Child Lang Dev exam 2
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187 terms
Terms | Definitions |
|---|---|
 giant word (unanalyzed whole, formula) | thank you or all gone. kids learns multiple words together and use them as one word. word combination that a child has learned by rote and that lacks productivity |
| MLU | mean length of utterance; relates to complexity of speech. allows us to group kids by developmental level instead of age, us showing sequences that may exist. Sid you study norms like Brown did, you can illuminate developmental sequences.. don't see greater than one until kids are speaking in word combinations. linearly rises with age. brown bases his development off of MLU. |
| sentence | something written. different grammatically than utterances. |
| utterance | something spoken |
| nonstandard sentences | you may think a sentence is ungrammatical but it may just be nonstandard that doesn't coincide with our intuitive grammar |
| major sentences | sentences formed accd to generative rules. include clauses and phrases. ex, adject before nouns |
| minor sentences | sentences formed irregularly, learned by rote, fall into certain function categories: vicatives, responses, interjections, excalamations, greetings and social, sayings and proverbs. what are you doing, Ron? often offset by intonation or commas. |
| simple sentence | sentences with one clause |
| multiple or complex sentence | a sentence that contains more than one clause; also referred to as a complex sentence |
| are rehearses simple are comple sentences? | neither. |
| subject | element of a clause that expresses theme or agent. "the old refridgerator" |
| verb | element of a clause the expresses action, sensation, or state of being |
| object | element of a clause that identifies what has been affected by the action of a verb. or, two word semantic level. |
| complement | clause element: that gives more info about another clause element, the subject or object. can follow a copula. |
| adverbial | one of the 5 clause elements. add info about the situation like time, location, manner, frequency, and cause |
| can the sequence of clause elements change? | yes |
| statements declaratives | type of sentence |
| questions | type of sentence. can be yes no, wh-question (open ended), alternative |
| close ended question | type of question on at asks yes or no |
| open ended question | type of question that asks a wh-question |
| can we seek info without a question structure? | yes |
| command/directives | type of sentence. imperatives, emphatic sentence, do command, let commands |
| tyoesof sentences | statements, questions, commands, exclamations, echoes |
| what distinguishes a phrase from a clause? | verb element |
| clause element | group of words in a clause |
| phrase element | distinguishing parts of the clause elements, like auxiliary verb vs head verb- types of verb |
| verb element | consists of a verb or verb phrase. all clauses have one. different relationships to other elements: intransitive, transitive, and ditransitive |
| intransitive verb | verb element that doesn't need another element. im sleeping there |
| transitive verb | verb element that requires a direct object. to runan event, to run a business, to run laps |
| subject element | element with pronouns, noun phrases, or subordinate clauses. precedes the verb in statements and follows verbs in questions |
| copular verb | when to be is used as the main verb. verb that didn't involve action when it is used by itself. te be, become, feel, seem. often signal presence of a subject complement, |
| object element | clause element: thing affected by the verb. |
| direct object | clause element: person or thing affected by action. if there's only one object in a sentence, it. must be this type |
| indirect object | recipient of action. to whom. requires direct object. |
| complement element | element that consists of pronouns, noun or noun phrases, adject/ adjective phrases, or subordinte clause. two types, subject and object. |
| subject complement | complement that adds info about the subject and follows a copular verb, usually form of to be but also become, feel' and seem. he made me a gentleman" |
| object complement | complement that follows and adds info about direct object. rare. |
| adverbial element | element that has noun/noun phrases, adverb/adv phrases, or subordinte clauses. can be more than one in a clause. can vary in position. info about time, location, manner, and cause. because I was broke. with a hammer. |
| vocative | the person(s) to whom a sentence is addressed. can be used to get someones attention or to express an attitude or relationship. never part of an element of a clause; its part of the sentence as a whole. |
| verb phrases | made of slots for specific placement of the verbs and other words on the verb element. |
| main verb | lexical verb. will be in one of these forms: base, third person single present tense, past -Ed, past participle used with have as auxiliary, present participle Ing used with to be as auxiliary. |
| verb particle | preps that follow the verb and alter meaning. give up, give in, g under, go out, speak up. to identify: if you change the prep to it's opposite, it will significantly change the meaning. often you can think of a synonymous verb, and sometimes you can insert a noun phrase in hetween the verb and the prep. |
