SHS 3330 EXAM 3 STUDY GUIDE

6a. Give an example of "uninflected" .

"dog" "cat" "cookie"

3a. Identify the different types of turnabouts and be able to give examples. (12)

*"wh-" question -who,what,when,where,why -->ex: "When did that happen?" *Yes/no question *Tag question -->ex: I bet he doesn't like fleas, does he? *Request for clarification -->general: "What?" "huh?" -->Specific: "what does your dog have?" --> Confirming: "Fleas?" "Does he have Fleas?" *Correction *"I wonder" statement *Fill-in -->ex: "fleas make you...______" *Expansion with yes/no turnabout -->"your dog has fleas, did you give him a bath?" *Extension with (wh-) turnabout -->ex: "My dog had fleas once, yuck!" "What did you do?"

6. Describe the order of acquisition for the question words: who, what, where, when, why, which, whose, and how

*"what/where" questions emerge first -->comprehension precedes production -->they are fairly concrete *"who/whose/which come next -->you need to know info like the name of the person -->must understand ownership -->switch from thing/places to people -->slightly more abstract but still does not require much cognitive ability *"when/how/why" questions come last -->time is challenging and more abstract -->child must have an understanding of time -->child must be able to explain these whole event schemas...much more complex, requires more cognitive ability -->child must engage in reverse order thinking for "why" questions

10. Describe the development of the understanding of kinship terms in preschoolers.

*1st - mother, father, sister, brother *2nd - son, daughter, grandfather, grandmother, parent *3rd - uncle, aunt, nephew, niece *At first they might learn a kinship term as part of a person's name *Next a child gains features of the definition of the person but not the relationship -->"a grandmother is someone who smells like flowers and wears funny underwear" *By age 4, a child may understand what a brother or sister is but doesn't understand that he or she can be a brother or sister to someone else *Most of the major kinship terms are understood by age 10

11. Know the milestones of comprehension of locational and temporal relationships. (6)

*24 months - locational prepositions "in" and "on" *36 months - locational preposition "under" *40 months - locational prepositions "next to" *48 (approx.) - locational prepositions "behind","in back of",and "in front of"; difficulty with "above", "below", and "at the bottom of" ; kinship terms "mother", "father", "sister", and "brother" (last two are nonreprocating) *60 months - temporal terms "before" and "after" *60+ (school age) - additional locational prepositions in temporal expressions, such as "in a week"; most major kinship terms by age 10; more precise locational directives reference the body (left/right)

14. Define declarative sentences Give examples.

*A declarative is a sentence in the form of a statement ex: subject + copula + compliment subject + verb + object (basic, used by most kids) "I fed the dog." subject + auxiliary + verb + object

13. Define gerund phrase and know at what age gerund phrase use appears.

*A gerund is a noun that is derived from a verb --> the word "running" can be used as a verb *Gerund phrase development generally parallels infinitive phrase development *Gerunds appear at the age of 4 *They first appear in object position at the end of a sentence -->The most common forms of gerunds are "seeing" and "watching"

14c. Define negatives & give examples

*A negative sentence (or statement) states that something is not true or incorrect. -->A negative adverb has to be added in order to negate or "cancel" the validity of the sentence. *ex: single word "no" - no & not used in a sentence (interchangeably) - negative element placed b/w subject & verb -sentences with "won't" -sentences with "isn't, aren't, doesn't, didn't

7. Describe characteristics of a preschooler's typical conversational skills. (5)

*A young child is good at introducing topics that they are interested in, but has difficulty sustaining that topic beyond one or two turns *Young preschoolers responses may not be relevant to the partner's previous utterance, but this improves with age *by age 3 a child can engage in longer dialogs beyond a few turns *nearly 50% of 5 year olds can sustain certain topics through about a dozen turns *There is a large increase in the amount of verbal responding between ages 24 and 30 months

3. Describe how adults scaffold conversations.(9)

*Addults scaffold conversations with -->Who/what/when/where/why questions -->Yes/no questions -->Request for clarification (is it general, specific, concerning) -->correction -->"I wonder" statement -->fill-in -->expansion with yes/no -->extension with wh- turn about

