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Abnormal Psychology > exam 2 > Flashcards

exam 2 Flashcards

1
Q

syntax

A

component of grammar that governs ordering of words in sentences- word order

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2
Q

grammar

A

syntax & morphology (umbrella term)

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3
Q

productivity/generativity of language

A

capacity to produce and understand infinite number of novel sentences

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4
Q

abstract syntax

A

one set of rules for how word classes (noun, verb, preposition, etc.) go together to create all sentences- operates over abstract/symbolic representations/rules that relate to word classes (ex: nouns) not individual words (ex: dogs)- what adults use

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5
Q

what would be an example of how abstract syntax is used

A

“she went to the store”- noun, verb, article, noun (follows a pattern)

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6
Q

semantically based syntax

A

meaning based syntax (semantics = meaning, different meaning = different set of rules) (what kids use)

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7
Q

example f semantically based syntax?

A

meaning: someone did something to someone/something
1. rule: agent + action + recipient
2. “jim hit the ball”, “laura held the baby”

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8
Q

does abstract or semantically based syntax allow for more generativity?

A

abstract, and semantically based requires more rules

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9
Q

open class word type

A

lexical class words: hold semantic meaning; new items can be created ( ex: using someone’s name as an adjective- “we Lorelai-d it”)
-nouns, verbs, adjectives, adverbs

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10
Q

closed class word type

A

function words: serve grammatical function, new items cant be added
-articles and prepositions (“a”, the , over, under)

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11
Q

what is the hierarchical structure of language

A

sentence= noun phrase + verb phrase (ex: “ the fat dog (noun p) ate the pretty flowers (verb p)”

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12
Q

morpheme

A

smallest element of language that carries meaning

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13
Q

bound morpheme

A

cannot stand alone (-s, -ed, etc.)

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14
Q

free morpheme

A

morpheme stands alone and has meaning (“cat”, run, show, etc”

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15
Q

how does morphology differ cross-lingustically?

A

English- weak morpheme, Spanish- strong morpheme

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16
Q

inflectional morpheme

A

plurals, case, tense, etc. (doesn’t completely change meaning)

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17
Q

derivational morpheme

A

bound morphemes that chance meaning/class of a word (ex: run + er = runner)

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18
Q

descriptive language

A

grammar used to communicate in one’s environment (ex: “me and him ain’t never been there” –> ok in terms of descriptive rules)- descriptive of your environment/culture

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19
Q

prescriptive language

A

grammar, class, acaemic language (just like prescriptive phonetics- what is viewed as “correct/proper”)

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20
Q

mean length utterance

A

she walk two dog vs she walked two dogs (best to measure by morpheme for English

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21
Q

transitional period/forms

A

not quite multiword utterances

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22
Q

vertical constructions

A

single words that seem to be related (ex: “ow” “eye”- pause btwn and each word has intonation of isolated word)

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23
Q

unanalyzed combination

A

chunk together words to have meaning (ex: “Iwanna” “elemeno”- L M N O)

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24
Q

word + jargon combos

A

“bladamanaba no blababana”

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25
Q

what is the importance of productivity in 2-word speech?

A

productivity, not just repetition (ex: mommy sit –> dolly eat –> dolly sit)

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26
Q

relational meaning

A

order of words provides meaning beyond words (ex: dolly eat vs eat dolly

27
Q

telegraphic speech

A

contains content words, missing grammatical morphemes and most everything else (articles, verb endings, prepositions, et

28
Q

how long can it take for a morpheme to become reliable in english?

A

over 1 yr (use in some words but not others: -s: easy, -ing: hard)

29
Q

imperatives development

A

early, go down w/ age (ex: gimme juice!)

30
Q

questions development

A

replace imperatives (ex: “got juice?”)

31
Q

declaratives development

A

statements: generlly develops over time (ex: i like juice.)

32
Q

why are negatives, questions, and passives hard sentence structures for childs

A

sentence structure changes a lot

33
Q

declaratives development

A

statements: generally develops over time (ex: i like juice.)

34
Q

auxiliary verbs

A

helping verbs- minor verbs that support the main verb (he WILL eat, he CAN eat, etc)- difficult but needed 4 sentnence

35
Q

What is difficult about passive forms for children?

A

“the tree was hit” the plate was broken - btwn 3 half and five
removing themselves as agent

36
Q

complex sentences and when

A

containing more than one clause “i want this bike because its red”- btwn 2 and 4

37
Q

holistic children

A

tend to cluster words together (ex: thank you youre welcome, bye bye see you tomorrow)

38
Q

analytic

A

don’t cluster (ex: thank you, bye)

39
Q

does analytic/holistic have to do with age?

A

no, just child-most kids do both

40
Q

do children have more production or comprehension

A

production, comprehension- hard to track hard to test –> dont fully understand but seem to

41
Q

response strategies

A

respond w/ action based on key words they know, not syntax

42
Q

word order strategies

A

first person = agent (ex: anne hit jib vs jim was hit by anne)

43
Q

order of metion strategies

A

first then language (ex: go to playground then store vs. go to playground after go to store)

44
Q

word knowledge strategies

A

common sense to detrmine meaning “ shoes on after socks”

45
Q

prefer normal word order after (recognize basic word order of their language)

A

12 mo

46
Q

preferential looking studies and word combinations

A

relational meanings (15 mo)
i. “where is she kissing ball” pic of kissing keys or ball
ii. Both pics have “she” “kiss” and “ball”
iii. Must know meaning btwn words to answer

47
Q

what age understanding of simple word order (agent direct vs direct object)

A

18 mo

48
Q

when complex object/action pairings (understand more complicated structures

A

30 mo

49
Q

constructivist create sentences?

A

close to interactionist domain general; limited productivity,; no word class categories (nouns, verbs, etc); lack of abstract rules related to word classes

50
Q

generativist

A

innatism, domain-specific: have same general rules and structures in place in place; high productivity

51
Q

dual route

A

mix of abstract rules and memorized forms
2 routes: memorized words/forms and abstract rules ab language (ex: go –> went vs. walk –> walked)

52
Q

principles and paramaters

A

(chomsky)- born w/ set of universal principles of language structure and set paramaters based on language input- generativist (innate grammar is possible)

53
Q

speech acts

A

doing things w/ language & seprating language from its funcions and effect

54
Q

locution

A

(form)question, statement, imperative, declarative, etc

55
Q

illocutionary forces

A

intended function

56
Q

discourse

A

sequences of connected speech (convos and narratives

57
Q

4 rules of discourse

A

quantity, quality, relation, and manner

58
Q

sociolinguistics

A

how language varies in relation to social factors

59
Q

registers

A

diff speech styles of one person

60
Q

pragmatic knowldge

A

communicative functions of language and conventions that govern its use

61
Q

3 phases of intentional communication

A

prelocutionary (birth-10 mo: affects, no intentions (crying fussing)
illocutionary stage (ab 10 mo): intentions w/o language
locution stage (12 mo): using language to comm intention

62
Q

range of intentions in first 2 yrs

A

one word stage: at least 9 functions
14-20 mo: communication acts double
22 mo: 65

63
Q

contingent reposnses bwn 4 yr olds

A

up to 90

64
Q

piaget- register based on audience

A

before age 6 tlk to adults and peers the same

Abnormal Psychology (4 decks)

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