1. Object (noun) 2. Action (verb) 3. Attribute (adjective) 4. Affective state (internal state)

Order of difficulty (in language acquisition)

With hypothesis testing, toddlers may not know question words yet, but know to use:

Rising Intonation for questions

Bare-foot head for bald

Example of novel/invented words

Canonical babbling: series of syllables together

Reduplicated babbling: (Example: same CV is repeated)

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DP Final

Language Acquisition Across Form, Content, and Use

Question	Answer
Children likely to apply to whole object, rather than part	Whole Object
Categorizing things based upon similarities	Taxonomic
Clues to the word's part of speech (e.g. a dack- noun; bipping- verb)	Using syntactic information
If object already has a known name, assume that new word applies to part or to attribute of that object	Lexical Contrast
"a dack" is a ______. Even though it is a non-word), because you pointed to an object and added an article word before it.	Noun
"bipping" is a ________ because of the +ing added.	Verb
Child attends to adult intentions and social interactions and uses environmental cues to narrow the field of what a word might be referring to.	Social/Pragmatic Information
-Experiments on rapid new word learning .-Order of difficulty of language acquisition (easiest to hardest )	Fast Mapping
Object	Nouns
Action	Verbs
Attributes	Adjectives
Affective state (internal state/emotion)	Have to infer this
1. Object (noun) 2. Action (verb) 3. Attribute (adjective) 4. Affective state (internal state)	Order of difficulty (in language acquisition)
-Choose content to imitate -Imitate what they're learning	Selective imitation
Selective Imitation is a good strategy for learning _________ and simple word order, but not for learning syntax.	Vocabulary
(1) Child is not sure of the name of object (2) Say the name with rising intonation (3) Hypothesis is confirmed or denied	Hypothesis Testing
With hypothesis testing, toddlers may not know question words yet, but know to use:	Rising Intonation for questions
-Say the word and wait for a reaction -Will get feedback after saying the word	Evocative Utterances
Toddlers saying curse words is a prime example of ___________ __________, as most adults/siblings will laugh, signaling a feedback.	Evocative Utterance
-Child asks a question -Examples: Wha? Tha? Wassa?	Interrogative Utterances
Ending every utterance with "ya know" (spoken as one unit)	Formula
-Verbal routine/unanalyzed form of language -Child probably doesn't understand the meaning	Formula
Formula happens from hearing __________ in everyday speech.	Patterns
-Overly restrictive meanings -Ex. the word ball only refers to basketballs (not softball, football, baseball, etc.)	Underextensions
-Meanings that are too broad when compared to adult meanings -Ex. calling all women "Mom"	Overextensions
-Label concepts they don't yet have a name for with a made-up word	Novel/Invented Words
Bare-foot head for bald	Example of novel/invented words
-Base for describing -Ex. "dog"	Basic Level
-More detailed for describing -Ex. "golden retriever"	Subordinate
-Less detailed for describing (more general) -Ex. "animal"	Superordinate
Looks at the unchanging features of objects	Semantic Feature Hypothesis
Syllabic construction (CV, VC, CVCV reduplicated)	First words (mama, dada, baba)
/p, b, d, t, m, w/	Front consonant
/g, k, n/	Back consonants
Initial growth is slow and includes use of ______ (PCFs)	Phonetically Consistent Forms
A word used to refer to a particular instance of a person, an animal, or an object. ex. "mama, dada, name of a pet"	Specific Nominal
A word used to refer to a general instance of an object, a substance, an animal, a person, an abstraction, a letter, or a number. -Ex. "dog, car"	General Nominal
A word used to refer to an action through a description, an expression of attention, or a demand for attention. -Ex. "give, bye-bye, up"	Action Word
A word used to refer to a property or quality of a thing or an event, including expressions of recurrence, disappearance, -Ex. Mine, no, dirtyattribution, location, and possession.	Modifier
A word used to express an affective state or a social relationship. -Ex. no, please	Personal-social word
A word used to fulfill a grammatical function. -Ex. "this, for"	Function Word
Vegetative noises and cry	0-6 weeks
Coughing and burping are examples of:	Vegetative noises
Differentiated cry	Around 6 weeks (2 months)
Cooing	6 weeks-4 months
-vowel-like sounds, -pitch variation, vowel variation, and unintentional consonants are:	example of cooing
Vocal play	4-6 months
Babbling	6-11 months