14b. Define imperatives & give examples

*An imperative is a type of sentence that gives advice or instructions or that expresses a request or command *ex: "give me a cookie please" "throw the ball to me" "pass the peas, please"

14a. Define interrogatives & give examples

*An interrogative sentence is a type of sentence that asks a question *ex: Yes/no questions -what/where questions (subject + predicate) -inversion of aux verb and subject in wh- questions

8. Define "auxiliary" verbs and know at what age/MLU they begin to appear.

*Auxiliary verbs are "helping verbs" -ex: can, do, will/would *They first appear in their negative form (can't, don't won't) at 30 months when MLU is approximately 2.5

1. List reasons why bound morphemes may be more difficult to learn.

*Bound morphemes are phonologically reduced and unstressed monosyllabic bits of language *In general bound morphemes carry very little concrete semantic information and may be redundant *many grammatical morphemes or at least their phonological forms are multifunctional **see page 254**

9. Explain what determines the order of acquisition of bound morphemes.

*Bound morphemes need to be attached to something - can't stand on their own and have meaning *Order of acquisition is dependent on temporal concepts and how concrete/abstract something is -->ex: We see present progressive being acquired first -->this makes sense in the temporal aspect bc present/progressive is happening here/now, which makes it pretty concrete - plural s comes earlier, because it's pretty plurality is pretty concrete (it's easy to see if there is more than one of something) *Things that emerge later are things like possessives --> in order to understand these you must first be able to understand the concept of possession which is more abstract than something like plurality

13. Know at approximately what age children are able to successfully use presuppositional skills.

*By age 3, children are generally able to determine the amount of information a listener needs

Sequence by place

*Children acquire (in order from first to last): 1. Nasals 2. Plosives 3. Approximates 4. Lateral approximates 5. Fricatives 6. Affricates

18. Identify what factors contribute to consonant development. (4)

*Consonant development is the result of a complex interplay of: -motor control factors and each sound's articulatory difficulty -frequency of occurrence in a language -functional load, or the relative importance of a phoneme in contrast to other phonemes **Load is particularly important for the acquisition of American English consonants

19a. Give examples of assimilation processes (2)

*Contiguous: - saying the "-s" in "beds" as a voiced "z" *Noncontiguous: -back assimilation -"dog" becomes "gog" -"dark" becomes "gawk"

4. Identify and describe the two operating principles of establishing meaning.

*Contrast -->every form contrasts to every other in meaning *Conventionality -->expectation that certain forms will be used to convey certain meanings

15. Define deixis and describe a child's development of its use (9)

*Deixis means indicating or pointing *Deictic terms may be used to direct attention, to make spatial contrasts, and to denote times or participants in a conversation from the speaker's point of view -->it is not easy for young children to adopt the perspective of another conversational participant...the correct use of these terms indicates a child's cognitive growth *At least one deictic term (here, there, this, or that) is usually present in the first 50-word lexicon of most children *Terms "here" and "there" are used for directing attention or referencing *Among 2 &1/2 year olds, deictic words seem to be used indiscriminately with a gesture to indicate meaning *As late as age 4, some children exhibit no difference between the use of "this" and "that" *In general, mastery of "here/there" comes before mastery of "this/that" -->possibly because the latter pair contains the notion of "here/there"

14. Describe the use of ellipsis. (2)

*Ellipsis: when the speaker omits redundant information that has been previously stated, thereby assuming that the listener knows this information *Ellipsis is used more selectively and with greater sophistication as the child's language and conversations become more complex

2. Identify approximately how many utterances 2-3 year olds hear per day.

*English-speaking 2-3 year old children hear approximately 5,000 to 7,000 utterances each day, between a quarter & a third of these are questions

2b. Identify some strategies children use to fast map. (10)

*Fast-mapping supported by constraints/biases *Mutual Exclusivity & Novel-nameless *Extension *Labels refer to entities not parts *Conventionality *Phonotactic probability can help children recall newly learned words *The range of possible meaning may be constrained by the situation and also by the meanings already possessed by a child -->using reasoning similar to novel name-no name strategy (novel nameless) a child would be able to reason that the definitions cannot be the same as one already possessed *An associational strategy might be used in which the regularities in the language, such as word order and bound morphemes, give him or her clues as to the meaning. *A child may use phonotactic probability or the likelihood of occurrence of different sound sequences to aid rapid recall of newly learned words **see page 234**

