Final

Question 1

Could you explain to a friend the difference between competence and performance?

Answer 1

Competence is knowledge of language (grammar + lexicon); performance is putting that knowledge to use (production, perception), and acquisition of that knowledge.

Question 2

Could you explain to a friend the difference between grammatical competence and communicative competence?

Answer 2

Grammatical competence is knowledge of formal aspects of language (phonology, morphology, syntax, semantics); communicative competence is knowledge of how to use language to communicate (pragmatics).

Question 3

The component of the grammar responsible for combining sounds is

Answer 3

phonology

Question 4

Bound morphemes

Answer 4

morphemes that need attachment to something

un in unbelievable

Question 5

What are the three functions of the syntax of a language?

Answer 5

moves elements of sentences around
combines simple sentences to create complex sentences
creates basic sentence structure

Question 6

Language is..

Answer 6

A system for combining ideas with signals

Question 7

Lexical representations include…

Answer 7

meaning: features to distinguish this word from all other words form: phonemes, part of speech, subcategorization information

Question 8

What do linguists mean when they say language is universal?

Answer 8

Language is in all humans and there are universal properties in all languages that follow the same grammar rules.

Question 9

Evidence that language can’t be taught or suppressed

Answer 9

development of creoles from pidgins Nicaraguan Sign Language Glen & Jim: language learned through play

Question 10

Evidence that children acquire language on similar developmental schedules

Answer 10

critical period (yes for L1 — but not so for L2) developmental milestones: similarity between kids and between languages

Question 11

Evidence that language development is triggered by the environment

Answer 11

input that’s communicative/social: limits of TV exposure (Kuhl & colleagues) without input, no acquisition: Genie

Question 12

Anatomical and physiological correlates for language

Answer 12

Brain

Question 13

Which of the following is not a characteristic of child-directed speech?

Answer 13

It’s universal: all care-givers use it

Question 14

whole object principle,

Answer 14

Whole object: children assume a new word refers to the whole object (not its parts, color, shape, function)
Ex: gammgi and you see its a blue bunny and then you think it means a rabbit and not the fur

Question 15

Mutual exclusivity

Answer 15

Mutual exclusivity: children assume a new word is not a synonym for an existing word. When you have a new word and you know what one word is but you dont know what the other one is.. When you have two objects one being an umbrella and the other you dont know the name and someone says where’s the prindle you’re going to assume its the object you dont know.

Question 16

Extendability (taxonomic) principle

Answer 16

How you call every type of meat chicken. This principle takes a word and extend the meaning. Overextension= extending the meaning too much
Extendability: children extend meanings of new words

Question 17

What are the 3 lexical learning principles?

Answer 17

They are the whole object principle, the mutual exclusivity principle, and the extendability (taxonomic) principle

Question 18

Can you name the characteristics of different developmental stages in children? Stages: 0-12 months, second year, preschool years, later language development

Answer 18

0-12 months: phonology (phonemic inventory, prosody)
second year: lexicon (lexical learning principles, vocab expansion, MLU, proto-sentences)
preschool years: syntax
later language development: pronominal reference, empty categories, discourse, ambiguity, metalinguistic ability

Question 19

What do word substitution errors, like “We need a few laughs to break up the mahogany”, tell us about the organization of the lexicon?

Answer 19

The lexicon is organized by word form

Question 20

Can you explain syntactic priming?

Answer 20

Previously experienced syntactic structures affect syntax produced. (“At what time do you close?” more likely to elicit “At 7.” A passive is morel likely to elicit a passive. A prepositional dative (e.g., “The boy gave a marble to his friend”) is more likely to elicit a prepositional dative.

Question 21

Source-filter model of speech production: what’s the source? what’s the filter?

Answer 21

Source: vibration at vocal folds (also hissing produced by passing air through articulators)
Filter: shape of the resonant chambers in the vocal tract (phrayngeal, oral, & nasal cavity)

Question 22

Which of the following contributes to the lack of invariance in the signal?

Answer 22

Physiological variation between speakers Linguistic context Variation within speaker Noise in the environment

Question 23

Factors that affect lexical retrieval

Answer 23

Priming Ambiguity Frequency

Question 24

Which of the following sentences is globally ambiguous?

Answer 24

The boy saw the girl with the telescope. Flying planes can be dangerous. put on cheat sheet

Question 25

“I killed a man with a trident” What kind of sentence is this?

Answer 25

A sentence that is globally ambiguous

Question 26

Which is the correct syntactic representation for the sentence “I killed a man with a trident” in this video? http://youtu.be/Uh7tgX_Uaqs

Answer 26

the left

Question 27

Can you explain the difference between Late Closure violations and Minimal Attachment violations?

Answer 27

Minimal attachment: build simplest structure

Late closure: attach locally

Question 28

Prosody can help listeners avoid a garden path

Answer 28

True

Question 29

What variables contribute to successful discourse processing?

Answer 29

Understanding of interlocutor’s state of mind.

Intent to change interlocutor’s mind.

Question 30

Can you explain how short-term/working memory and long-term memory are used in processing sentences and in processing discourse?

Answer 30

Short-term memory: critical to compute syntactic structure (which in turn is essential for deriving meaning).
Long-term memory: used to incorporate meaning into knowledge network (which includes knowledge of anything and everything).