SALT quiz

which of the following is not acceptable end of utterance punctuation?

" (quote)

the first line in a SALT transcript begins with a ______ and is used to identify the speakers.

$

each entry begins with one of the following symbols:

$ C E + - : ; =

______ are used to code parenthetical remarks.

((double parentheses))

select the utterance that is accurately coded for mazes:

(And you have) and you don't know anyone if you have not (be*) been there before.

the following text should be segmented into ____ c-units. I went on the field trip but my mom could not go because she had to work.

2

the following text should be segmented into _____ c-units. He looked in the jar and his dog looked in the jar to see if the frog was in there.

2

/3s

3rd person singular verba form ex: go/3s, tell/3s, try/3s

in the following utterance, :04 indicates that the speaker paused for: They boy look/ed in the :04jar

4 seconds

which of the following accurately represents 5 seconds of time?

:05

_____ are used to code overlapping speech.

<angle brackets>

abandoned utterances are marked with a:

> (greater than sign)

T/F: coordinating conjunctions link a main clause to a subordinate clause.

false

T/F: gestures are included in any word count analysis.

false

T/F: in the text, "I like swimming", the word swimming should be coded as swim/ing

false

T/F: nonverbal utterances or gestures do not contribute to a speaker's turn.

false

T/F: speaker utterances always begin with a "C" or an "E".

false

T/F: the SALT analyses DO NOT rely on the integrity of the transcript itself.

false

T/F: the contractions "don't" and "won't" should be slashed as a bound morpheme (i.e., don/'t, won/'t)

false

T/F: transcriber comments are included in SALT analyses (i.e., MLU or number of different words)

false

T/F: transcribers need to be licensed Speech-Language Pathologists.

false

mazes

filled pauses, false starts, repetitions, and reformulations

/*

following a slash the * is followed by the obligatory bound morpheme which was omitted ex: C The car go/*3s fast.

* (letters)

following one or more letters indicates that a word was started but left unfinished ex: C I (w* w*) want it.

in the following text, the word "gotta" should be transcribed as ______ He has gotta find the frog.

gotta

+

header information such as name, age, context, codes used in sample (e.g., +CA: 5;7) --also used for inserting test scores

a plus line "+" in SALT transcript header identifies:

identification line such as context, gender, or examiner name

$

identifies the speakers in the transcript --always the first line of the transcript

^

interrupted utterance --the speaker is interrupted and does not complete the thought/utterance

~

intonation prompt ex: E And then you have to~

| (vertical bar)

used to identify the root word

___ (underscore)

used to link multiple words so that they are treated as a single word --uses include: titles of movies and books, proper names, words or phrases repeated multiple times

[EW]

used to mark extraneous words ex: C And then the boy is a [EW] sleep/ing.

[FP]

used to mark non-standard filled pause words ex: C The dog (um like[FP]) fell down.

[EW: _____]

used to mark other word-level errors ex: C He were [EW: was] look/ing.

[EO: ____]

used to mark overgeneralization errors ex: C He falled | fall [EO: fell]

[EP: ____]

used to mark pronoun errors ex: C And them [EP: they] found the frog.

X

used to mark unintelligible sections of an utterance (a word) ex: C They went X X park.

[EU]

used to mark utterance-level errors ex: C And they came to stop/ed [EU].

XXX indicates an unintelligible:

utterance

< > (empty brackets)

when one speaker interjects in the middle of another speaker's utterance, use empty angle brackets to indicate the position of the interjection ex: C I want you to do it < > for me. E <Ok>.

an X indicates an unintelligible:

word

gestures and nonverbal turns are marked by:

{braces}

omissions are marked with a:

*

timing lines begin with a ______

-

end of utterance punctuation

. ! ? ~ ^ >

the following text should be segmented into ____ c-units. Some of the rules are to use good sportsmanship, play fair, and stuff like that.

1

the following text should be segmented into ____ c-units. We went to the bakery so we could get my birthday cake.

1

the following text should be segmented into ______ c-units. The boy looked in the jar because he wanted to see if the frog was in there.

1

filled pause words

AH, EH, ER, HM, HMM, UH, UM, MM [FP]

c-unit

An independent clause and its modifiers. It is used to measure linguistic complexity.

select the correct utterance format; child says "I went to the zoo yesterday."

C I went to the zoo yesterday.

select the correct way to transcribe the name "Sally Smith" using SALT conventions

Sally__Smith

select the correct way to transcribe the text: The dog barked the bees.

The dog bark/ed *at the bee/s.

select the correct way to transcribe the text: They was not happy.

They was[EW: were] not happy.