Ex. "uck"	Single syllable (CV or VC)
Ex. "uck, uck, uck"	Canonical babbling: series of syllables together
Ex. "gagagaga"	Reduplicated babbling: (Example: same CV is repeated)
Ex. "aga" or "gag"	Non-reduplicated babbling: (Example: CVC or VCV)
Doesn't follow a consistent pattern as the babbling sequences above	Variegated babbling (longer and more varied sequence)
Variegated babbling is closer to ________.	Speech
Jargoning	9-18 months (1.5 years)
-breath control and prosody, sounds like talking	Jargoning
PCFs	Protowords/Phonetically Consistent Forms
-Example: "dodo" for pet dog -Using the wrong word/phrase consistently for a term	Example of Phonetically Consistent Form
1 substantive word + 1 relational word =	2-word utterances
Children recombine the two word rules	3-4 world utterances
Comprehension of locatives at 2.5 years: in, on, under
Comprehension of locatives at 3-4 years: in front, behind, next to/beside
Production of locatives: Similar order but influences by attributes of objects such as relative size.
When items are placed in natural/functional location, ____________ is easier. Concept
For deictic terms (based on perspective), naturally fronted objects are ___________ (ex. bear vs. ball). easier
When using locatives, children use a "________ _________" strategy. "Probably location"
Communication intentions and recognized ways of carrying them out Pragmatics consists of (1)
Conversational Principles or rules Pragmatics consists of (2)
Types of discourse and their construction (e.g., narratives, jokes) Pragmatics consists of (3)
Utterances
-one at a time
-in relation to those before
-relation to social situation
-communication partner knows/does not know Language Use
Interaction with others, defined by physical environment, social roles, cultural norms, and the relationships involved Social Situation
A speech act is "a unit of ___________ ___________ which is expressed according to grammatical and pragmatic rules to convey a speaker's conceptual representations and intentions" (Dore, 1974). linguistic communication
Intended function of the speech act (1) Illocution
The linguistic form of the speech act (2) Locution
Effect of the speech act on the listener (3) Perlocution
-Could be conveyed differently by the listener based on the context, and who is saying them
-Have to have the "whole picture" to understand Perlocution
Illocutionary Act of "Give me a hug please." Request
Locutionary Act of "I need a hug." Declarative
Statement of fact, opinion, or a simple assertion that typically ends with a period Declarative
Having or conveying with the force of a question (often with rising intonation) Interrogative
Giving an authoritative command Imperative
Comes in the form of command, question, narrative, promise/incentive Locutionary Act
Perlocutionary Act of "I need a hug." Mom gives child a hug.
· (1) Involve appropriate persons/circumstances
· (2) Be complete and correctly executed
· (3) Contain appropriate intentions of all participants Valid speech acts must contain all three of these components.
Somebody with __________ can have a hard time incorporating all three valid speech acts into conversation. Autism (ASD)
Greeting Early Example
Labeling Early Example
Reqesting Early Example
Greets adult or object upon appearance Definition of Greeting
Ex. Child says "hi" when teacher enters the room Greeting
Uses a word while attending to an object or event. Doesn't address adult or wait for a response. Definition of Labeling
Ex. Child touches doll's eyes and says, "eyes." Labeling
Asks question with a word and sometimes accompanying gesture. Addresses adult and awaits response. Definition of Requesting
Ex. Child picks up book, looks at mother and says, "book?" with rising intonation. Requesting
Dore proposed _____ primitive speech acts, broken up into early and later acquisition. (1975) Nine
· Usage is 1 or 2 words
· Need to look at context to determine child's intention Early Examples
· Develop at ages 3-7 years
· More complex language allows for more complex acts Later Developing
Empathizing Later Developing
Making promises Later Developing
Imagining Later Developing
Request Permission Later Developing
Predicting Later Developing
Suggestion Later Developing
Prohibition Later Developing
Describing Later Developing
Primary conversation partner = caretaker, mother, father, etc. 2 Years
Introduce the topic by stating the topic (but not always)
-Want to get attention to the topic ASAP 2 Years
Starts a conversation (not always in the standard way) 2 Years
Speaker and primary conversation partner both speak 1 turn
2 year olds take how many turns per topic? 1-2 turns