19a. Give examples of Substitution processes (3)

*Fronting: tendency to replace palatals and velars with alveolars -"tan" for "can" *Stopping: plosive (stop) is substituted - "dat" for "that" *Gliding: /j/ or /w/ becomes /l/ or /r/ -"wabbit" for "rabbit"

18a. Give an example of high and low functional load

*Functional load: the importance of certain features in making distinctions in a language. *Low functional load: - "th-" as in "this - "th" is not that important in function, you could change it to a "d" and still get what the child is trying to say *High functional load - "w" as in "water" -"w" is important in function, if you change the "w" sound in the word it can change the whole meaning of the word

2. Know how to calculate mean length of utterance.

*Go through a dialogue and count the number of morphemes in each sentence *Take the total number of morphemes counted and divide it by the number of sentences

21. Define "heaps". (3)

*Heaps: sets of unrelated statements about a central stimulus, consisting of one sentence added to another -->there is no overall organizational pattern -->no story line, no sequencing, no cause and effect

a. Give examples of locational prepositions.

*In *On *To *above *below *in front of *at the bottom of

6. Define the term "uninflected".

*In english, there is no morpheme used to indicate the singular form of a noun ; so a singular noun is called "uninflected" or "unmarked"

6. What percentage of mother-child conversation is initiating vs. responding behavior?

*In general, mother & child each engage in roughly 30% opening/initiating and 60% responding behavior (for both mother & child)

2a. Identify what type of words are easier for children to fast map

*In general, nouns seem to be easier to fast map than verbs

sequence by manner

*In order from first acquired to last: 1. Glottals 2. Bilabials 3. Velars 4. Alveolars 5. Palatals

17. Differentiate between direct and indirect requests. (4)

*Indirect request: an expression of desire - "will you pour the juice?" *Direct Request: the act of asking for something to be given or done - "give me the juice"

1. Know approximately how many words preschoolers learn per day.

*It is estimated that a child adds approximately 5 words to his/her lexicon each day between the ages of 1 &1/2 and 6 years of age

5. Describe a preschooler's use of monologues. (3)

*Monologues are basically self conversation -->we talk to ourselves now, just in our heads *Over time, we see that monologues (self talk) shift from saying it out loud, to in our heads (inaudible)

8. Know the general order of acquisition of physical relationships.

*More general terms are learned first *Learning an interpretation of descriptive terms is dependent upon context *A child first learns terms that are opposites, then the dimensions to which each term refers *relational terms like thick/thin, more/less, and same/different are frequently difficult for preschool children to learn *terms like big/little are more general size on any dimension and would be acquired before more specific terms such as deep/shallow, which generally only refer to bodies of water *Order of acquisition of physical relationships: 1st- hard/soft 2nd - big/little, heavy/light 3rd- tall/short, long/short 4th- large/small 5th- high/low 6th- thick/thin 7th- wide/narrow 8th- deep/shallow

19. Identify and describe the strategies children use to organize their narratives. (9)

*Narratives are event descriptions based on underlying event scripts *By age 3 children are able to describe chains of events within familiar activities, such as a birthday party *A narrator must have: -->knowledge of both single events and connected sequences -->the linguistic knowledge of the method for describing events -->the linguistic & cognitive skills to consider the listener's perspective *Two strategies for organization: 1. Centering: the linking of entities from a story nucleus. Links may be based on similarity of features 2. Chaining: consists of a sequence of events that share attributes that lead directly from one to another

7. Describe the order of acquisition of types of temporal relational words (order, duration, simultaneity).

*Order terms come first --> "after/before" *Duration terms come next --> "since/until" *Simultaneous terms next -->"while" *In general, words of order, like after and before, precede words of duration, such as since and until

7a. Give examples of temporal relational words.

