LING 2100: Final Exam Review
97 Cards in this Set
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complementary distribution
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different environments, no overlap, no difference in meaning, predictable
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constrative distribution
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same environments, different meaning, not predictable
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minimal pair
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two words that differ by only one sound
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natural classes
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groups of rules that pattern together
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stridents/siblants
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hushing/ hissing sounds
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assimilation
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one sound becomes more like another
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dissimilation
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sound becomes less like another
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insertion
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sound is inserted
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deletion
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sound is removed
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methasis
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xy---yx
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fortition
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strengthening of sound
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lentition
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weakening of sound
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weak
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voiced, fricative, aspirated, sonorants
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strong
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voiceless, plosives, aspirated, obstruents
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obstruent
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plosive fricative affricate
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sonorant
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nasal approximant vowels
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labial
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bilabial and labiodental
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coronal
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interdental alveolar postalveolar
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dorsal
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palatal velar
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lexical category
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part of speech
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free morphemes
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can occur by themselves
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bound morphemes
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cannot occur alone
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open morphemes
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accept new words
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closed morphemes
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don't accept new words
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root
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base word
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stem
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what you attach affixes to
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affixes
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prefixes, suffixes, etc
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reduplication
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like---likelike
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compounding
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blackbird, bookstore
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alternation
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depth, deep
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suppletion
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go to went
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analytical languages
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low morpheme to word ratio
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synthetic languages
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high morpheme to word ratio
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isolating language
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no bound morphemes
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aggulating languages
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morphemes have exactly one meaning
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fusional languages
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morphmes have many meanings
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solving phonology problems
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minimal pairs, natural classes, distribution, state rule, list phonemes, write rule
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syntax
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word order
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semantics
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meaning
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complements
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sometimes optional, can't have more than allowed, have a specific order
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adjuncts
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always optional, no limit, freely ordered
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complement adjunct test
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if you exclude it and it doesn't work, it's a complement, if you insert which happened adjuncts make sense
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constituency tests
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answer question, coordination, clefting, passivization, omission
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lexical ambiguity
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words can mean different things
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syntactic ambiguity
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trees drawn differently because of structure
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innateness hypothesis
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language ability is innate in humans
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linguistics universals
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features shared by all languages
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universal grammar
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set of structural characteristics shared by all languages
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traits of biologically controlled behaviors
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emerge before needed, appear not as a result of conscious choice, not triggered by external events, teaching and practice have little effect, regular sequence of milestones, critical period
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critical period
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period of development in which language must be acquired, from birth to puberty
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imitation theory
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claims that kids get language by repeating the speech heard from speakers, fails to account for errors not found in adult speech, children also produce novel utterance which they did not hear from adults
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reinforcement theory
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claims that children learn to speak correctly on the basis of reinforcement, praises and rewards for correct forms and correction or punishment for incorrect ones, attempts to correct incorrect utterances often fall on deaf ears
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connectionist theories
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claims children learn language by making neural connections in the brain, these connections develop from hearing and using language, children acquire language and produce forms based not on abstract rules but on statistical patterns, explains outputs like frang to nonsense verbs like fring
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social interaction theory
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claims children acquire language through interaction with speakers, children and other adults, keeps the premises that children develop rules and are predisposed towards acquiring language, underscores use of child directed speech, the way adults speak to kids, however kids produce uttera…
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high amplitude sucking
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infants are given a pacifier which makes makes a sound upon being sucked, initially suck rapidly bc interested in sound,lose interest rapidly
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conditioned head turn procedure
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child is first conditioned to expect a visual change accompanying change in sound, then when sound is changed, child looks to see if the visual changes after sound change
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babbling
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producing strings of consonants and vowels, four to six months, initially palatal and bilabial consonants, along with low back unrounded vowels
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repeated or canonical babling
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seven to ten months same consonants and vowels
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variegated babbling
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ten to twelve months, different vowels and consonants begin to emergy
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children do not produce words consistently until
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twelve months
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one word stae
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holophrastic, one year, child produces single words in isolation, initially nouns, later expanding to include verbs and other words
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two word stage
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18-24 months, child produces two word utterances, consisting of semantic pairs, no function words or morphemes
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three words utterances built out of
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two word utterances
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overgeneralization
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application of rule to all or nearly all forms where it couldd apply without account for exceptions
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negation
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children first use no at beginning of sentence, later use any negative word in between subject and verb, then coalesce to adult usage, then learn to use words like anything
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interrogation
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children use intonation rather than syntax to express questions, at around three the child uses auxiliaries before subject in yes no questions, children produce correct order for wh- questions last
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word meaning
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children begin producing words around one year, by six, vocal is around 14000 words
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complexive concept
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semantically non uniform set of objects
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overextension
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giving a word a wider meaning than in adult language
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underextension
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giving a word a narrower meaning than is given in adult language
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children master nouns at
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aruond 6-9 months
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proper nouns are mastered
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after regular nouns
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bilingual
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having native like control of two languages
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multilingual
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having native like control of more than two languages
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simultaneous bilingualism
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acquire two languages at once from birth
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sequential bilingualism
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acquire one language later than the other
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transfer
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influence of native language on second langue, can be positive or negative,
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factors influencing success of second language acquisiton
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motivation, age, exposure to target language
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mode of communication
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medium of transmission
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semanticity,
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communicative signs have associated meaning, all communication has this
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pragmatic function
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communication serves a purpose, all communication has this
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interchangeability
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a communicator can transmit and receive, human communication and many other forms have this, some lack this
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cultural transmission
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some aspects of the communication must be acquired through interaction with other communicators, human language has this, most animal communication is not
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arbitrariness
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connection between form and meaning is arbitrary, most animal communication is iconic, some is arbitrary as is human language
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discreteness
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building up forms out of smaller discrete units, human language is discrete, most animal communications are not
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displacement
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ability to communicate ideas and about things that are not present, humans can do this, animals cannot
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productivity
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infinite possibilities with finite products, human language has this, animal communication doesnt
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bee communication
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dance to indicate information about food source, circle for close, sickle for farther, tail wagging for further still, repetitions indicate food quality, orientation of dance indicates direction, speed indicates how far in sickle
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is bee communication language?
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no, bees can only talk about food sources, number of utterances is finite, but there is some arbitrariness, also discrete units
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bird communication
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uses calls and songs, may indicate a birds location, or may warn of predators, songs typically by male birds only, songs can have different meanings, some variation, but it isn't meaningful variation
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primate communication
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no displacement or productivity, but vervet monkeys do sometimes cry wolf, do show cultural transmission
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teaching primates language
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no successful attempts, primates lack human vocal tract and auditory acuity necessary to hear and produce speech like a human, sign language more successful, but not similar to human proficiency
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pets
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cannot distinguish human speech sounds, dogs obey simple commands, which are usually paired with gestures and intonations
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parrots
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can imitate humans speech,
not the same as knowing language
pepperberg taught parrot to identify shapes, but couldn't speak like humans
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language variety
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any form of language characterized by systemic features, including different languages, different dialects of the same language, speech of a single person, speech of a single person in a single context
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sociolinguistics
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study of relationship between language variety and social structure
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idiolect
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single speakers variety
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LING 2100: Test two