_________ for two-year-olds to change the topic to something else then extend talking on the same topic Easier
Just "talking to talk," talking to oneself Asocial monologues
3 year olds take how many turns per topic? 2-3 turns
3 year olds are more _______ of the partner when speaking. Will display acknowledgement of receiving the message aware
-Speaker realizes that the receiver doesn't know all of the information
-Speaker will then fill in the communication partner about the event Ellipsis
Ellipsis occurs at ____ years 3 years
-Ex. "What?" "Huh?"
-I don't understand what you are saying! Request for clarification
Request for clarification occurs at ____ years 3 Years
-Tuned into partner
-Might use a different style of speech with different partners
-Talks differently to their mother than to their best friend 4 Years
Talk about feelings occurs at what age? 4 Years
If they hear themselves make a mistake during speech (and recognize it) they will go back and correct themselves Self-Repairs
Self-repairs occurs at ____ years 4 Years
On-topic utterances occur at _____ years 4 Years
-Terms that are interpreted from the location of the speaker
-The receiver has to figure out the deictic terms Deictic terms
Receiver understands deictic terms at ____ Years 4 Years
Approximately 5 utterances per topic occur at _____ Years 5 Years
Interrupted chain of spoken language Utterances
-Speech acts can be direct or indirect; one type of indirect is an indirect request
-Ex. "That candy looks really good!" Indirectly requesting that they want a piece of candy. Indirect requests
Indirect requests occurs at ____ Years 5 Years
The adult repeats the child using adult form, no new information is added Expansion
Child: Mommy, cookie hot.
Mother: The cookie's hot. Example of Expansion
The adult adds new information and models the adult form Extension
Child: Mommy, cookie hot.
Mother: The cookie's hot, blow on it. Example of Extension
The adult wants to encourage the child to take a turn in the conversation; include a response to the child's utterance and a request for the child to speak Turnabouts
Expansions/Extensions can be combined with _____________. Turnabouts
Child: Mommy, cookie hot.
Mother: The cookie's hot. What can you do?
Child: Blow on it. Example of Expansion + Turnabout
Child: Mommy, cookie hot.
Mother: The cookie's hot, blow on it. Now what?
Child: Eat it! Example of Extension + Turnabout
Phonology, Morphology, and Syntax are all apart of: Form
Semantics is apart of: Content
Pragmatics is apart of: Use
-as children get older, the length of their sentences increases
-as sentences get longer they get more complex
-described stages of development based on the average length of utterances in
morphemes (MLU) Roger Brown findings
Formula for calculating MLU Total morphemes divided by total utterances
Reoccurrences of a word for emphasis Count as one morpheme
Compound words Count as one morpheme
Proper names Count as one morpheme
Ritualized reduplications (mamama, etc.) Count as one morpheme
Irregular past tense verbs (falled vs. fell) Count as one morpheme
Diminutives (reducing bigger words into smaller words- ex. gonna) Count as one morpheme
Auxiliary verbs & catenatives Count as one morpheme
Irregular plurals Count as one morpheme
Possessive nouns (noun + 's or s') Count as two morphemes
Plural nouns (noun + s) Count as two morphemes
Third person singular present tense verbs (verb + s) Count as two morphemes
Regular past tense verbs (verb + ed) Count as two morphemes
Present progressive verb (verb + ing) Count as two morphemes
Disfluences (stutters) and Fillers (like, um) Do NOT count as any morphemes
Isn't first develops as is not then as isn't, so isn't is always: Two morphemes
The only ____________ to be learned first AS contractions or as a single word. Contractions
Don't, can't, and won't count as ______ morpheme unless you see do, can, or will in the sample, in which you can count them as two morphemes. One
Focuses on how sounds are organized to convey meaning Phonology
Examines structure and physiology of sound production Phonetics
Tongue is stationary during the production of _______ vowels. Pure
Tongue moves from one position to another during the production of ___________. Dipthongs
All vowels produced by ______ years of age. three
Consonants are classified by: Placing, manner, and voicing
A voiceless sound is replaced by a voiced sound.
Ex. "pig" --> "big" Context sensitive voicing
A final voiced consonant in a word is replaced by a voiceless consonant.
Ex. "red" --> "ret" Word-final devoicing
A final consonant in the word is omitted.
Ex. "home" --> "hoe" Final consonant deletion