*Order: After, before *Duration: Since, Until *Simultaneity: While *Temporal terms such as when,before, since, and while can convey information on the order, duration, and simultaneity of events

11. Describe the basic structure and elements of a noun phrase. Give examples.

*Parts of a noun phrase: -initiator -determiner -noun -adjective -modifier *you don't NEED to have ALL of these elements in the noun phrase at once *Ex: "The brown dog who sat on the couch ate the paper" -determiner: the -adjective: brown -noun: dog

12. Describe the basic structure and elements of a verb phrase. Give examples.

*Parts of a verb phrase: -auxiliary verb -negative -passive -prepositional phrase *You don't NEED all of these elements in the verb phrase at once

19. Define and give examples of phonological processes of preschool children

*Phonological processes: patterns that young children use to simplify adult speech. All children use these processes while their speech and language are developing. -syllable structure -assimilation -substitution

16a. Know sequence by place and manner of articulation.

*Place: the horizontal row at the top of IPA chart --> includes bilabial, alveolar, palatal, velar, glottal *Manner: The vertical column on the IPA chart *Consists of: -->nasals, plosives, approximants, lateral approximants, fricatives, affricates

3. Explain how a preschooler's definitions differ from those of adults. -What are their definitions missing? (3) -What do their definitions include? (3) -What do their noun definitions include? (4) -What are their noun definitions missing? (7)

*Preschooler's definitions are missing: -->subordinate categories -->relationship to other entities -->metaphorical uses *Preschooler's definitions DO have: -->physical properties -->functional properties -->locational properties *Preschoolers' noun definitions often include physical properties like shape, size, and color -->include functional properties like what the entity does -->includes use properties -->includes locational properties like "on trees" or "at the beach" *Preschoolers' noun definitions are often missing subordinate categories such as in "a car is a vehicle" *missing relationship to other entities -->"a mouse is much smaller than a cat" *missing internal constituents -->as in "an apple has seeds inside", origins, as in "hatch from an egg" *Missing metaphorical uses -->as in suspicious things are called "fishy" **see page 235-236**

20. Explain the relationship between phonological working memory and language skills. (2)

*Preschoolers with good phonological memory skills tend to produce language that contains more grammatical complexity and richer word choice than preschoolers with memory skills that aren't as good *The better your phonological working memory is, the better/longer your sentences will be

11. Define presupposition and give examples of how children use this in conversation. (3)

*Presupposition: a process where a speaker makes background assumptions about a listener's knowledge -->prior to age 3 most children do not understand the effect of not providing enough information -->By age 3 children are generally able to determine the amount of information a listener needs

5a. Apply this U-curve to the development of regular plural

*Regular plural verbs 1.) initially there is no difference b/w singular and plural...a number or the word "more" may be used to mark that something is plural -->ex: "two puppy" or "more puppy" 2.) Next , the plural marker will be used for selected instances, probably on plural words that are more frequently used by adults 3.) The plural generalizes to other instances, some of which are inappropriate --> "foots" and "mouses" 4.) The irregular and irregular are differentiated

10. Define "shading" and explain how it is used in conversation. (2)

*Shading: altering the focus of the topic in a natural way, or requesting more information *In conversation, once the topic is introduced by identification, the topic is maintained by each conversational partner's commenting with additional information

18. Explain the similarities (5) and differences(9) between narratives and conversations.

*Similarities: -->sense of purpose -->relevant information -->clear & orderly exchange of information -->repair -->ability to assume the perspective of the listener *Differences: -->conversations are dialogs -->narratives are essentially decontextualized monologues -->in narratives, the language does not center on some immediate experience within the context... instead language creates the context of the narrative -->Narratives contain organizational patterns not found in conversation (the speaker must present an explicit, topic-centered discussion, that clearly states the relationship b/w events) -->Narratives usually concern people, animals, or imaginary characters engaged in events -->conversations usually involve activities in the immediate context -->Narratives use extended units of story text; introductory and organizing sequences that lead to a narrative conclusion -->narrative speaker is responsible for organizing & providing all of the information organized as a whole -->narratives are found more frequently in the communication of more mature speakers **SEE page 224-225**

14d. Define subordinate clauses & give examples

*Subordinate Clause: a clause, typically introduced by a conjunction, that forms part of and is dependent on a main clause -a clause, typically introduced by a conjunction, that forms part of and is dependent on a main clause *ex: - I know [that you can do it]. - I think [that I like stew].

