Toddler talk Wk 4 Flashcards
when do children begin combining words? how does it occur?
combine words into longer utterances once around 50 words
-by about 18mo age
-through; Longer memory, Enhanced processing skills
What are the universal predictable patterns leading to acquiring two word combinations?
-Transitions to multi-word combinations
-Multi-word combinations
-Pivot schemas
-Item-based constructions
Describe frist transition to word combos? i.e. what happens before two word utterances
-Produce sequences of words, sounds, gestures that seem like word combo’s
-Come in variety of forms
-First: 2 element gestural-verbal combo’s e.g. Pointing at car saying ‘go’,
-increase as child approaches production of two word utterances
Describe second transition to word combinations, i.e. phonology of extra syllable
-CV syllable will precede or follow a word
-inconsistent phonology of extra syllable, has no referent
-word it accompanies is more consistent e.g. Ma baby, Te baby, Bu baby
-Sometimes phonological forms more consistent-still no referent e.g. Beda cookie, Beda baby, Beda doggie
Describe third transition to word combinations
child produces reduplications of single-word utterances e.g. Doggie Doggie
Describe word combinations as an examples of multiword utterances
-roughly equivalent words encoding experience and divide into multiple units e.g. Water…hot, bye…wave, drink…cup
-May seem successive single word utterances with pause in between, and a drop in intonation for each. Pause then reduce with time
Describe pivot schemas as example of multiword utterances
-Two-word phrase (systematic pattern)
-One word (e.g. Want/more) structures utterance, determines intent (e.g. Demand) ‘‘WANT…”
-Words fill in blank slot. E.g. want biscuit, more juice (not nouns/ verbs)
-Novel words not used creatively to make other constructions
-widespread-productive strategy producing two-word utterances
-consistency between languages e.g. English “no juice” Korean children “juice no”
Describe item-based constructions as an example of multiword utterances
-follow subject-verb-object word order rules with specific rule e.g. Daddy (subject) go (verb), Throw (verb) ball (object)
-May contain morphological markers e.g. Baby eat, hug baby, baby’s bed
Why do children add morphemes to words
add additional meaning to utterances E.g. Duck-one duck (bird that quacks). Ducks-more than one duck
Describe present progressive morpheme. What is the age range? Provide an example
Signals currently occurring but temporary action
-19-28mo
e.g. /ing/ running, jumping
Describe prepositions morpheme. What is the age range? Provide an example
indicates location or timing
-27-30mo
e.g. in, on
Describe regular plurals morpheme. What is the age range? Provide an example
-More marked plurals eg. two…
-Frequently used plurals eg. socks
-Overgeneralisation eg, foots, mouses
-Regular vs irregular distinction eg. man/men, goose/geese
-Overgeneralisation irregulars e.g. mices
-24-33mo
e.g. s
Describe irregular past tense morpheme. What is the age range? Provide an example
learned as whole units
-25-46mo
e.g. feel, went, sat, came
Describe possessive morpheme. What is the age range? Provide an example
indicates who an object belongs to
-26-40mo
-s, mummy’s shirt, bee’s honey
Describe articles morpheme. What is the age range? Provide an example
- ‘the’-refer to specific/particular nouns e.g. The books=that particular book (definite)
- ‘a/an’ modify non-specific or non-particular nouns e.g. A book=any book (indefinite)
-28-36mo
e.g. a, the
Describe regular past morpheme. What is the age range? Provide an example
-Overgeneralisation can occur eg, eated, falled
-Phonological realizations:
.after voiced consonant = /d/ eg. hugged,
.after unvoiced = /t/ eg. kicked, walked
.after /t/ or /d/ = /ed/ eg. sighted, ended, patted
-26-48mo
e.g. ed
Describe 3rd person singular morpheme. What is the age range? Provide an example
-Added to verbs in present tense and with the pronouns (he, she, it and one). Tense marker
-26-46mo
e.g. s, her walks, she runs
Describe 3rd person singular irregular morpheme. What is the age range? Provide an example
-Added to verbs in present tense and with the pronouns (he, she, it and one). Tense marker
-28-50mo
-she does talk, she goes there
Describe copula morpheme (Uncontractible and contractible) What is the age range? Provide an example
Linking verb (not doing)
-Uncontractible: she is pretty, the dog’s are lazy
-Contractible: she’s pretty, they’re lazy
-uncon: 27-40mo con: 4yrs
e.g. is, are, were, be
Describe auxiliary morpheme. What is the age range? Provide an example
Helping verb, added to another, to indicate tense or when it is happening
-Uncontractible: she is singing, he is eating
-Contractible: she’s singing, he’s eating
-uncon: 29-48mo con: 4yr
e.g. is, are, be, were, am
Define MLU-how is it calculated
collect 100 utterances spoken by child and divide number of morphemes by number of utterances
e.g. The man is running= 5 morphemes
Describe stage 1 of browns linguistic stages (MLU, age, morphemes acquired)
-MLU: 1-2-mostly single word utterances expand to 2 word utterances in form of semantic relations
-12-26mo
-free morphemes (naming significant objects, persons, events), semantic relations
Describe stage 2 of browns linguistic stages (MLU, age, morphemes acquired)
MLU: 2-2.5-morphemes appear
Age: 27-30mo
-present progressive /ing/, prepositions /in/on/, plurals /s/
Describe stage 3 of browns linguistic stages (MLU, age, morphemes acquired)
MLU: 2.5-3
Age:31-34mo
-irregular past tense /fell/, possessive /s/, Uncontractible copula (she is funny)
Describe stage 4 of browns linguistic stages (MLU, age, morphemes acquired)
MLU: 3-4
Age: 35-40mo
-articles /a/the/an/, regular past tense /ed/, third person present singular /s/
Describe stage 5+ of browns linguistic stages (MLU, age, morphemes acquired)
MLU: 3.75-4.5
Age:41-46mo
-Uncontractible auxiliary, contractible copula, contractible auxiliary
