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Linguistics > Morphology > Flashcards

Morphology Flashcards

1
Q

When do children start to produce multi word utterances

A

18 months

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2
Q

What do early word utterences normally include

A

Key words that cary content and meaning
Eg want cookie
Open class words nouns, verbs adjectives

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3
Q

What do early word utterances typically lack

A

Closed class function words eg determiners and prepositions

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4
Q

Morpheme

A

Smallest meaningful constituent of words that can be identified eg kind instead of kindness

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5
Q

What is a free morpheme

A

Those that can stand alone eg book

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6
Q

What is a bound morpheme

A

Those which cannot stand alone eg s

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7
Q

What are bound morphemes called

A

Affixes

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8
Q

What is an affrix attached to the left of the morpheme called

A

Prefix

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9
Q

What is the affrix attached to the right of the morpheme called

A

Suffix

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10
Q

What are the two kinds of bound morphemes

A

Derivational and inflectional

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11
Q

What are derivational morphemes made from

A

Prefixes and suffixes

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12
Q

What are inflectional morphemes made up from

A

Suffixes

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13
Q

What are the two things a derivational morpheme can do

A

Change the meaning or change the word class

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14
Q

Explain how derivational morphemes can change the meaning of a word

A

Un in unlock but lock and unlock are still both verbs

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15
Q

Explain how derivational morphemes can change the word class

A

Bright is an adjective but brightness is a noun

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16
Q

What are the other 6 words of creating new words

A

Compounding
Conversion
Blending
Back formation
Clipping
Abbreviations and acronyms

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17
Q

What is compounding

A

Putting two words together eg teapot and weekend

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18
Q

Conversion

A

Sign can be a noun or a verb depending on the context

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19
Q

Blending

A

Blending two words eg motor and hotel make motel

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20
Q

Back formation

A

Opposite or affixatin eg assess+ment

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21
Q

Clipping

A

Shortening a word without changing meaning (telephone becomes phone)

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22
Q

Abbreviations and acronyms

A

EU and NHS

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23
Q

What are inflectional morphemes

A

Modify a word so that it reflects grammatical information

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24
Q

What are the three things inflectional morphemes change

A

Tense jumpe- ed
Number dog-s
Degree fast-er

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25
Q

Morph

A

Speech level
The physical realisation of a morpheme

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26
Q

Allomorphe

A

How a morpheme manifests in a different phonological environment
3 surface manifestations of English regular plural
Dog /z/ cat/s/ hors /ez/

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27
Q

What did the wug test by burko 1985 do

A

Exemplifies how children dont add prefixes or suffixes

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28
Q

What are the 8 English inflectional affrixes

A

-noun plural
-noun possessive
-verb present tense
-verb past tense
-verb past participle
-verb present participle
-adjective comparative
-adjective superlative

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29
Q

Inflectional morphology on nouns: number

A

-noun plural -s
-musician and musicians contrast in number
-some plural nouns refer to an individual thing eg trousers
-collective nouns eg police automatically mean more than one

30
Q

Nominative

A

Subject

31
Q

Genitive

A

Possessive

32
Q

Accusative

A

Direct object

33
Q

Inflectional morphology on adjectives

A

-adjective comparative: suffix ‘er”
-adjective superlative: suffix ‘est’

34
Q

Inflectional morphology on verbs: tense

A

-tense is a morphosyntactic way of referring to the time when some action or event took place in the relation to the moment of speaking
-tense is marked inflectionally on verbs
-she laughs now -s present tense
-she laughed -ed is past tense

35
Q

Past tense regular verbs

A

-ed cooked

36
Q

Examples of irregular verbs for past tense

A

Hold- held
Cut-cut
Speak-spoke

37
Q

What does aspect mean

A

Information covering the durations or completion of an event relative to a point of reference
Refers to how an event or action is to be viewed with respect to time, rather than to its actual time

38
Q

Continuos aspect

A

Marked by present participle -ing

39
Q

Perfective aspect

A

Past participle -en

40
Q

Inflectional morphology on verbs: mood
Indicative

A

Associated with factual assertions
It simply states a fact of some sort, or describes what happens
(Chloe closed the windows)

41
Q

Inflectional morphology on verbs: mood
Imperitive

A

Command
Non inflectional morphology involved in imperitive
(Close the window)

42
Q

Agreement

A

-a syntactic relation in which the reflection form or a word or phrase is determined by the properties of another word or phrase

43
Q

What age will most children start to use morphological markers (-s and -ed)

A

Between 24 months and 30 months

44
Q

How is syntactic development measured

A

Mean length of utterances
-MLU is based on the average length of a child’s sentences
-the length is determined by morphemes rather than words

45
Q

What is the MLU calculation procedure

A

-transcribe conversation
-divide conversation into utterances
-divide the utterances into morphemes
-count the number of morphemes in the first 100 utterances then divide total by 100

46
Q

What is the criterion for acquisition in terms of measuring syntactic development