2. Define fast mapping.

*The initial word-referent relationship or word "meaning" created by a child based on limited exposure to a word

12. Define theory of mind and describe how its development may be reflected through a child's narratives. (6)

*Theory of Mind: When the child gains awareness that people have an independent existence; have thoughts, beliefs, and feelings, and that these may or may not be the same as the child's -->the ability to understand the minds of other people and to comprehend and predict their behavior -->we may see its beginnings in the joint attention or joint reference of infants *ToM is concerned with: -->how we gain an understanding that others also have minds -->how we learn to recognize and form hypotheses about the different and separate beliefs, desires, mental states, and intentions in others *As children become more aware of the thoughts & emotions of others, their narrative portrayals change *At age 3, they present characters in their stories almost exclusively as actors and describe them by physical and external characteristics *By age 4, characters begin to exhibit rudimentary mental state terms (sad, angry) in their every day conversations

4. Describe a toddler's development of topic initiation. (9)

*Topic Initiation: Introducing a topic *12 months: (1 word in vocabulary) - introduce topic through a combo of glances, gestures, vocalizations, and maybe words. -What we talk about is very limited to what is physically present *2-3 years: (150-300 words in expressive vocab) - introduce and go back and fourth in pairs of utterances; question/answer formation. -adults scaffold (initiate) these conversations. *3-4 years: 3/4 of utterances are establishing topics - topics can last for multiple turns. -multiple turns back & fourth last when: talking about familiar topics, during play, physically present objects, or problem solving *4-5 years: maintain topics for longer but still shift topic focus more frequently than adults do

Define what a turnabout is. (3)

*Turnabout: an utterance that both responds to the previous utterance, and in turn, requires a response. -->a turnabout fills a mother's turn and and then requires a turn by her child -->helps the mother create a series of successful turns that resemble conversational dialog

7. Identify ages of development of irregular past-tense verbs

*Verb: Hit/Hurt -age 3 to 3&1/2 *Verb: Went - age 3&1/2 to 4 *Verb: Saw -4 to 4&1/2 *Verb: Gave/Ate -age 4&1/2 to 5 **See table 9.4 page 265**

9. Explain strategies children use to interpret locational prepositions.(4)

*When a child doesn't comprehend prepositions they seem to follow interpretive strategies; -->If it's a container, something belongs inside and if it's a supporting surface, something belongs on it -->Children may respond in relation to the objects mentioned rather than the prepositions used *Other possible interpretive cues may be the word order of adult utterances and the context **Page 239**

9. Identify strategies in conversation that children use as "conversational repair" strategies (7).

*Young children use questions and contingent queries or requests for clarification -->ex: "What?", "Huh?", or "I don't understand" *clarification strategies- repetitions *revisions - as they get more language they can revise what they were saying *approximately 1/4th of the requests for clarification of 2 year olds are nonverbal -->ex: showing a confused expression, pointing *as preschoolers mature, nonverbal methods decrease

10. Define "phrase".

*a group of words that functions as a single distinct syntactic unit that is less than a sentence and does not contain both the subject (noun,pronoun) and the predicate (verb).

14e. Define compound sentences & give examples

*a sentence with more than one subject or predicate -->has two independent clauses with related ideas -->separated by a coordinating conjunction *ex: -We left and mommy called -We had a party and then we saw a movie -She went home because they had a fight

20. Describe the development of narratives ages 2 to 5 years.(11)

*although 2 year olds possess basic patterns for familiar events and sequences, called scripts, they are not able to describe sequences of events accurately until about age 4 *Children asyoung as age 2 to 3 & 1/2 talk about things that have happened to them in the past (protonarratives) *between ages 2 and 2 & 1/2 the # of protonarratives doubles and they begin to sequence events with very little help from others *children begin to tell self-generated, fictional narratives between 2 and 3 years old *most of the stories of 2 year olds are organized by centering *By age 3, nearly half of children use both centering and chaining -->this percentage increases, and by age 5, nearly 3/4ths of children use both strategies *The organizational strategies of 2 year olds represent centering "heaps" (sets of unrelated statements about a central stimulus) consisting of one sentence added to another *Temporal, or time-based, event chains emerge between ages 3 and 5 years -->in these narratives, events follow a logical sequence *Causal chains, in which one event causes or has caused another, are infrequent until age 5

