exam 4 speech and language development
what is a simple sentence
contains only one main clause and no dependent clauses must contain verb or verb phrase noun phrase and verb phrase in subject-predicate
open class (lexical) words
content words carries most of the meaning in a sentence nouns, lexical verbs, adjective, adverb
what are negative markers
no, not, none
compound or complex sentences brown stage 3
none. child only uses simple sentences
compound or complex sentences in brown stage 1
none. child only uses simple sentences
compound or complex sentences in brown stage 2
none. child only uses simple sentences
subject noun phrase in brown stage 5
noun phrases continue to develop
subject noun phrases in brown stage 4
noun phrases continue to develop noun phrase coordination: now uses conjunctions (and, or, but) to connect noun phrases
subject noun phrase in brown stage 3
noun phrases continue to develop in length and in variety of what is in the noun phrase the types of semantic relations expressed continue to expand as well as language develops
subject noun phrase in brown stage 2
noun phrases continue to develop in length and in variety of what is in the noun phrase types of semantic relations expressed continue to expand as well as language develops
noun phrase
noun phrases include the noun and all its modifiers, as in "the big red bouncy ball"
what are the phrase types
noun, verb, prepositional
direct objects
nouns and pronouns that directly receive the action of the predicate... answers 'what?' or 'whom?'
what is an ellipsis
part of speech that is left out and listener has to put together meaning
inflectional morphemes in nouns
plural -s possessive -s verb + ing (gerund noun) provides more information about that noun doesn't change meaning or part of speech
what types of relational meaning is expressed in children's 2 to 3 word utterances
possessives, locatives, actor/action
derivational morphemes in nouns
prefix or a suffix of a noun or adjective that changes the meaning or changes the part of speech un-, dis-, re-, -ment, -ine, -er, -est, -ship, -ness, -liness
what verbs can be auxiliary verbs
primary verbs (be, have, do) get, and modal verbs (can, could, may, might)
stage 3 auxiliary verb
primary verbs: most commonly BE, DO, don't and maybe HAVE modal verbs: most commonly will and won't; might see others
what does the term relational meaning refer to
refers to the relation between the referents of the words in a word combinations
lexical verb +inflectional morpheme
runs run + verbal -s sentence: he runs
overregularization of irregular plural nouns examples
saying foots or footses instead of feet
overregularization of irregular past tense verbs examples
saying goed instead of goes past tense go does not have an -ed, so it is irregular
how do children figure out the meaning of a passive sentence if they don't understand the grammar?
semantic bootstrapping, using the meaning to figure out the grammar
passive sentence
sentences with a by-phrase but the by-phrase is not needed to be grammatically correct
irregular plural nouns
some nouns have special plural forms they are called irregular plural. singular: man, woman, goose, child, foot, mouse, die, ox/ irregular men , women , geese, children, feet, mice, dice, oxen.
verb inversion
some verbs move (invert) to the start to create a question (usually yes/no)
when do the words or, but, and plus appear when being used in compound sentence?
stage 5
three stages of children learning how to say questions with negation
stage one: question marker appear stage two: question marker, auxiliary verb and do-support, and yes/no questitons stage three: wh- questions appear
inflectional morphemes in verb phrases
suffix that provides more information about that verb does not change meaning or part of speech past tense -ed verbal -s progressive verb -ing
what are descriptive rules in a language
the "correct" way to produce a language and describing the patterns of it
passive sentence example
the mail was delivered with by-phrase: the mail was delivered by her
what is telegraphic speech
the omission of certain words and morphemes in children's utterances first multiword utterances are telegraphic mostly content words and not many function words
why is stage 1 the beginning of expressive grammar
the start of simple sentences using relational meaning using utterances that are longer than one word
what is a passive sentence
the subject receives the action of the verb have auxiliary verbs a by-phase is not needed for the sentence to be grammatical
compound sentence with or connecting main clauses
they should clean or there will be a mess
irregular past tense verbs
those that do not use -ed ending ate, wrote, went, etc.
what is overregularization or irregular plural nouns?
turning an irregular plural noun into a regular plural noun done by trying to add plural -s to the end of an irregular plural noun
what is a compound sentence
two or more main clauses that are equal parts
what is the mean length utterance
using length in morphemes is a good index of the grammatical complexity of an utterance the average length of children's utterances counted in morphemes to measure children's syntactic development
compound sentence
utterance with clause coordination appears in stage 4
what is a regular third person (verbal) -s
verb + inflectional morpheme -s she climbs, he runs, it rains
what is a regular past tense verb
verb + past tense -ed jump to jumped
verb phrases in brown stages 5
verb phrases continue to develop
what are the two types of question forms
wh-questions and yes/no questions
wh-words and wh-word movement
wh-words can sit in different places in a sentence
what are question markers
wh-words, intonation
what is the overregularization of irregular past tense verbs
when a child has made an irregular past tense verb (does not have past tense -ed) and made it regular
overregulation
when children mistakenly apply regular grammatical rules to irregular cases
what kind of verbs do noun clauses usually have?
will typically have lots of lexical verbs
where in a sentence do noun clauses show up
will usually appear at the end of a sentence
why does the overregularization of nouns and verbs occur?
will usually start by saying an irregular word correct, then starts overregularization of the word, then goes back to saying the word correctly typically will learn plural -s or past tense -ed rule and is not flexible about it then learns there are some exceptions to rules
what words can be contracted in a sentence?
will, would, am, are, here, is, does, has, not
how many morphemes do irregulars count for?