>

abandoned utterance --the speaker does not complete the thought/utterance but has not been interrupted

E

examiner utterance --the actual character used depends on the $ speaker line

the ; (semicolon) in the following text indicates: C The boy was in his room. ; :03 C He saw that his frog was gone.

between-utterance pause with no speaker change

the symbol "/s/z" in a SALT transcript indicates a

both plural and possessive bound morpheme

C

child/client utterance --the actual character used depends on the $ speaker line

=

comment line --this information is used for transcriber comments and is not analyzed any way

{ }

comments within an utterance ex: C Lookit {C points to box} --nonverbal utterances with communicative intent are placed in braces ex: C {nods}

/'ll, /'m, /'d, /'re, /'s, /'ve

contracted (has, had, does, did, us) ex: he/h's been sick. we/h'd better go. what/d's he do for a living? why/d'd the boy look there? let/'us go.

prefixes are examples of ______ morphemes.

derivational

transcriber comments can:

describe nonverbal interactions, clarify event during the language sample, and be entered with = (equal sign) or enclosed in brackets {}

overlapping speech may indicate a _____ problem

discourse

in the following text, the irregular verb "drew" should be transcribed as ______ He drew that picture for his mom last week.

drew

select the correct way to transcribe the text: And we going too.

either: And we *are go/ing too. or And we/*'re go/ing too.

( )

mazes --surrounds the words/part-words that fall into these categories, combine adjacent mazes ex: C And (then um) then (h*) he left.

by initializing and stopping the clock you are _____

measuring the elapsed time for the language sample, able to calculate speech rate in words per minute and utterances per minute, and able to mark gaps in time during the sample

/n't, /'t

negative contractions ex: can/'t, does/n't --do not mark irregular forms (e.g., won't) or when the sound of the root changes (e.g., do-->don't)

< > (not empty brackets)

overlapping speech --when two speakers are speaking at the same time, the words which occur at the same time are surrounded by angle brackets ex: C Can I have that <one>? E <Uhhuh>.

omissions

partial words, omitted words, omitted bound morphemes, and omitted prenominal clitics are denoted by an asterisk

/en

past participle ex: take/en, eat/en, prove/en --do not mark irregular forms (e.g., gotten, spoken, seen, been) or when the sound of the root changes (e.g., write-->written)

/ed

past tense ex: love/ed, die/ed --do not mark irregular forms (e.g., did, grew, had, sank) or predicate adjectives (e.g., was tired, are bored, got fixed)

;

pause between utterance of same speaker ex of three-second pause: ; :03 or ;03

:

pause between utterances of different speakers ex of five-second pause: : :05 or :05

abbreviations

periods are not legal word characters --abbreviated words should be written out or left as an abbreviation but without the period ex: Mr, Mister, Mrs, Dr

/s/z

plural and possessive ex: baby/s/z

the symbol "/s" in a SALT transcript indicates a

plural bound morpheme

/Z

possessive inflection ex: dad/z, Mary/z --do not mark any possessive pronouns (e.g., mine, his, hers, ours, yours, its, theirs)

* (words)

preceding a word indicates that an obligatory word was omitted ex: C Give it *to me.

/ing

progressive verb form ex: go/ing, run/ing, bike/ing --do not mark the gerund use of the verb form (e.g., went swimming, reading is fun)

?

question

the | (vertical bar) can be used to mark:

root forms in overgeneralization errors

select the utterance that correctly codes third person singular verb form

she think/3s

words that are repeated multiple times for emphasis should be:

underscored so they do not inflate measures such as MLU and NDW

XX

unintelligible segment of unspecified length ex: C He XX today.

XXX

unintelligible utterance ex: XXX.

overgeneralization errors

use | ex: C He goed | go[EO: went] to the park by himself.

root form of irregular verbs

use | ex: C The bird flew|fly/ed away.

linked words repeated for emphasis

use | ex: C The boy ran very very_very|very fast.

%

used to identify sound effects which are essential to the meaning or structure of the utterance ex: C The dog went %woof_woof. C The dog barked (woof woof) - comment

beginning words with a % (percent sign) indicates:

sound effects or idiosyncratic word forms

when you select "new" from the SALT "file" menu, you are presented with a dialogue box used to specify the ________.

speakers in the transcript, current age of the target speaker, and sampling context

.

statement, comment --do not use a period for abbreviations

"after", "before", "if" and "unless" are all examples of _____ conjunctions

subordinating

!

surprise, exclamation

-

time marker ex of two-minute marker: -2:00

T/F: SALT counts different spellings of a word as different words in the analyses

true

T/F: a clause is a statement containing both a subject (noun phrase) and a predicate (verb phrase).

true

T/F: an omission occurs when a word or bound morpheme that is obligatory for grammatical correctness is absent.

true

T/F: communication units (c-units) are grammatically based

true

T/F: parenthetical remarks have an influence on language measures such as mean length of utterance and number of different words.

true

T/F: pauses between utterances are marked in lines which begin with a : (colon) or a ; (semicolon)

true

T/F: the SALT editor does not have spell-check, so all misspelled words will be counted as new words.

true

T/F: the SALT editor identifies transcript-entry errors.

true

T/F: the process of transcription involves converting an acoustic record of language into an orthographic record of language.

true

T/F: the term "maze" refers to false starts, repetitions, reformulations, and filled pauses.

true

T/F: transcribers should be familiar with elicitation protocols.

true

T/F: utterance level codes should not be attached to a word.

true

T/F: words, bound morphemes, and contractions can be marked as omitted.

true

T/F: you can devise your own set of codes to mark any errors at the word or utterance level.

true

T/F: you may add extra timing lines throughout the language sample.

true

T/F: you may use either upper or lower case in SALT transcripts.

true