish, hope, like, let, remember, forget, look, show] + [that, what, where, when what} + SV clause
“I know that you can do it”
“I think that I like stew”
“Show me where he is hiding”
Compound Sentence Development
- Ordered series begin with “and”
- –And I petted the dog. And he barked. And I runned home
- “And” as the all purpose conjunction
- –We left and mommy called (meaning “when”)
- General development of conjunction
- Additive (and) → temporal (when, and then) → causal (that’s why, because, so) → contrastive (but)
Cause and Effect in Compound Sentence Development
Cause and effect
Because used alone or in a single clause
—Adult: why did you do that?
—Child: because roger did
Incomplete understanding of cause and effect
—Adult: why did you fall off your bike
—Child: because I hurt my leg
Reordering phrases
—They were running; that’s why they broke the window
—They broke the window because they were running
Consonant Order of Acquisition
Nasals > Plosives> Approximants> Fricatives/Affricates> Glottals> Bilabials> Velars> Alveolars> Dental/Labiodentals> Palatals
When are consonant clusters mastered? When do they first appear?
Consonant clusters are not fully acquired until age 7-8, but can appear at age 4
Sounds are acquired before _____ and_____ across languages
affricates and fricatives
Sounds are first acquired in the ______ position of words
initial
Syllable structure _______ with age
Syllable structure _______ with age
Syllable Structure Processes: Progressive Assimilation
- previous sound influences the following sound