1, do not assume they know the semantics of it and only count what is produced example: feet = 1 morpheme; foots = 2 morphemes
sequence of development of morphemes 1-5
1. -ing -> i am running 2. in and on -> free morphemes 3. plural -s -> dogs 4. past irregular -> all the BE verbs: had, sang, went, did, cut 5. possessive -'s -> Jack's toy
the three stages in negation children learn
1. negative markers at beginning or end of sentence 2. negative markers in the middle of the sentence 3. constructions with auxiliaries
in stage one, what is the length of most utterances?
1.01 using some 2 word utterances getting one, two, and sometimes three word utterances
expressive grammar starts at about what age?
18-26 mos
what is noun phrase coordination
2 or more noun phrases connected by and, or, but, or plus
verb phrase coordination
2 or more verb phrases connected by and, or, but, plus
how many words and morphemes do contractions count as
2 words and 2 morphemes
when do children first start to use bound morphemes
27 months when inflectional morphemes show up when they start to use two word utterances
what age do passive sentences usually appear in children's speech
42 months
compound sentence with and connecting the 2 main clauses
He ate and I did too
verb phrase coordination example
He ate but left quickly
closed class (functional) words
words do not get added or dropped from this group very often children do not use as many functional words includes pronouns, modal verbs, determiners, prepositions, and conjunctions
sequence of development of morphemes 6-10
6. uncontractible copula -> BE as a main verb (it is hot) 7. articles -> a and the; a cat, the cat 8. past regular -ed -> I walked 9. -s on a verb (regular third person -s) 10. auxiliary verbs -> can be contracted or not; Did it rain, I have fallen, It's raining
brown stage 2
Age = 27-30 months MLU = 2.0 - 2.5 morphemes simple sentences continue to develop and are increasing in length
auxillary verb
Helps the main verb express action or a state of being be, can, do, will/would, had, etc.
what does it mean to say copula BE
Be is the main verb
complex sentence with a relative clause after the object noun phrase
I know the town where you lived adj directly follows the noun from first clause
complex sentence with a noun clause in the object position (at the end of the sentence)
I know what you did
complex sentence with a bare infinitive clause at the end of the sentence
I saw her go there no 'to' glueing the clauses together
complex sentence with a participle clause
I saw her going there clause starts with past tense or -ing
complex sentence with an adv clause at the end of the sentence
I told her because she didn't know
complex sentence with to-infinitive clause at the end of the sentence
I told her to go here
compound sentence with but connecting main clauses
I want it but she said no
noun phrase coordination example
I want the cake or cookies
contraction examples
I'll = I will; I'd = I would; He's = He is; I'm = I am
compound sentence with plus connecting main clauses
It rained plus it was cold
what is a sentence complement?
a phrase or clause that gives information about another phrase in the sentence
intonation
a statement with rising intonation at the end to signal a question
what is an active sentence
active voice (subject=agent, object=patient)
brown stage 1
age at start: 18 mos MLU at start: 1.01 the beginning of expressive grammar
brown stage 3
age at start: 31 mos MLU at start: 2.5 simple sentences continue to develop and are increasing in length
brown stage 4
age at start: 35 mos MLU at start: 3.0 -simple sentences continue to develop -compound sentences emerge -some types of complex sentences emerge
brown stage 5
age at start: 41 mos MLU at start: 3.75 simple sentences continue to develop compound sentences continue to develop more types of complex sentences develop
brown stage post 5
age at start: over 46 months MLU at start: 4.5+ all sentence types continue to develop
what can start a noun clause?