A velar consonant is replaced with a consonant produced at the front of the mouth.
Ex. "kiss" --> "tiss" Velar fronting
The fricative consonants "sh" and "zh" are replaced by fricatives made further forward on the palate.
Ex. "ship" --> "sip" Palatal fronting
The pronunciation of the whole word is influenced by the presence of a particular sound in the word.
Ex. "dog" --> "gog" Consonant harmony
The weak syllable(s) is omitted when the child says a multi-syllabic word.
Ex. "telephone" --> "teffone" Weak syllable deletion
Part of a consonant cluster is omitted.
Ex. "spider" --> "pider" Cluster reduction
The liquid consonants (l, r) are replaced by /w/ or /y/
Ex. "real" --> "weal" Gliding of liquids
A fricative or affricate consonant is replaced by a stop consonant.
Ex. "funny" --> "punny" Stopping
Pay attention to the ends of words/ends of sentences
I.e. verb tense, prefixes and suffixes, last word in the sentence Slobin's Principle
According to Slobin, children will learn the last sentence word in the sentence ________. first
Pay attention to the order of words and morphemes
i.e. Typical English word order = subject-verb-object (SVO) Slobin's Principle
Ex. Before you hang your coat up, put your shoes away.
Children will hear coat then shoes and put away in that order instead of following directions. Doesn't give direct meaning to the word "before."
Phonological forms can be consistently modified
i.e. plural -s Slobin's Principle
If it ends in a voiced consonant, then you automatically voice the ________ too!! plural
Avoid interruption and rearrangment of linguistic units.	Slobin's Principle
-don't like to change order of SVO	(Subject-Verb-Object)
-to ask yes/no questions must break the verb in half Slobin's Principle	slobin's principle
wh questions are harder to learn than ____/____ questions because you have to split verbs and move object to the front questions	yes/no
Underlying semantic relations should be marked clearly and overtly.	Slobin's principle
"Swim" to "swam" is NOT clear	Slobin's Principle
Apply rules where they don't belong (try to regularize irregulars)	Overregularization
"Childs" instead of "Children"	Overregularization
Avoid for exceptions (such as overregularizations)	Slobin's Principle
Use of grammatical markers should make semantic sense	Slobin's Principle
What Brown's stage is acquiring two-word combinations and mostly uses nouns, verbs, and adjectives?	Brown's Stage I
Why isn't MLU is good marker for determining Brown's Stages?	Utterances can differ based on each language sample.
Basic semantic and relational functions	Brown's Stage I
Grammatical morphemes and modulation of meaning.	Brown's Stage II
Modalities of sentences	Brown's Stage III
Embedding one sentence	Brown's Stage IV
Coordination of simple sentences and propositional relations (conjoining)	Brown's Stage V
Clause that must be attached to an independent clause	Subordinate clause
Clause that can stand by itself	Independent clause
Phrase is _____ a clause	not
Phrase may have noun (subject) or verb, but not _______.	both
Declaratives will often include _____ auxiliary verbs.	Two
-Prepositional, gerund, infinitive	types of phrases
at, in, to, with, for, on, under, beside, into, at	prepositions
I love swimming. (or snowboarding)	Examples of Gerund Phrases
I love to swim. (to snowboard.)	Examples of Infinitive Phrases
[To + verb sometimes used as a noun]	Infinitive Phrases
[Verb + ing used as a noun]	Gerund Phrases
You can join two or more independent clauses with a:	Conjunction
and, but, so, yet	Examples of conjunctions
Context in which that form would be used by an adult native speaker	Obligatory Context
What is the difference between emergence and mastery?	You need at least 3 obligatory contexts
In the clinical world, it is important to build ________ before adding morphemes.	Vocabulary
AAV abbreviated for:	African American Vernacular
African American Vernacular is a _______ of American English	dialect
AAV is also referred to as __________.	Ebonics
_____ all African Americans use AAV.	NOT
Some authors associate AAV with _______ SES.	Lower
______ ______ is a normal element of AAV in both children in adults, in contrast to Standard American English.	Zero Copula
Both in children and adults, zero copula used ____ often in second person singular and plural than in third person singular.	more
________ _______ is Never used in first person singular.	Zero copula
SAE:	She is sick.
Zero Copula (AAV): Provide example on flashcard.	She sick.
Includes social/pragmatic information and fast mapping	Vocabulary Explosion/Burst:

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