ASLP 3035 Exam 2

conversational

Children learn language within a ________ context

pragmatic (use)

The biggest difference between age 5 to adult are the ______________ skills

2 year olds

_____________ are able to respond. to their partner and engage. in short dialog of a few turns

longer

3 year olds are able to engage in _______dialogs

50%

nearly_______% of 5 year olds can sustain certain topics through about a dozen turns

register

different styles of speaking

register

child directed speech and role playing are an example of

polite, softer, indirect

politeness can be shows through using _______ words, a ________ tone of voice, and _________ requests

please

an example of politeness for a 2 year old is

indirect

5 year olds recognize that _________ requests are more polite

contingent queries

clarification, question to continue an exchange

contingent queries

What? Huh? I dont understand are examples of

non-verbal (facial expressions)

approximately 25% of the contingent queries of 2 year olds are ________________

a simple repetition

the most common clarification strategy among preschoolers is _________________

topic

what we talk about (context)

2 (question/answer)

at age 2, children can maintain a topic in _______ utterances

repetition

______________ is used as a tool to fill turns

presuppositions

assumptions about the listeners knowledge

presuppositions

the form of address if based on ________________

3

by age _____, children are generally able to determine the amount of information the listener needs

indirect

could you, would you are examples of __________ requests

direct

stop that, answer the phone are examples of ____________ requests

F adults do NOT use a lot of direct requests among other adults

T/F adults use a lot of direct requests among other adults

children

adults use more direct requests with _________ (to decrease confusion) and with family

syntax

1-2 year olds are in 1-2 word phrases, so the _________ does not allow for indirect requests

deixis/deictic terms

denotes times and participants from the speaker's point of view

deictic terms

here, there, this, that, her, him, she, his

prior

some pronouns (I, you, my, your) develop _____________ to spatial deictic terms

oral narrative

an uninterrupted stream of language and is one-way

dialogs, decontextualized

conversations are _________, while narratives are _____________________monologues

4

children are not able to describe sequences of events accurately until about age ______

T

T/F narrative styles can differ between cultures

protonarratives

2- 3 year olds can tell _________________ where they can talk about things that have happened to them with more evaluation than sequence of events

centering

linking of entities to form a story nucleus (main character)

chaining

a sequence of events

temporal chains

the next day, a year later are examples of

causal chains

he went outside because...

she didn't like it, so she gave it to her dog

centering, listener

2 year olds

stories are organized by _________

consider the ____________ minimally

T

T/F 3 year olds can use centering and chaining

3 and 5

Temporal event chains emerge between ages ______and 5

5

causal chains are infrequent until age _____

pragmatics

register, politeness, presuppositions, deictic terms, direct/indirect requests, narratives, temporal event chains, centering, and chaining are all related to

fast-mapping strategy

children learn a conversation between a word and its referent after only one exposure

tentative definition

only getting the context, but not the whole meaning of a word

questions

interrogatives are ______________

subject

If you know the question word, but did not fully understand the meaning, you would respond with an appropriate __________

verb

if you don't know the question word, answer on the basis of the semantic feature of the _______

question word

When are you going to eat?

-yesterday

not a correct response, but based response based on the __________________

verb

When are you going to eat?

- a cookie

not a correct response, but based response on the _______

temporal terms

before, after, when, since, while....

preposition

you go after me

the temporal term "after" is a ____________

subordinating conjunction

you can go home after we eat dinner

The temporal term "after" is a _____________

later

subordinating conjunction appear ________

mention

3 year olds rely on the order of ____________

physical relations

big/little, thick/thin, deep/shallow

positives

a child learns the _______________ physical relations first

T

T/F less specific physical relations terms are usually learned first

big/little

big/little vs deep/shallow

Which is developed fist

locational prepositions

in, on, under, etc- words that indicate locations

prepositions

in the room, on the table

in an on are examples of ______________

verb particles

take off, stand up, throw up, throw out, throw away are examples of ________________

Location of Temporalis

after and before can be _____________ and _____________

name

first, children treat kinship terms as part of the person's ________

in kinship terms, the meaning is DIFFERENT based on who is speaking

T/F in kinship terms, the meaning is not different based on who is speaking

subjective

I , she, he, they, we are examples of ___________ pronouns

objective

me, her, him, them, us are examples of ___________ pronouns

semantics

navigating questions, temporal relations, physical relations, locational prepositions, kinship terms, and pronouns are related to _______________

present progressive

(-ing)

plural s

noun(-s)

possessive s

('s)

regular past tense

(-ed)

regular third person s

verb(-s)

singular, present

regular third person is __________ and _________ tense

irregular third person

does, has

copula

am, is, are, was, were are uncontactable _________

auxillary

am, is, are, has, etc. are uncontractable ___________

to be , one

am, is, are, was, were are _________ verbs are are identified when _________ "to be" verb(s) is/are in the sentence

auxiliary

am, is, are, has, have are the __________ when there is another main verb in the sentence

auxiliary, contractable

I am typing.

-copula/auxiliary

-contractable/uncontractable

copula, contractable

He is a teacher.

-copula/auxiliary

-contractable/uncontractable

copula, uncontractable

We were sick.

-copula/auxiliary

-contractable/uncontractable

copula, contractable

They are beautiful.

-copula/auxiliary

-contractable/uncontractable

auxiliary, uncontractable

You were talking on the phone.

-copula/auxiliary

-contractable/uncontractable

copula, uncontractable

He was sick too.

-copula/auxiliary

-contractable/uncontractable

comparative -er

-er (bigger, smaller, colder)

superlative -est

-est (smallest, biggest)

inflectional

comparative -er and superlative (-est) are ______________ morphemes

verb to noun

-er (the person who does x)

derivational

-er (the person who does x) is a/an ______________ morpheme

F -er (the person who does x) is a derivational morpheme

T/F present progressive (-ing), regular past (-ed), (-er) the person who does x, and regular third person (-s) are all inflectional morphemes

syntax

when "ball fall" becomes "my ball fall" it marks the beginning of _________

subject and predicate

A phrase is a group of words that does not contain both the ______________ and ____________

noun

a phrase with the subject is called a __________ phrase

verb

a phrase with the predicate is called a __________ phrase

subject

a predicate is part of a sentence that contains a verb that states something about the ________

articles

a, an, the

demonstratives

this, that, these, those

Deictic

demonstratives are also ______________ terms

quantifiers

some, lot, two

possessives

my, your, daddy's