almost anything besides an adv
what is the age range in which there is greatest development of bound morpheme use by children
at preschool age 6 years
complex sentence (+ dependent clause) in brown stage 4
at the end of the main clause, the child now uses: -object noun clause, usually after mental verbs (think, know, guess) - to-infinitive clause -bare infinitive clause
what type of verbs start to show up in stage 3
auxiliary verbs
stage three of the three stages of negation
auxiliary verbs appear, speech is more adult like example: dog did not go
closed class main verbs
be, have, do, get closed class verbs can be the main verb in a verb phrase
the start of syntax production
begins with 2 word utterances utterances are simple and active sentences
noun + inflectional morpheme example
cats cat + plural -s sentence: cats run
derivational morphemes in verb phrases
changes the meaning of a word changes the part of speech
complex sentence (+ dependent clause) in brown stage 5
child now uses: - relative clause - adverb clause - participle clause first appear at the end of the utterance, and later in development appear closer to the start of an utterance child also starts to use: - 2+ dependent clauses in a sentence - compound and complex sentence
sentence complement in brown stage 5
child starts to use an indirect object noun phrase along with the direct object noun phrase
compound sentence (+ another main clause) in brown stage 4
clause coordination and AND now connects 2 clauses together in a sentence with AND Does not use the other conjunctions to connect clauses in a sentence
compound sentence (+ another main clause) in brown stage 5
clause coordination with all conjunctions AND, OR, BUT, PLUS uses all three conjunction words to connect clauses together in a sentence now connects 2 or 3 clauses together in a sentence
sentence complement brown stage 3
complement can be: -object noun phrase (direct object) -adjective -prepositional phrase -another clause
sentence complement in brown stage 3
complement is usually one of the following -object noun phrase (direct object) -adjective -prepositional phrase
sentence complement brown stage 2
complement is usually one of the following: -object noun phrase (direct object) - adjective -prepositional phrase
sentence complement brown stage 1
complement is usually one of the following: -object noun phrase (direct object) -adjective -prepositional phrase
and or but and sometimes plus are used in what?
compound phrase
what are word categories
determiner: a/that/they/my/no adjective: big noun: dog verb: barked adverb: loudly preposition: out
do-support
do is added to the verb phrase to form questions
what is an irregular past tense verb
does not have a suffix that changes meaning or tense did, had, ran, cut, thought, began, wrote
what is an irregular third person verb
does not have third person inflectional morpheme -s is, are, has, does, says pronunciation of word changes
what are prescriptive rules in a language
grammar taught in English class current standard of language use for educational speakers and writers
prepositional phrase
head of phrase is a preposition with noun or noun phrase
what is an auxiliary verb
helping verbs, add meaning to clauses they're in used in forming tense, moods, and voices of other verbs
when does 'and' show up?
in stage 4 helps to glue compound sentences together
when do you add a negative marker
in the beginning stage
when do you an auxiliary verb
in the final stage
indirect objects
include nouns and pronouns that indirectly receive the action of the predicate... answers 'to whom?' or 'from whom?'
verb phrases in brown stage 3
inflectional morpheme: use continues to increase main verb: more closed-class verbs appear auxiliary verbs: now uses 1 auxiliary verb + main verb
verb phrases in brown stage 2
inflectional morphemes: begin to appear in speech main verb: most utterances have a main verb; variety increases but most are still lexical (open class)
verb phrases in brown stage 4
inflectional morphemes: continue to increase in use main verbs: variety increases (vocab) auxiliary verbs: now uses verb phrases with 2 auxiliary verbs verb phrase coordination: now uses conjunctions (and, or, but) to connect verb phrases
verb phrases in brown stage 1
inflectional morphemes: none main verb: some utterances have a main verb; these are primarily lexical (open class) that express actions
overregulation irregular plural noun example
instead of saying "feet", the child says "foots" or "footses"
overregulation irregular past tense verb example
instead of saying "went", the child says "goed"
what are the four things we can do to form a question
intonation, verb inversion, wh-word movement, do support
verb phrase
is made up of a main verb and one or more helping verbs.
sentence with a verb phrase that has two auxiliary verb+main verb
it could be put on the table
in stage 1, why does speech sound telegraphic?
kids are leaving out a lot of functional words
what is a main verb
last verb in a verb phrase
what verbs can be main verbs
lexical, primary (be, have, do), get
what is a complex sentence
main (independent) clause and/or more dependent clauses in parent-child type relationship
complex sentence
main clause+dependent clause appear in stage 4
main verb and auxiliary verb
main verb is the main action happening in the sentence auxiliary verb is the helping verb
why is the measure best for preschool ages an not so accurate for school-age children
measures only expressions utterances become shorter because they become more complex by the time they are school-age they have most all adult features and its not measuring growth anymore
subject noun phrase in brown stage 1
might be a noun that is agent in agent-action or agent-object utterance might be a noun plus demonstrative, location, attribute, negation, recurrence, possession, or disappearance
Modal auxiliary verb
modal is an auxiliary verb ONLY can, could, will, would, shall, should, may, might, must
most verbs are what in stage 2?
most verbs are lexical (action verbs) no auxiliary verbs
stage two of the three stages of negation
negation markers inside the sentence but still no auxiliaries example: Dog not go
stage one of the three stages of negation
negative markers at beginning or end of sentence but no auxiliaries example: No dog go
are contractions inflectional morphemes?
no