CE3 Worksheet

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Dec 6, 2023

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LING/PSY/SLHS 341-L ANGUAGE D EVELOPMENT Childes Exercise 3 (CE3) Worksheet Before doing this exercise, please complete the “Gauging Lexicons Tutorial”. This CE3 Worksheet will be much harder and take more time if you do not complete the tutorial first. O VERVIEW As noted in the tutorial, the goal of CE3 is to complete an analysis of one child’s lexical development. Here, you will explore the types and number of words produced by Peter, whose data are inside the Bloom corpus on C HILDES (click to access Peter’s transcript ). To complete this assignment, please read through these instructions and provide your answers where and as indicated. When you are done, please submit a PDF version of your completed Table 1, quantitative analysis, and prose summary to the CE3 assignments folder on D2L by the due date listed in the course schedule. Your final submission should be legible and orderly. If it is not, we will return it to you ungraded. L EARNING O BJECTIVES 1. Correctly document the words that Peter produces in each utterance. 2. Correctly categorize these words according to their parts of speech (POS) and other, more specific descriptors. 3. Quantify, assess, and interpret the collected data using the correct terminology. T HE T RANSCRIPT For this assignment you will analyze Peter’s lexical development at age 2;06.16 (2 years, 6 months, 16 days). These data are part of a longitudinal study of several children’s language acquisition. Peter's transcript has associated audio files, so you can listen and follow along in your browser window! T HE A NALYSIS To complete your analysis, you will follow the steps outlined in the Gauging Lexicons tutorial using a subsection of the current transcript. You will categorize Peter’s words by their part of speech (POS), quantify the distribution of word categories, and discuss his overall lexical development. Please refer to the tutorial, the Part of Speech Guide (p.5 of the tutorial), and associated examples in that document to help you. This is your lifeline; use it! The tutorial identifies Step 1 as finding a representative sample in the transcript on which to conduct your lexical analysis. In this transcript, Peter is playing and interacting with several adults in the room; he’s not singing a song or involved in any other kind of rote linguistic behavior, except in a few instances in which he’s naming pictures. A quick scan of the CHI lines confirms that there are still plenty of spontaneous utterances produced by the child, who is being talkative and engaging in turn taking. To be sure we have data that is representative of Peter’s own language use (as opposed to naming or imitation), we’ll start at line 2203 where his utterances are more natural and fully formed. To continue (Step 2), please refer to the data in Table 1 on the next page . The data is from the CHI lines in Peter’s transcript in the order they appear (skipping the adult’s PAT and LYN lines). Note that the leftmost column contains each unique word from line 2203 in its own cell moving down the column, then unique words from line 2205 (the next CHI line), and so on. The blank cell next to each word is where you will fill in the Page 1 of 5

LING/PSY/SLHS 341-L ANGUAGE D EVELOPMENT Childes Exercise 3 (CE3) Worksheet POS and other relevant descriptors for that word (see pp. 3-5 in the tutorial for details) . The 66 words you see in Table 1 are all taken from the CHI lines in Peter’s transcript, starting from line 2203 and through part of line 2289. As you follow along in the transcript, note that each word in line 2203 is logged into the table. Moving on to line 2205, you will only log into Table 1 the unique words from that utterance. As noted in the tutorial, repeated words are excluded unless they are being used by the child in a different way (i.e., they have a different POS or verb tense). Hence, the child’s words “ you did” from line 2205 are excluded because they occurred in line 2203 and already appear in the table. From one CHI line to the next, words may be skipped only if they are repeated words or if they are unintelligible . Otherwise, you will log and fully describe each word you come across in the order that they appear in the transcript. The first several words in Table 1 are described for you as examples. To complete the table correctly, you will need to follow along in the transcript so you can understand the context in which the words are used and record the correct POS and other descriptors for that usage. Note that if a contracted word has a bolded part in Table 1, you should identify the POS for the bolded part only. If you have any logistical or other trouble with this assignment, please let us know. We are happy to help you in office hours or over email (but please make note of our availability and plan ahead!). Table 1. Peter’s Lexicon at Age 2;06.16 Lin e Word POS Line Word POS 220 3 you pronoun 2234 take verb, action, transitive, present 220 3 did n’t auxiliary verb 2234 this pronoun 220 3 did n’t (not) adverb 2234 off adverb 220 3 bring verb, transitive, present, action 2234 see verb, action, present, intransitive 220 3 the determiner 2235 put verb, action, transitive, present 220 3 bag noun, general 2235 of preposition 220 5 yes adverb 2235 tape adjective 220 9 thank verb, transitive, present, action 2235 recorder noun, general 221 1 in preposition 2237 back adverb 221 1 house noun, general 2237 my determiner 221 1 it ’s pronoun 2243 where ’s pronoun 221 1 it’ s (is) auxiliary verb, present 2243 that ’s determiner 221 1 raining verb, intransitive, state, pres-prog 2255 furniture noun, general 221 here adverb 2257 some determiner Page 2 of 5