A

90% usage in obligatory contexts

47
Q

What are the early acquired grammatical morphemes

A

Present progressive tense: playing
Prepositions: in and on
Plural: -s

48
Q

Late required grammatical morphemes

A

-contractible copula: I’m happy, you’re special
-contractible auxiliary: mummy’s going shopping

49
Q

Errors of omission

A
  • a common error is to use a bare stem form which has no inflectional ending at all
    -this is an error of omission( producing a stem in place of its inflected counter part eg saying dress to refer to 5 dresses
    -also common for children to omit auxiliaries in their speech eg what you doing
50
Q

Errors of commission

A

-using the incorrect markings eg pronouns case marking errors
-over regulation is the application of a regular inflection to an irregular stem eg mouses or mice’s
-children extend regular grammatical patterns to irregular words “goed”

51
Q

Learning irregular forms time 1

A

-very little use at all- sporadic forms, but not clear there is any recognition of the morpheme -ed or other forms used as having past or plural meaning
-when forms are used they are often correct (went, teeth)

52
Q

Learning irregular forms 2

A

-use of the regular suffix -ed for growing numbers of past forms eg jumped, hitted, goed
-use of regular suffix -s for growing numbers of plural forms mouses, foots, feets

53
Q

Learning irregular forms time 3

A

-increasingly more adult like use of -ed on regular verbs and -s on regular forms
-gradual sorting of irregular verbs

54
Q

Dual system explanation

A

-regular and irregular forms are represented differently
Irregulars> lexicon
Regulars > grammar

55
Q

Dual system explanation
Errors

A

-correct regular forms > successful application of “add-ed”
-correct irregular forms > successful retrieval of memorised pest tense forms blocks rule application
-incorrect irregular forms> unsuccessful lexical retrieval or lexical gap fail to block rule application

56
Q

Two mechanisms of dual system explanation

A

-rule application for regular forms (add-ed)
-association of base form with memorised irregular form in the mental lexicon (break/broke)

57
Q

Problems with the dual system

A

In principle all regular verbs stand the same chance of being overregularised but this is not the case, some verbs are more vulnerable than others to over regulation

58
Q

The single mechanism model

A

-an alternative account: one route
-regulars and irregulars represented in a similar way
-past tense forms stored as lexical entries in memory
-if fail to retrieve the pst tense form from memory the correct form can be crested by analogy to other stored verbs that sound familiar (throw/threw)
-gradual learning
-error rates affected by frequency, phonological and semantic factors

59
Q

Nouns and determiners

A

-singular countable common nouns need a determiner eg the car, an apple
-plural nouns dont need but can take a determiner eg cars/the cars

60
Q

Nouns and adjectives

A

-you can single out a car from multiple other cars by describing its colour
-nouns do not become ungrammatical when we delete adjectives
-in an adjective noun syntactic relation, the noun is the grammatical head

61
Q

Nouns and prepositions

A

-the lady with the long hair missed her train
-the first word in the modifying group is ‘with’ = preposition
-the preposition with is an obligatory relation with the noun phrase ‘long hair’

62
Q

Pronouns

A

-behave syntactically as nouns
-pronouns form noun phrases
-the boy has a new scooter/ he has a new scooter
-‘he’ is a noun phrase

63
Q

Prepositions and the words they combine with

A

-groups of words that are headed by a preposition are called prepositional phrases
-pp is made up of a preposition and a noun phrase
-the lady with the long hair missed her train

64
Q

Adjectives and the words they combine with

A

-a fairly quick response
-the adverb fairly premodifies the adjective quick and it is not obligatory
-fairly is an adverb functioning as an optional pre modifier to the head of the syntactic relation ie the adjective quick

65
Q

Fairly quick

A

Adjectival phrase
Embedded in the noun phrase
Fits in directly into a noun phrase between the determiner and the noun

66
Q

Adverbs and the words they combine with

A

-adverbs can modify: verbs, adjectives and adverbs
-adverbs are optional
-pre and post modify verbs

67
Q

Constituency

A

-words are grouped into units Called constituents
-constituent= group of words or a single word that functions together as a unit
-these constituents are grouped into larger constituents and so on until a sentence is formed
-language is organised into constituents- sentences are hierarchisly structured

68
Q

What are nouns marked for
(Summary)

A

Number (singular vs plural)
Some pronouns still have case (nominative/accusative)
And nouns can have genitive case (brothers book)

69
Q

What are verbs marker for (summary)

A

Tense (present vs plural)
Aspect (she laughs vs she is laughing)
Mood (indicative vs imperative)

70
Q

Explain the errors made when using the dual system explanation

A

Correct regular forms> successful application of the “add -ed rule”
Correct irregular forms> successful retrieval of memorised past tense forms blocks rule
Incorrect irregular forms> unsuccessful lexical retrieval or lexical gap fail to block rule application

Linguistics (21 decks)

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