Psych 56L/ Ling 51: Acquisition of LanguageAnnouncementsFrom One Word to ManyBeyond Single Word SpeechSlide 5Productive Word CombinationSlide 7Slide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Meaning of Word CombinationsSlide 16Beyond Two WordsSlide 18Slide 19Slide 20Slide 21Slide 22Telegraphic SpeechMorphological DevelopmentSlide 25Slide 26Slide 27Slide 28Slide 29Development of Sentence FormsSlide 31Slide 32Slide 33Slide 34Slide 35Slide 36Slide 37Slide 38Development of ComprehensionGetting to Children’s KnowedgeSlide 41Slide 42Getting Around the Clever StrategiesSlide 44General PointsAnother example of grammatical competenceSlide 47Slide 48Slide 49Slide 50Slide 51A cautionary noteSlide 53Syntax & Morphology Development: RecapQuestions?Psych 56L/ Ling 51:Acquisition of LanguageLecture 12Development of Syntax & Morphology IIAnnouncementsHomework 2 due todayNo office hours 11/13 or 11/18 (please email to set up an appointment if you need to see me)From One Word to ManyQuickTime™ and a decompressorare needed to see this picture.Beyond Single Word SpeechVertical constructions: before producing two-word utterances, some children utter successive single-word utterances that seem to be related to each other in meaningEx: little girl pointing to her infected eye: “Ow. Eye.”Why not a two-word utterance “Ow - eye!”? Intonation indicated these were single word utterances.QuickTime™ and a decompressorare needed to see this picture.Often vertical constructions build on words previously said around/to the child.“Your eye looks red, sweetie!”“Ow. Eye.”Beyond Single Word SpeechUnanalyzed combinations: most children have transitional forms that combine multiple words, but which the child doesn’t realize are multiple wordsEx: “Iwant” (I want), “Idunno” (I don’t know)QuickTime™ and a decompressorare needed to see this picture.Productive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleepProductive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleepdaddy cookie“daddy’s cookie”Productive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleep“cookie to daddy”cookie daddyProductive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleep“more cookies”more cookieProductive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleep“more juice”more juiceProductive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleep“two cookies”two cookieProductive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleep“mommy’s wet”mommy wetProductive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleep“daddy’s wet”wetdaddyProductive Word CombinationProductive: being able to use known vocabulary in different combinationsdaddycookiejuicemommylittlewethotbluetwomoresitsleep“daddy’s sitting”daddy sitMeaning of Word CombinationsAlthough children can express a variety of meaning with two-word utterances, children’s first word combination tend to be limited in their range of relational meaning.relational meaning: referring to relation between referentsEx: “my teddy” --> teddy belongs to me, relationship between me and teddyQuickTime™ and a decompressorare needed to see this picture.Meaning of Word CombinationsSome types of relational meaningagent + action Daddy sitaction + object drive caragent + object Mommy sockagent + location sit chairentity + location toy floorpossessor + possession my teddyentity + attribute crayon bigdemonstrative + entity this telephoneNote how these differ from “Ow. Eye.”Beyond Two WordsEven when children produce multiword utterances, they still produce single word utterances. Point: children’s development measured by the maximum number of words they produce in a given utterance.When children start to put 3 words together, many are combinations of the relational meanings expressed in the two word stage.“I watching cars” = “I watching” + “watching cars”“Put it table” = “Put it” + “it table”Beyond Two WordsEarly sentences tend to be imperatives (commands), as well as affirmative, declarative statements. Questions and negations come later.Imperative: “Dance with them!”Affirmative, declarative: “I dance with them.”Question: “Can I dance with them?”Negation: “I don’t dance with them.”QuickTime™ and a decompressorare needed to see this picture.Beyond Two WordsQuickTime™ and a decompressorare needed to see this picture.Beyond Two WordsQuickTime™ and a decompressorare needed to see this picture.Imperatives dominate early on, then taper off.Beyond Two WordsQuickTime™ and a decompressorare needed to see this picture.Declaratives always a fairly large proportionBeyond Two WordsQuickTime™ and a decompressorare needed to see this picture.Questions always a fairly small proportionTelegraphic SpeechTypical grammatical categories included in children’s multiword speech: nouns, verbs, adjectivesTypical categories missing: determiners (the, a), prepositions (to, by, from), auxiliary verbs (am, are, was), bound morphemes (-s plural marker)Basic division of meaning: more contentful vs. more grammaticalYou can communicate quite well without the more grammatical categories.Morphological DevelopmentBetween 2 and 3 years old, children begin adding in the more grammatical categories - in particular the bound morphemes.QuickTime™ and a decompressorare needed to see this picture.Usage of bound morpheme (either -ing progressive or -s plural) when requiredMorphological DevelopmentBetween 2 and 3 years old, children begin adding in the more grammatical categories - in particular the bound morphemes.QuickTime™ and a decompressorare needed to see this picture.Usage of bound morpheme (either -ing progressive or -s plural) when requiredDevelopment is gradual, though there are large ranges - not all