LING/PSY/SLHS 341-L ANGUAGE D EVELOPMENT Childes Exercise 3 (CE3) Worksheet 1 221 4 yeah interjection/exclamation 2257 more adjective 221 4 they pronoun 2260 this pronoun 221 4 get verb, present, intransitive, state 2267 right adverb 221 4 all adjective 2267 there adverb 221 4 wet adverb 2272 little adjective 221 5 putting verb, transitive, pres- prog, action 2272 boy noun, general 221 5 them pronoun 2273 mommy noun, proper 221 7 getting verb, transitive, pres- prog, state 2273 and conjunction 221 8 I ’m pronoun 2273 daddy noun, proper 221 8 I’ m (am) verb, present, intransitive, state 2274 come verb, action, intransitive, present 221 8 gon (going) verb, action, present, intransitive 2278 chair noun, general 221 8 a determiner 2279 comfortabl e adjective 221 8 umbrella noun, general 2279 reading verb, action, transitive, pres-prog 222 4 wan na (want) verb, action, present, transitive 2280 TV noun, general 222 4 wan na (to) preposition 2283 find verb, action, transitive, present 222 4 under preposition 2287 let ’s auxiliary verb, present 222 7 no adverb 2287 let’ s (us) pronoun 222 7 not adverb 2287 dry verb, intransitive, present, action 223 0 now interjection 2289 watch verb, action, transitive, present Q UANTITATIVE A NALYSIS Please provide a quantitative analysis of Peter’s lexical development at this age by counting the number of words in each category and sub-category . As noted earlier, the total number of words in Table 1 is 66. What you want to report is how many of those 66 words were pronouns, nouns, verbs, adverbs, etc. for each unique POS that you identified in Table 1. Please report a ratio (e.g., 10/66) and a percentage (15.15%) for each and use Table 2 below (or something similar) to fill in your counts. Table 2. Quantitative Analysis of Peter’s Word Types by Category Pronou ns Nouns Verbs Adjectiv es Adverb s Prepositio ns Determin ers Conjuncti ons Interjecti ons Rati o % Rat io % Rati o % Rat io % Rati o % Ratio % Ratio % Ratio % Ratio % Page 3 of 5

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LING/PSY/SLHS 341-L ANGUAGE D EVELOPMENT Childes Exercise 3 (CE3) Worksheet 9/6 6 13. 6 10/ 66 15. 1 20/6 6 30. 3 5/6 6 7.5 10/6 6 15 .1 4/66 6.06 5/66 7.6 1/66 1.5 2/66 3.03 Your analysis should also include calculations for each specific sub-category noted in the tutorial (pp. 3-4 of that document). For example, within the noun category, how many of the total number of nouns were general nouns? How many were proper nouns? Within the verb category, how many of the total number of verbs were transitive? Intransitive? Auxiliary? What tenses were represented and how many of each? How many of the verbs were state verbs? Action verbs? Please report a ratio and percentage for each. Use Table 3 below (or something similar) to fill in your counts. Please note that the denominator for your ratios below should be the total number of words in that category only (e.g., for general and proper nouns, the denominator should be the total number of nouns you identified in Table 2). Table 3. Quantitative Analysis of Peter’s Word Types by Sub- Category Nouns Verbs by Sub-Category 1 Verbs by Sub-Category 2 General Proper Transitiv e Intransitiv e Auxiliary State Action Rati o % Rati o % Rati o % Rati o % Rati o % Rati o % Ratio % 8/10 80 2/10 2 0 10/2 0 50 7/20 35 3/20 15 4/20 20 13/20 65 Adjectives Verbs by Tense Size Color Attribute Present Past Pres. Prog. Rati o % Rati o % Rati o % Rati o % Rati o % Rati o % 1/5 20 0/5 0 4/5 80 15/2 0 75 0/20 0 4/20 20 S UMMARY A NALYSIS ( IN PROSE ) Please provide a prose summary of Peter’s lexical development at this age based on your quantitative analysis from Tables 2 & 3. In your discussion, please comment on all of the following : whether or not Peter has a noun bias, the proportion of general nouns to proper nouns and which is greater, the proportion of transitive vs. intransitive verbs and which is greater, Peter’s use of different tenses (if he has such) and which are more common, and the proportion of state vs. action verbs and which is greater. Finally, please provide a summary statement of Peter’s overall lexical development and whether you think he’s still in the early stages for an average two-year- old, about right on target, or more advanced. This will be a subjective judgment on your part, but there are some clues in the tutorial that will help you with your assessment. Your written summary should be at least 180-200 words . Based on the activity above and the quantitative data that I found in Tables 2 and 3 this is what my takeaways were on Peter’s lexical development. I found that Peter did have slight noun bias as majority of his nouns were general, only 20% were proper nouns. I found that his ratio in proportion of general nouns to proper nouns showed that general nouns were used more often. Peters use of transitive verbs was greater than intransitive with auxiliary verbs being the lowest. When he comes to the different tenses he used, he never used past, used pres. prog occasionally and present the most. State verbs happened significantly less than action verbs when looking at the ratios Page 4 of 5

LING/PSY/SLHS 341-L ANGUAGE D EVELOPMENT Childes Exercise 3 (CE3) Worksheet made. Based on the background knowledge that I have and the lectures from this week I think that Peter is likely right on target for where he is in his speech development. As a two-year old he is just now approaching the age where his speech will slowly adjust and even out to “normal” standards and expectations. For now, his lexical development is not something to worry about. E XTRA C REDIT (5 POINTS ) In your browser window, scroll up in the transcript to line 2067 and look over the exchanges between Peter and the adults in the room, PAT and LYN , starting from that point. Look at the utterances used by the child and their relationship to the adults’ utterances. From what you learned in the tutorial and these CE3 guidelines, please explain why this section of the transcript would not provide a representative sample of the child’s lexical development. Please give an example or two from this part of the transcript to support your answer. References Bloom, L., Lightbown, P., & Hood, L. (1975). Structure and variation in child language. Monographs of the Society for Research in Child Development, 40 , (Serial No. 160). MacWhinney, B. (2000). The CHILDES Project: Tools for analyzing talk. Third Edition. Mahwah, NJ: Lawrence Erlbaum Associates. Page 5 of 5

CE3 Worksheet

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