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Cognitive Linguistic Development Final > Syntaxtualization > Flashcards

Syntaxtualization Flashcards

1
Q

Early language development is about

A

lexical and relational semantics

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2
Q

_______ follows function

A

Form

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3
Q

Signs that form is not developing typically

A

Constrained constituents, have one or two words and cannot convey whole meaning- words they say will be highly variable (other than the three forms of negation)

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4
Q

What are the universal similarities in meanings?

A

When children first start talking no matter the language, the content has the same meaning.

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5
Q

Universal similarities assume…

A

Language is organized by content (and meaning!)

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6
Q

Meaning is the key to ______

A

discovering form in EARLY Language Development

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7
Q

Length/Complexity of Semantics

A

1 word , SSWUs, 2- and 3-word phrases (combos and fragments)

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8
Q

Length/Complexity of Syntax

A

The structural stage is answering where are they at in the developmental sequence of syntax including Simple sentences and complex sentence structure.

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9
Q

Syntaxtualization is…

A

Following grammar rules! Adhering to form.

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10
Q

How do children begin organizing utterances?

A

By grammar rather by content.

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11
Q

3 ways we can see syntaxtualization showing up in a language sample

A

Pronoun Case, Subject Verb Agreement , Passive

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12
Q

Evidence of Syntaxtualization: Pronoun Case

A

Nominative
I, they, he, she

Accusative
me, them, him, her

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13
Q

Evidence of Syntaxtualization: Subject Verb Agreement

A

“I walk” vs. “He walks”
“You drive” vs “He walks”
“We eat” vs “It eats”

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14
Q

Making uninflected verbs grammatically correct:

A

Uninflected verb for I, You, We (the bare verb), but when we talk about, He, She, It; we must add morphemes in order for it to be grammatically correct.

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15
Q

Evidence of Syntax: Passive

A

Identical content but we change from direct statements (I, you, we) to indirect statements.

“I read the book” vs “The book was read by me.”

“We made a cake” vs “The Cake was made by us”

“He kicked the ball” vs “The ball was kicked by him”

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16
Q

Analyzing Syntactic/ Structural Stage

A

Lexicon, Grammatical Morphemes, Sentence Pattern

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17
Q

Lexicon

A

Locatives, Modals, Negatives

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18
Q

Grammatical Morphemes

A

Free and bound morphemes (box vs boxes = boxness + plurality)

Smallest unit of speech production that communicates meaning

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19
Q

Sentence Pattern (structural complexity)

A

STRUCTURAL STAGES OF DEVELOPMENT HANDOUT/PDF

Know how to develop early vs late lexical items/sentence patterns

20
Q

Characteristics of Grammatical Morphemes:

A

Syntactic functors- the glue of grammar

Low perceptual salience- sensory information

Low phonetic substance- waveform of acoustic info coming in

Sentence internal

Meanings are often already expressed by word order

High frequency – can overcome other characteristics that make them hard to learn

21
Q

When are we interested in morpheme uses?

A

Use of morphemes is tied to context. We are interested in if the child uses these grammatical morphemes when they are obligatory.

22
Q

Order of MASTERY: based on the work of ROGER BROWN

A

Used over 90% of the time in obligatory contexts, depending on the stages of structural development

Roger Brown created Brown’s Stages and changed the field by defining these stages of grammatical morphemes. Done on a super small normative sample but have withstood the test of time.

Keep in mind: Time of appearance and mastery is variable

23
Q

-ing progressive

A

ONE
Earliest with durative and noncompletive verbs ; These verbs are the ones that you do over and over and there is no end point/definite end.

Examples: Me playing , Mommy eating

24
Q

In/On

A

TWO
In house, on table

25
Q

-s plural

A

STAGE 2 Dev.
Ex. Cats, bears

26
Q

Irregular Past Tense

A

Early aspect meaning for completive, nondurative actions and events ; Past tense indicates that the process of the action is done- it happened and it’s over.

Ex. I found , Truck broke , Baby fell

27
Q

Possesive -s

A

Mommy’s hat
Grandpa’s car

28
Q

Uncontracted copula

A

I am hot
Mommy is mad?

29
Q

Articles: a, the

A

STAGE 3
Marks noun phrases and implies specificity

Ex. A big, brown cow ; The dog

30
Q

Past tense -ed

A

In GAE, young children inflect verbs with -ed for past tense pretty early on

Skipped, Walked, Talked

31
Q

3rd person -s

A

Marks present tense
Just form- grammatical nicety and conventions of lang

Baby sits, He sings

32
Q

3rd person irregular (has, does)

A

(1st person I have a cup)

(2nd person You have a cup)

She HAS a cup.

(Who wants ice cream? I do. You do.)

He DOES.

33
Q

Uncontracted BE auxiliary

A

The helping verb

He is helping me, I am stirring

34
Q

Contractible Copula

A

I’m hot; You’re nice; Everyone’s home; It’s good

35
Q

Contractible auxiliary

A

He’s helping me; I’m stirring; You’re going home; Daddy’s drinking

36
Q

Developmental Points of Interest

A

Considerable time lapse between first appearance and eventual mastery (emergence of mastery)

Variety of learning curves between morphemes

37
Q

Frequent over-regularization

A

Adding the regular form to an already marked irregular form

“Feets”

“We camed home”

Evidence of learning the rule of how to make things plural or how to make things past tense using -ed, so the child is understanding the rules and is applying them to words they want to use!

38
Q

Look for productivity

A

Unique productions or repeating what has been said before

39
Q

When do inflections first appear?

A

In the most familiar (oldest) semantic contexts. The child uses these the most and then they have space to add syntax. Added to things they learned first.

40
Q

When do some grammatical morphemes emerge

A

At the same time as inflections

41
Q

How to calculate MLU

A

Segment Utterances

Mark Mazes

Include/Exclude Utterances

Count free and bound morphemes in each utterance

Total morphemes divided by total utterances = MLU

42
Q

How is MLU calculated

A

in morphemes and compared to Roger Brown’s stages.

Predict age and determine (in)consistencies for age

43
Q

MLU-m values

A

Slight variations between sources

Note the criteria: Paul text, mastery, etc

Clinically- know your source.

If you understand the logic, the variations will not drive you crazy

Text goes into lots of detail/stage

Know “conceptually” (do not try to memorize tables)

Use structural stage sheet for this course

44
Q

Common utterances that are counted as ONE unit

A

Let’s, Does, Don’t, Won’t

45
Q

Concatenatives

A

Learned as morphological unit- all 1 unit only

Gonna, Wanna, Hafta, Gotta

Cognitive Linguistic Development Final (12 decks)

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