Exam 2 Study Guide
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University of Wisconsin, Green Bay *
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Course
333.
Subject
Linguistics
Date
Jan 9, 2024
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Uploaded by ElderPheasantPerson644
Exam 2 Study Guide
Review the following topics
Phonological analysis
o
Word shapes
o
Phonological inventory
Phontactic probability
Phonological processes
Phoneme acquisition (be familiar with charts)
Be able to calculate:
o
PCC
o
pMLU
o
intelligibility
o
MLU
Word development
Word types
Grammatical morphemes (Brown’s Stages)
Types of morphemes
Morpho-phonological rules
Referential vs. expressive
Overextension
Overgeneralization
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Use the following questions to help you study (answers below)
Word Acquisition
1.
A child can be said to have acquired a word when:
a.
They comprehend it
b.
They can produce it with meaning
c.
They have the same meaning as adult s p e a ke r s
d.
All of the above
e.
None of the above 2.
True or False
Benedict found that the difference between the number of words understood and the
number of words produced predicted that rate at which children acquire words
3.
True or False
When a child produces the word' daddy', it can unequivocally be assigned to the category of specific nominals.
4.
True or False The use of 'peekaboo' while playing the game peekaboo would be categorized as an action word. 5.
What is the most frequently used category for expressive children?
a.
general nominals
b.
specific nominals
c.
personal social words 6.
When a child's meaning for the word 'ball' is the picture of a ball in his or her favorite picture book, this is an example of an:
a.
Overextension
b.
Underextension
c.
Holophrase 7.
Identify the type of overextension for each of these (categorical vs. analogical)
a.
'tick tock' for water
b.
'truck' for car
c.
'hat' for basket 8.
True or False All words are overextended
9.
True or False The first words acquired are more likely to be overextended
10.
True or False Overextensions tend to be categorical
11. True or False Overextensions are more likely in comprehension than production
Phonological Acquisition
12. Match these words (salience, proto-word, transition phenomena, presyntactic forms) with each
of the following:
a.
Word that the child uses with their own meaning rather than the meaning of the adult language ______________________________________
b.
The use of preferred speech sounds and syllables _________________________________________
c.
Brief, unstressed phonetic material around lexical i t e m s _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
d.
Characteristics of child speech as they progress from babbling to real words ___________________________________________________
13. Indicate the syllable shape that is not one of the early syllables typically used by children: a.
CV
b.
CCV
c.
CVCV
d.
V
14.
Give two ways that children's words become more complex over time.
15.
N
ame the phonological process for each of the following child patterns:
a.
'nana' for 'banana'
b.
'goggie' for 'doggie'
c.
'toap' for 'soap'
d.
'boo' for 'boat'
e.
'wabbit' for 'rabbit'
16. Languages differ from each other in their phonological properties. Name the three properties.
Morphology
17. The English {ing} and {ed} morphemes differ in which of the following, (give all that they differ in):
a.
semantic complexity
b.
syntactic complexity
c.
perceptual salience
d.
allomorphy
18. Morphological acquisition can be measured by which of the following: (give all that can be used)
a.
MLU in morphemes
b.
Percentage of obligatory occurrence
c.
MLU in words
d.
Frequency of occurrence
19. True or False It can be assumed that increases in morphological acquisition will always result in increases in MLU in morphemes
20.
True or False 5-year-old children studied by Berko using the 'wug' test correctly used the '-es' plural on both 'glass' and 'tass'
21.
True or False Studies have shown that the {-s} morpheme for plurals and possessives are acquired at the same time
22. It is important to know the kinds of errors children make, and also to offer a reason why. Give the reasons for the following:
a.
the inappropriate use of plurals, e.g. "the one dogs"
b.
the overgeneralization of plurals, e.g. "two sheeps"
23. How does the explanation of overgeneralizations given by Marcus et al differ from the one given by Berko?
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ANSWERS:
1.
Answer: d. all of the above
2.
Answer: false
3.
Answer: false
4.
Answer: true
5.
Answer: a. general nominals
6.
Answer: b. underextension
7.
Answer: a.
Analogical
b.
Categorical c.
Analogical 8.
Answer: false
9.
Answer: true
10. Answer: true
11. Answer: false
12. Answer: a.
proto-word
b.
salience
c.
presyntactic forms
d.
transition phenomena
13. Answer: b. CCV
14. Answer: the appearance of consonant clusters & an increase in the number of syllables
15. Answer: a.
unstressed syllable deletion
b.
assimilation
c.
stopping
d.
final consonant deletion
e.
gliding
16. Answer: phonological inventories, phonotactics, functional load of specific phonemes
17. Answer: they differ if all four 18. Answer: a, b, d
19. Answer: False e.g. new allomorphs do not lead to increased MLU e.g. increases in morpheme use hypothetically could occur with decreases in words, e.g. "dog chase two cat" vs. :"chas/ing cat/s"
20. Answer: false
21. Answer: false
22. Answer: a.
these are the result of a lexical retrieval error
b.
these are the result of overgeneralizing a morphological r u l e
23. Answer: Marcus found low rates of overgeneralization (or overregularization) & Berko
found high rates; Difference between the two lead to different accounts Marcus: retrieval error & Berko: overextension of a rule
a.
Who's Right? Ingram solution:
i.
overregularizations are the result of overextending a rule
ii.
early low rates are due to memorizing correct forms
iii.
higher rates come later, e.g. 4;0 and on
iv.
Also, low rates are found in spontaneous samples from young children & high rates are found in experimental tasks with older children