| what to the locationof the negative depend upon? | the main verb and which auxiliaries are present. if it follows the copula, he is not my friend. if it precedes only the main verb, he s not coming. when theres multiple auxiliaries, it follows the first auxiliary. |
| catentative verb phrases | verb phrases with more than one verb. he wants to go, he is trying to find his keys. wants to, fail to, get to, happen to.... |
| copula | form of to be that's used as the main verb. often by itself.if the verb is being its, it has to be a copula. if there's a verb to the right,its auxiliary. |
| auxilary to be | main verb to the right of a to be verb is a past participle or present participle form. he's stealing, the books were stolen. |
| primary auxiliaries | forms of be, have, do that premodify the main verb in a verb clause. forms of to be followed by a past or present participle, . they all can contract with no, like hasn't, wasn't, didn't, doesn't, isn't, haven't,hadnt |
| modal auxiliaries | verbs that premodify the main verb in the verb clause: express the liklihoood of any event (9). central modals (an, could, shall, should, may, might,will would must) and those hat behave differently than cèntral modals. |
| slots in noun phrases | predeterminer (initiator), determined, adjectival (postdeterminers and premodifiers-larger class than adjectives ), head noun, and postmodificaton |
| different types of head nouns | singular, plural, invariable, proper, common, count, noncount |
| invariable noun/plural | noun that's always plural. pants, scissors |
| proper nouns | noun type that doesn't often have a determinant (my Susie) or definite article (the bob) before them |
| count or noncount/mass nouns | nouns that refer to individual, countable entities, like books, eggs, and horses. nouns that refer to an undifferentiated mass or noition like butter, music, and advice. |
| what types of word can the head noun be? | nouns, pronouns, and some adjectives preceded by a determiner, like the best |
| adjectives,participles, and nouns | what types of words can premodifiers be? |
| what types of words can post modifiers be? | cardinals, ordinals, and quantifiers |
| what two types of adjectivals are there? | postdeterminers and premodifiers |
| what kinds of words are determiners? | articles,demonstratives, possessives, quantifiers, no |
| plurifunctional | more than one function, eg demonstratives and possesive pronouns can be determiners or pronominals (pronouns) |
| initiators | aka predeterminers |
| predeterminers | part of noun phrase. express quantity more precisely, precede determiners (first category iin a noun phrase). half, both, three quarters. |
| adnominal | noun that modifies another noun in a noun phrase. |
| postmodification | category name for all e words I the noun rehash after the head noun. includes prepositional phrases, finite clauses (the cat wearing the hat), and nonfinite clauses (e cat who was wearing the hat)- subordinate clauses |
| pronouns | replace noun: a noun like word that can function as the head of a noun phrase and replace the entire subject. many types:personal, reflex' possessive, reciprocal,relative, interrogative, demonstrative, and indefinite. |
| everybody | example of an indefinite pronoun |
| each other | example of a reciprocal pronoun |
| who,whom, which, that | examples of relative pronouns |
| adjective rephrased | phrases that express some feature or quality of a noun or pronoun. two types, attributive and predicative |
| attributive adjectives | type of adjective: adjectives that precede the head noun in a noun phrase and modify them. part of the noun phrase headed by the noun they modify; for example, happy is an attributive adjective in "happy people". This usage contrasts with predicate adjectives, which function as complements, e.g., "the people are happy." |
| predicative adjectives | adjectives in adjective phrases, usually functioning as a complement, that can be modifiedby other words. can have intensifiers or other adjectives that modify them. |
| adverb phrases | phrase element of the adverbial |
| prepositional phrases | phrases with the combination of prep + adv/noun. can act as a post modifier in a noun phrase ör act as an adverbial element. complex preps contain more than one word |
| free morphemes | smallest linguistic unit that has semantic meaning and is capable of standing alone. base (root) of the word. |
| bound morphemes | brown stage 2 in morphologic development- relates to counting MLU. smallest linguistic unit that has semantic meaning and cant stand alone to form a lexeme. often prefixes and suffixes (learned first). sometimes needed in obligatory context. emergence of inflections=using bound morphemes |
| lexeme | word |
| compound and complex | types of multiple sentences |
| compound sentence | at least two independent or main clauses linked thru coordination, type of multiple |
| complex sentences | clauses linked thru subordination, where one clause is independent and others are subordinate. dependent clauses serve as an element in the main clause |
| clausal coordination | link main or independent clauses in compound sentences together. can occur at phrase or clause level. coordinate nouns, adjectives, and clauses. common ones: and, but, so, or |