5. Explain what impacts the order of acquisition of relational terms.(5)

*comprehension precedes production *order of acquisition is influenced by: -->syntactic complexity -->amount of adult usage in child's environment -->underlying cognitive concept

5. Describe the U-shaped developmental growth of morphological learning.

*correct production and comprehension, meaning at first that a child has learned it correctly, but then the child makes more errors, often overgeneralization, and finally correct use returns

19a. Syllable Structure Processes with examples (4)

*final consonant deletion - "cu" for "cup" *Deletion of unstressed syllables -"nana" for "banana" *Reduplication - "wawa" for "water" *Consonant cluster reduction -"tee" for "tree"

4a. Know approximately when -ing, -s, 's, -ed, and -s develop.

*plural s: 27-33 months *possessive s: 26 - 40 months *regular past -ed: 26-40 months *regular third person s: 26- 46 months

8. Explain what a register is and be able to give examples (3)

*register: different styles of speaking required for different roles -->ex: children as young as 4 demonstrate use of register when they use a form of CDS to address younger children -->"motherese" or child directed speech is another example of a register

15. Describe what the increase in revisions as language develops signifies for a child's language ability. (3)

*revisions indicate better language/more skills *involves self monitoring --> the child is actually paying attention to what they're saying

5. Apply this U-curve to the development of regular past-tense morphemes

1. ) a child learns the past-tense rule, but it is overgeneralized, producing words like "comed", "eated", and "falled". 2.) Some children have an extended period of weeks or months where the correct form and the overgeneralized form of certain verbs occurs 3.) A child learns to block overgeneralization by assuming that there is only one way of saying past tense "go". 4.) When use in the environment does not agree with the child's use, the environmental input dominates and the child stops overgeneralizing

17. Describe the six general rules of speech-sound acquisition.

1. As a group, vowels are acquired before consonants. -English vowels are acquired by age 3 2. As a group the nasals are acquired first, followed by plosives, approximants, lateral approximants, fricatives, and affricates 3. As a group the glottals are acquired first, follwed by bilabials, velars, alveolars, and post alveolars, dentals and labiodentals, and palatals. 4. Sounds are first acquired in the initial position in words 5. Consonant clusters and blends are not acquired until age 7 or 8, although some clusters appear as early as the age of 4. -->These early clusters include /s/ + nasal, /s/ + approximant, /s/ + stop, and stop + approximant in the initial position and nasal + stop in the final position 6. There are great individual differences, and the age of acquisition for some sounds may vary by as much as 3 years **see pages 285 - 286***

16. List the first 5 major intentions mastered by preschoolers.

1. Exclamation and call -18 months 2. Ostention(naming) - 21 months 3. Wanting, direct request, and statement - 24 months 4. Content Question - 30 months 5. Prohibition, intention, content response, expressive state, and elicited repetition -33 months

1. Identify and describe Grice's 4 Maxims of conversation.

1. Quantity: where one tries to be as informative as one possibly can, and gives as much information as is needed, and no more 2. Quality: Where one tries to be truthful and does not give information that is false or that is not supported by evidence 3. Relation: Where one tries to be relevant, and says things that are pertinent to the discussion 4. Manner: when one tries to be as clear, as brief, and as orderly as one can in what one says, and where one avoids obscurity and ambiguity

16a. List the last 5 major intentions mastered by preschoolers

6. Yes/no questions, verbal accompaniment, and contingent query -36 months 7. Request Permission -45 months 8. Suggestion -48 months 9. Physical Justification -54 months 10. Offer an indirect request - 57 months

**PRESCHOOL: FORM**

CH. 9

**PRESCHOOL MILESTONES: USE**

CHAPTERS 6 & 8

**PRESCHOOL MILESTONES: CONTENT**

Ch. 8