Form (grammar, structure and phonology) - children

Question 1

When do the earliest two word utterances emerge in children, showing a variety of grammatical relationships?

Answer 1

1.5 - 2 years

Question 2

What are the structures of the two word utterances in children, at 1.5 - 2 years?

Answer 2

SV - "baby sleep"
SC/O - "that hot"
VO/C - "look car"
AX - Adverbial and some other element
NegX - Negative and some other element (added to affirmative statements)

Question 3

What is telegraphic speech and when does it emerge?

Answer 3

Speech with only the key nouns and verbs, and few grammatical markers, at age 1.5 - 2 years

Question 4

When does a form of wh-question appear, which is learned as a whole unit (rote production)?

Answer 4

1.5 - 2 years

Question 5

When do children continue to use one and two element utterances and begin to use three elements?

Answer 5

2 - 2.5 years

Question 6

What are the three element utterances used by children 2 -2.5 years old?

Answer 6

SVO - “me got cup”
SVA (adverbial) - “dolly sit chair”
VOdOi - “give dolly biccy”
NegXY (negation and two other elements) - “it not broken”
QXY (question and two other elements) - “where it go?”
VXY (command verb and two other elements) - “put it there”

Question 7

When do children learn vocabulary forms rather than having an awareness of irregulars/passives?

Answer 7

2 - 2.5 years

Question 8

When do children express echolalia (repeating adult utterances without understanding)?

Answer 8

2 - 2.5 years

Question 9

When do children use ‘-ing’, ‘on’ and ‘plural /s/’?

Answer 9

2 - 2.5 years

Question 10

When do children begin to use ‘no’, ‘not’, ‘can’t’ and ‘don’t’?

Answer 10

2 - 2.5 years

Question 11

When do children form questions using rising intonation?

Answer 11

2 - 2.5 years

Question 12

When do children use semi-auxiliaries such as ‘gonna’, ‘gotta’ and ‘hafta’?

Answer 12

2 - 2.5 years

Question 13

When do children use the basic adult forms of sentences?

Answer 13

2.5 - 3 years

Question 14

What are the basic adult forms that children use 2.5 - 3 years?

Answer 14

SVC/OA
QXYZ
SVA+
SVO+

Question 15

When are children inconsistent in the use of function words and word endings?

Answer 15

2.5 - 3 years

Question 16

When are verb forms frequently inaccurate by the auxiliary system is used, e.g “he have been crying”

Answer 16

2.5 - 3 years

Question 17

When does possessive ‘s appear?

Answer 17

2.5 - 3 years

Question 18

When do overregularised past tense forms appear?

Answer 18

2.5 - 3 years

Question 19

When do tag questions appear?

Answer 19

2.5 - 3 years

Question 20

When do children link sentences with ‘and’?

Answer 20

3 - 3.5 years

Question 21

When do children embed sentences?

Answer 21

3 - 3.5 years

Question 22

When do children use conjunctions as a pause filler?

Answer 22

3 - 3.5 years

Question 23

When are other conjunctions used, e.g. ‘cos’?

Answer 23

3 - 3.5 years

Question 24

When do children express clear meanings but show errors in structure, use restrictions, agreement and irregularities?

Answer 24

3 - 3.5 years

Question 25

When are negative forms used consistently and correctly?

Answer 25

3 - 3.5 years

Question 26

When are determiners used?

Answer 26

3 - 3.5 years

Question 27

When is the irregular past tense used correctly?

Answer 27

3 - 3.5 years

Question 28

When do children use grammatical features such as pronouns?

Answer 28

3.5 - 4 years

Question 29

When do children establish most irregular and plural nouns?

Answer 29

3.5 - 4 years

Question 30

When are there still problems with agreement as there are errors when the content load is high?

Answer 30

3.5 - 4 years

Question 31

When are there pre-passives?

Answer 31

3.5 - 4 years

Question 32

When do they use ‘and’ and ‘because’?

Answer 32

3.5 - 4 years

Question 33

When do they use ‘when’ and ‘how’ questions?

Answer 33

3.5 - 4 years

Question 34

What happens in the first year of life in terms of phonology?

Answer 34

• Separate speech from environmental sounds
• Identify words in a stream of speech, and only recognise sound patterns rather than meaning
• Co-ordinate their lips, tongue and vocal cords during the babbling and jargon phase (motor skills)
• Sound patterns co-occur in routines
• Certain noises please adults which means there is extra gratification from the adult

Question 35

What are protowords?

Answer 35

A combination of sounds that child uses consistently to refer to something, e.g. ‘bibi’ - drink

Question 36

What are holophrases?

Answer 36

The use of a single word (or combination of gesture and single word) to convey meaning than just the word alone

Question 37

What do key words/information carrying words offer?

Answer 37

We can pick out the important ideas which show what the child is expressing. Rather than try to impose an adult grammar, we can say the child is expressing multiple ideas

Question 38

What did Fraser et al state about comprehension?

Answer 38

Explored the assertion that understanding precedes production:
Children could imitate grammatical structures before understanding them, and understand them before using them spontaneously

Question 39

What did Clarke state about comprehension?

Answer 39

Found a child make use a construction inaccurately in a correct situation before understanding

Question 40

What are the nature of early sentences (relationships)?

Answer 40

Agent + Action - 'Daddy throw'
Agent + Object - 'Daddy ball'
Action + Object - 'Throw ball'
Negation + X - 'No ball, no throw'
X + Dative - 'Throw me, ball me'
X + Locative - 'Ball there'
Attribute + Object - 'Red ball'
Introducer + X - 'That ball'