| subordination | linking dependent clauses with independent clauses that occur in complex sentences. subordinating conjunctions: that, because, if, where, when, as soonas, so that. they can replace a clause element, be post modifiers, complement, comment for the main clause (quotes), express a comparison, or report someone's speech. |
| existential sentences, cleft sentence | ways of expressing the general existence of a state of affairs. there's a monster in my bedroom. it and there used as dummy subjects. words like there are unstressed. sentences containing there and it as "dummy" subjects, e.g., "there's monster in my room", "it's a shame she can't come" |
| postmodifying clause | clause that modifies a noun phrase |
| ellipsis | when the subject is omitted in a subordintingclaus because it was already stated in the main clause |
| transition to word combinations | successive singlewordutterances,presentation devices, then productive word |
| successive single word utterances | transition to word combinations. time gap between single words closes and words move loser over time. prosody level. mommy....cookie. mommy cookie. at certain point we perceive the twosomes as one utterance. |
| presyntactic devices | transition to word combinations. devices that provide an opportunity for the child to learn complex intonational patterns without the load of coding any meaning relation between the words spoken (i.e., form without content). kitty kitty. |
| dummy/ empty forms | between first words and true first words,a transition to word combinations. words with little meaning and a presyntactic device. saying wida kitty wida cat. |
| mazing | elimating words in MLU count with parenthesis that don't count in the finished product, like repetitions, stalling and fillers, and revising. |
| browns stages of development | stages of development based on Browns studies. linear semantics rules, morphologic development, sentence form development, embedding of sentence elements, and joining of clauses. how avg MLU relates to age and morpho-syntactic characteristics that lead to MLU changes |
| sensitive to sampling context (narrative vs conversation), doesn't work well for all languages, and can reflect more style than syntactic development (restricted or casual vs elaborated or formal code, which depends on who the audience is, like peers or adults) | limitations of MLU |
| existence, recurrence, disappearance, no existence, cessation, rejection, action, location | common themes of single word level semantics |
| telegrahic speech, semantic relations or recipes with multiple interpretations | themes of two word sentences |
| telegraphic speech | speech with lack of functor words and bound morphemes. before combinatorial speech. two word sematic rules are _____ |
| semantic relations | word order on two word utterances seen as a recipe for the interpretation of individual word meanings |
| utterances include actions in here and now, specific word order, and the use of prosodic distinctions like stress to show the difference between possible relations. | clues to understanding early utterances |
| attributive, possessor, possession, recurrent,negative,demonstrative,locative, dative, agent, action, object | common two word semantic rules.children combine rules for longer utterances |
| acting out experiment | clinical test: when kids can show experimenters their comprehension. when they can preform contrasting actions-they have experience. like kiss ball nd throw doggy even though the think it's strange. doesn't prove knowledge of word order. kids are less likely to accurately show true comprehension if they are asked to do something unusual than if they are asked with AudioVisual Matching. |
| subjct (unlikely kids know as an abstract concept), agent (most common are animate), words may show restrictions with limited productivity, and kids differ in how quickly they generalize if their cautious | grammatical categories kids use |
| limited scope formula | formula development: words may show restrictions in where they appear.daddy make,daddy shoe, daddy no. kids grow out of it when they tag words so they can fill the same scope. moo my shoes, grandma shoe. a partially productive formula for combining words; one term in the semantic or syntactic rule is invariant, e.g., "mommy"+Action rather than Agent+Action; seen in early combinatorial speech |
| mastery | mand of a linguistic form; the ability to produce it consistently and correctly. for brown, it must be 90% of the time in obligatory contexts,which is an utterance where the rules require the use of a particular bound morpheme. plural nouns require plural objects. |
| ajectival | phrase element: includes postdeterminers and premodiefiers. adjectives are part of this category |
| ajective | words that premodify modify nouns in noun phrases (attributive function), occur as complements be themselves (predicative function). express some feature or quality of a noun, can be made into adverbs with -ly, can be superlative, and can be modified by intensifiers |
| agent | semantic role in two word semantic rules: associated with animacy, so if one noun describes something animate and the other does not, that favors the former. usually the initiator ("doer") of the action described or glossed (because the child may omit the verb) where Objects are usually receivers/recipients ("done to"). |
| alternative question | a question that specifies within it the possible alternative answers, e.g., "is it old or new?", "are you happy or sad?" |
