AUSP320 1st EditionFinal Exam Study Guide Lectures: 19 - 24Lecture 19 (April 8th)I. MorphemesA. Morphemes=The smallest meaningful units of speecha. Bound morphemes: Can’t exist by themselves-must be attached to a word; tend to make a grammatical difference-Inflectional morphemes: Usually what we think of when we think of bound morphemes; noun is made plural by “-s”, verb is made past-tense by “-ed,” etc.-Derivational morphemes: Change the meaning of the word; “er” changesverb into noun (dance -> dancer), “ish” turns verb into adjective (tickle -> ticklish), etc.b. Free morphemes: What we consider words-can exist by themselves unattached to another word-Cat, dog, the, she, to, room, chair, etc.II. Counting MorphemesA. A single word could contain more than one morphemea. Ex.: “Tickled”=2 morphemes (free morpheme/verb “tickle” + bound morpheme “ed”)B. MLU(m)= Mean Length of Utterance; has a positive correlation with general language ability and tends to increase with age. A really important measure that is easy to find out by recording and transcribing child speech, then taking total number of morphemes per line and dividing it by total number of utterancesa. What do we count as an utterance? A C-Unit=A conversational unit.-C-Unit consists of main clause (verb+subject) and any dependent clauses (clause that is contingent on previous utterance, can’t exist by itself)-Coordinating clauses (not dependent on previous utterance, usually introduced by “and,” but,” or “or”) get their own C-Unit -Ex.: “I like ASP320 even though it’s difficult”=ONE C-Unit…vs. “Santa brought me presents, and he brought me a lump of coal”=TWO C-Unitsb. MLU and age: You can divide MLU averages into age ranges that show you syntactic progression of utterances, which lets you know what is more or less normal productionfor kids at a certain age-Once you get to about 4 years old you are at an MLU of about 4.5+III. Brown’s rules for determining morpheme counts:A. Things that are counted as 1 morpheme:a. Reoccurrences of a word not for emphasis-Ex.: Repeated words that occur when formulating a sentence only count as 1 morphemeb. Compound words-Treehouse, horseshoe, etc.-If it’s not written as a compound word in the transcript then don’t count it as onec. Proper names-Big Bird, Cookie Monster, Mommy, etc.-Saying first + last name=1 morphemed. Ritualized reduplications-Bye-bye, night-night, kitty-kitty, etc.e. Irregular past tense-Past tense verbs not formed by adding “ed” to the end, like ran, sang, came, etc.-Irregular adjectives (not formed by adding “est,” “er”; like “best”) also only count as 1 morphemef. Diminutives-Words with endings that emphasize something that is small or cute (like “ito” in Spanish): Daddy, Mommy, Johnny, Timmy, etc.g. Helping/auxiliary verbs and catenatives-Auxiliary verbs=is, have, do-Catenatives=Gonna, hafta, shoulda…combinations of “going to,” “have to,” “should have,” etc…h. Irregular plurals -Men, feet, mice, geese, deer, etc.i. Indefinite pronouns -Anyone, someone, anything, anywhere, etc.j. Let’s, Don’t, Won’t-ONLY these 3 contractions count as 1 morpheme because they are eitherhigh frequency or irregularly producesk. Nouns with an “ing”-i.e., “swimming” as used in “Swimming is my favorite sport” vs. “swimming” in “The boys went swimming”B. Things that are counted as 2 morphemes:a. Possessive nouns-Formed by apostrophe + “s” or “s” + apostrophe…Larry’s, mom’s, dog’s, etc.b. Plural nounsc. Third person singular present tense-Verb + “s”: Walks, talksd. Regular past tense-Verb + “ed”: Walked, talkede. Present progressive-Verb + “ing”: Walking, talkingf. Contractions except for “let’s,” “don’t,” and “won’t”C. Things that don’t count as a morpheme at all:a. Dysfluencies except for the complete word -Ex.:“d-d-dog” = 1 morpheme-Applies whether speaker is a stutterer or notb. Fillers -“Um…”, “uh…”, etc.-“Like” when used as a filler (think Valley Girl talk) and not as a verb does not count as a morphemec. False starts, reformulations, and repetitions unless repetition is for emphasisd. Onomatopoeias not in the dictionaryLecture 20 (April 10)I. Learning MorphologyA. How do we learn grammatical morphemes? Are they like lexical items or are there rules that we use to construct with them?a. The Wug Test: Shows child illustration of invented animal with sentence “This is a Wug.” Then shows illustration duplicated with sentences “Now there is another one. There are 2 of them. There are 2 ___.” -Child will fill in the blank with the word “Wugs”; suggests that there is some recognized rule/pattern to form new words, that they are not just pulling words fully formed out of their lexiconB. Basic data of regular/irregular verb morphology to be accounted for:a. There are regular patterns that apply to most verbs-Walk, walks, walkedb. There are also irregular verbs that don’t follow standard patterns-Run…ran; go…went; sing…sangC. Because regular vs. irregular verbs are not formed the same way, do we learn and produce them the same way? Do we pull the form of the verb out of our lexicon or do we construct the form?a. Generativist model=We have rules for regular verbs that we identify and matchup (i.e., match up “walk” and “ed” to make “walked”); irregular verbs we pull out of storage in our lexicon because there is no rule/pattern-BUT this model doesn’t account for certain irregular patterns (ring, rang, rung -> sing, sang, sung; weep, wept -> creep, crept -> sleep, slept)-Generativists also don’t explain why irregular verbs exist in the first place; why not “ring,” “rings,” “ringed?” “Go” and “went” aren’t even phonetically related, and the verb “to be” (I am, you are, he/she/it is) is irregular in most languages…why and how does this happen?b. Network/Connectionist model=States that concepts, thoughts, and meaning are all based on patterns of activation of sets of neurons that store bits of information in the brain; activating bits at or near the same time creates associations between two parts of the brain. The brain gets used to certain things activating at the same time so eventually a connection forms between them.-Priming Experiment: Tests associations in the brain; Show a real word on a computer screen and then either another real word or a