| animate | living; children usually associate the semantic category of Agent with animate entities |
| inanimate | nonliving: kids associate the semantic category of Object with inanimate |
| apparent regression | deals with morpheme development, came to comed to came. looking from e outside a child appears to regress but on fact the second stage reflects the child's application of the past tense rules, so he is actually progressing. he must generàte another rule, the irregular past tense rule, and a blocki rule to prevent him from usi the regular r |
| article | determiners: part of the noun phrase. the-definite, a- indefinite, an: type of word, a functor word, that comes before a noun |
| attribute | two word semantics: modifier. describes an adjective's place as modifying a noun- |
| auxiliary inversion/reversal | question formation rule: when the first auxiliary of the verb phrase moves to the front of the utterance in a question. kids make the error of not inverting |
| auxiliary verb | verb phrase element: accompany the main verb in the verb clause and come before it. can be modal (9-judge liklihood of events) or primary (be, have, do) |
| object | semantic role in 2 word semantic rules: inanimate and usually receivers/recipients ("done to") as opposed to agents |
| blocking rule | in language acquisition, a child learning to block the application of a grammatical rule in certain instances because the appropriate form is irregular; e.g., to form the simple past tense form of run, a child must block runned and retrieve the irregular form ran |
| clause | specific pattern of elements, subject, verb, object, complement, and adverbial, each of which express a particular meaning. must have a verb, and usually a subject. part of a major sentence that have concrete rules. |
| combinatorial speech | using multiple two word semantic rules and combining them agent action object. step up from telegraph speech. recipe. |
| common noun | group of nouns that can be divided into noncount and count nouns. not names for specific names. |
| comparative adjective | type of adjective with the -er/more ending that express the mid level of comparison. bound morpheme |
| compound noun | nouns that combine 2 or more words into a single unit |
| superlative adjective | type of adjective with the endings -est/most, the highest level of comparison |
| conjunction | functor words that connect clauses; subordination ___ connect dependent clauses in complex sentences: that, because, if, where, when, as soon as, so that. coordinating _____ connect independent clauses: and, or but. |
| coordinator | type of conjunction that connect independent clauses: and, or but. |
| subordinating conjunction | conjunction that connect dependent clauses in complex sentences (connects indep and dependent clause): that, because, if, where, when, as soon as, so that. |
| contractible auxiliary | auxillary verb that can be contracted. "I would've done that." |
| contractible copula | copula that can be contracted. copular verb with an n't attached |
| contraction | shortened negative that can be attached to auxillary verbs and copulas |
| cumulative complexity hypoth | hypothesis that poses about kids accumulating complexity on speech. uses browns chart for a teaching plan. analyzes the semantic features of each morpheme and explains order of bound morpheme acquisition (morpheme chart) a theory of Roger Brown in which the cumulative semantic features of a morphological structure are analyzed. For example, the plural includes the feature of number. The third person regular consists of number and earlierness. The uncontractible progressive auxiliary consists of temporal duration, number, and earlierness. So going by the cumulative semantic features, the plural should be acquired before the third person regular, which should be acquired before the uncontractible progressive auxiliary. |
| dative | type of category in 2 word semantic rules. indirect object |
| demonstrative | type of pronoun that expresses a contrast between near and distant; this/that, that/those- those words are ____ when not acting as determiners |
| determiner | phrase element part of the noun phrase; determine the number and definiteness of the noun phrase- decides whether the noun is definitie, indefinite, proper, or common. artcles a and the, demonstratives this that these those, possessives my your his her its their our, quantifiers all some any each every, and no. |
| disappearance | common theme of single and 2 word level semantics; eg, away. comments on the disappearance of object which had existed in the context- first word level. in the 2 word level. signaled by a negative |
| do command | a command introduced by an auxiliary form of do, e.g., "don't go in there!" or "do wait for me" (the latter being more common in British English than American English) |
| do-support/insertion | question rule: if no auxiliary verb, use do and move it to the front. when an implied 'do' moves to the front of e utterance. child must knows there's an auxiliary that's not said the on origami sentence and move it to the front of e question. lso referred to as do-periphrasis. In forming interrogative sentences, English puts a form of do in front of the subject if there is no other auxiliary in the sentence. (Did you sleep well?) Similarly, in forming negative sentences, English attaches the negator not to the auxiliary do if there is no other auxiliary. (She doesn't want to come.) Do -insertion also occurs in declarative sentences to mark special emphasis (They really did turn up in the end), and in cases of subject-auxiliary inversion when there is no other auxiliary. (Not a single note did they miss.) |
| copulas are mastered before aux, uncontractible copulas before contractile. | order of acquisition for browns morphemes- copular vs aux, contractile vs uncontractible. contractile auxs are more subtle because they have less phonetic substance. |
| segmentation | analysis of formulas into their parts |
| undersegementation | when kids don't recognize word boundaries and can apply bound morphemes at the end of combined words. throw ups instead of throws up |
| oversegmentation | kids make too many divisions in the word. add a particle on hiccup up. think the z sound on the end of bruise is a plural and don't use it. |
| missegmentation | Segmentation difficulties are when children have trouble identifying morphological boundaries in a stream of speech. For example, they may hear what is a plural word but think it is a singular form, i.e., they fail to detect the plural suffix. Or they hear a singular form but think it's a plural form, e.g., rose /roz/ could be interpreted as the plural of a noun ro. Sometimes groups of morphemes are simply misidentified/misinterpreted. This is what happened to the child who, in my example, perceived and the Holy Ghost as in the hole you go. kids divide utterances improperly, making new phonetic combinations and different words. for Richard stands. |
| echo utterance | type of sentence whose function is to confirm, question, or clarify what the speaker just said. the structure of this sentence reflects the structure of the speaker's. a special sentence type where the speaker simply repeats all or most of what someone else has said but changes the intonation in order to communicate meaning, e.g., A: I broke up with Laura. B: You broke up with Laura? |
| auxilary inversion, copula inversion, do support inversion,wh- fronting | major rules of question formation |
| embedded question | non tradition question. the clause requires an answer but doesn't have a question format. tell me where are you going. |
| wh- fronting | question rule: putting the interrogative pronouns at the beginning of the question. |
| embedding | stage four of brown's development OR term to describe how the subordinate clause fits in the main clause. I answered the door (when Jane rang the bell). p346 |
| embedded question | question inside another type of clause. tell me where you are going. difficult for kids because the aux verb isn't inverted. the format for an embedd wh question is slightly different. than a regular question. |
| emphatic subject | type of command. inclusion of a subject in a command for purposes of emphasis, e.g., You mind your manners! John close the door! |
| salient | clarity of interpretation of meaning. ex, questions like 'is that right' are not highly salient- its sounds like 'zat right'. Wikipedia defines it as "the state or quality of an item that stands out relative to neighboring items." Think of it as those perceptual qualities that cause something to be noticed. With respect to language, this means, for example, that certain free or bound morphemes stand out due to their phonological characteristics and this helps children to notice them and learn them. |
| exclamative | type of sentence that expresses the extent to which speakers are impressed or aroused by something. Can be a minor sentence or a major. often occur in a reduced/ elliptical form |
| locative | type of two word semantic word. used to describe location of the object |
| negative | no or not |
| formula(ic) | formed according to a formula; language forms learned by rote that lack productivity |
| negation | process of usuing a negative in an utterance. rules: not follows copular or auxiliary verbs, not contracts with mot auxiliary forms, any vs. some |
| greeting | example of a minor sentence; e.g., hello, how do you do?: these don't follow grammar rules. social formulae |
| head word | word that determines the syntactic type of that phrase or analogously the stem that determines the semantic category of a compound of which it is a part. The other elements modify the head and are therefore the head's dependents |
| predicative adjective | type of adjective: in an adjective phrase function usually as complements, comes after the verb |
| comparative clause | type of subordinate clause- expresses a comparasion. subordinate clause introduce by a comparative adjective or a comparative phrase such as "as...as". A unique characteristic of subordinate clauses is that they commonly omit (ellipt) the main verb because the same verb is contained in the main clause. For example: "I want as fast as I could [run]", "he eats faster than I can [eat]". |
| phrasal coordination | type of coordination: coordinators link phrases together |
| dependent clause | clause that serves as an element in the main clause. supporting element to main clause. |
| imperative | type of command/directive |
| independent clause | main clause that can stand alone. connectect thru coordintion with others of this type. |
| indirect speech | reporting someone elses speech. involves subordinate clauses |
| interjection | interruption from the regular flow of the sentence. not counted in MLU, separated by commas |
| irregular past | type of morpheme in stage 2 of brown's morpheme development. doesn't end in -ed. |
| location | single word and 2 word level semantic theme: comment on spatial location with up. |
| obligatory context | when a morpheme is required to make an equivalent grammatical sentence in adult speech, whether for linguistic or contextual reasons. Man run might then be an obligatory context for the article a, the auxiliary be and the progressive -ing. |
| overregularized | referrs to error in morpheme development (brown stage 2)- when a kid uses the -ed rule and overapplies it to make words like comed. process of learning irregular form.s language-learning process in which the regular ways of modifying or connecting words are mistakenly applied to words that require irregular modifications or connections. It is a normal effect observed in the language of beginner and intermediate language-learners, whether native-speaker children or foreign-speaker adults. Because most natural languages have some irregular forms, moving beyond overregularization is a part of mastering them. Usually learner's brains move beyond overregularization naturally, as a consequence of being immersed in the language. |
| past participle | bound morpheme -en + auxiliary verb. have taken. has given. |
| personal pronoun | pronoun type: I, you, he, me, him... |
| possessive | mine yours, theirs (not my your etc.) |
| postdeterminer | type of adjective |
| present progressive | bound morpheme learned first, -ing. |
| presyntactic device | before kids learn syntax they have reduplication and use dummy/empty forms. |
| prosodic coordination | a linking of two grammatical units using intonation only rather than a linking word such as a conjunction, e.g., he stayed home, I went to church (no use of but, and, so, etc. to link the two clauses) |
| quantifier | type of postdeterminer |
| prosody | word stress |
| recurrence | one or two word semantic level. a semantic theme/notion/relation commonly encoded in children's single-word utterances. It is used to indicate or request repetition of an action. Most commonly, children express this with the words again, another, and more. |
| reflexive | pronoun that refers back to the subject- myself, yourself herself |
| rejection | a semantic theme/notion/relation commonly encoded in children's single-word utterances. It is used to reject the overtures or requests of someone else. Most commonly, children express this with the word no. |
| what functions can no have in single word semantics | rejection or nonexistence |
| relative clause | same as a postmodifying clause. It is a subordinate clause that further describes something or someone mentioned in the main clause. Or, as Wikipedia puts it: " kind of subordinate clause, one of whose arguments shares a referent with a main clause element on which the subordinate clause is grammatically dependent." For example, in the sentence "the man who was here yesterday is my uncle" there is a VA subordinate clause (was here yesterday) that details which man we're talking about. In the sentence "I want the car that has power disk brakes" the dependent clause is VO (has power disk brakes) and further describes which car. |
| repair | MLU- kids correct their own speech, don't count the part that was fixed later. adults do this for kids. |
| working memory | when kids have too many mental operations, .. results in inconsistent application of rules for question formation .. results in partial application of rules for question formation |
| linear semantic rule | a rule or recipe that children follow in forming early word combinations. first stage in brown's development |
| existence/nonexistence | semantic themes/notions/relations present in the single-word speech and then the early combinatorial speech of children. Existence might be expressed with words like that, nonexistence with words like no or allgone. |
| phonetic substance | the segmental (consonants and vowels) material of a morpheme, free or bound. So, the phonetic substance of the pronoun "I" is just a single vowel diphthong, for "me" it is a CV syllable, for "him" it is a CVC syllable, etc. Contracted forms have very little phonetic substance. The contracted form of "is" is the single consonant /z/, the contracted form of "will" is /l/, etc. |
| Q-word | interrogative word (or Q-word) is a function word used for the item interrupted in an information statement. Interrogative words are sometimes also called wh-words because most of English interrogative words start with wh-. They are used in questions (Where is he going?) where they must appear in utterance-initial position. |
| social formula | a type of minor form, typically learned by rote, and customarily used in social situations, e.g., how are you, pleased to meet you, not at all |
| LARSP chart | show developmental sequences and structural relationships (clause vs phrase vs word, statement vs command vs question). Also, we talked in class about how children must maintain balance across structural categories and how children with language disorders often fail to do this. |
| main verb is uninflected, 2 forms of do and let, simple word order, frequent input | why are errors uncommon for commands? |
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