Key Concepts for Midterm Exam (Psych 353/Ling 373)


Formalism vs. Functionalism
Metalinguistics
Induction
Nature vs. nurture
Nativism/Innateness
Universal Grammar
Behaviorism/Empiricism
Interactionism/Emergentism/Constructivism
Language Acquisition Device (LAD) vs. domain general learning
Rule learning vs. pure statistical learning
Structure dependent rules

Phonology
Articulatory phonetics
Minimal pairs of words
Phoneme
Syllable structure
Prelinguistic stages of speech development
Canonical (re-duplicative) babbling
Non-reduplicative babbling
Pre-representational phonology:
Representational phonology:
Types of speech errors
Substitution processes
Assimilation processes
Syllabic processes
Sonority Hierarchy & cluster reduction
Stress

Paradox of speech perception:
Continuous speech perception:
Categorical speech perception:
Phoneme Boundary:
Voice Onset Time (VOT):
Techniques for studying development of speech perception
High amplitude sucking:
Head turn technique:
Event related potential (ERP) studies:
Near Infrared spectroscopy (NIRS):
Development of speech perception:  Use it or lose it
Syllable as a perceptual unit
Prosodic bootstrapping
Theories of Phonological Development:
Behaviorist,
Cognitive,
Connectionist,
Nativist, OT

Lexicon
Segmentation problem
Intension, extension and ostensive definitions
Classical Theory of Concepts
Prototype Theory of Concepts
Eve Clark’s Component-by-Component Theory of Word Learning.
Overextension & Underextension
Context bound words vs. Referential words
Nominals
Noun bias
Holistic vs. analytic acquisition
Referential vs. expressive language learners
Sex differences
Vocabulary spurt
Naming insight
Principle of Conventionality
Fast-mapping
Taxonomic constraint
Whole Object constraint
Mutual Exclusivity
Principle of Contrast
Syntactic bootstrapping
Ontological categories (objects vs. substances)
Cross-situational learning
Sociopragmatic cues for word learning
Word comprehension

Morphology
Morpheme
Bound vs. free morphemes
Derivational vs. Inflectional morphology
Open class category morphemes (e.g., N, V, Adj, Adverbs, derivational morphemes
Closed class category morphemes:  inflectional morphemes (e.g., -ing, -s, -ed, she, a, the, could, to etc.)
Semantic predictability
Productivity of morphemes
Allomorphs (also known as allomorphemes)
Acquisition of inflectional vs. derivational morphemes
Kiparsky's Level Order Model of Morphology
Acquisitional predictions of Kiparsky's model
Innovative denominal verbs & deverbal nouns
Innovative Causatives

Syntax
Transition from 1 -> 2 word utterances
2 word acquisitional stage
Pivot grammars (= lexically based 'grammars')
Semantic (thematic) relations grammars
Acquisition of syntactic categories
	Semantic bootstrapping
	Phonological/prosodic bootstrapping
	Correlational learner
Telegraphic speech
Brown's 14 grammatical morphemes
MLU (= mean length of utterance)
Syntactic stages (as measured by MLU in morphemes)
Acquisition of English questions
Intonational questions,
Auxiliary-less questions
Subject-auxiliary inversion (SAI),
SAI in yes/no questions, different types of wh-questions
Structure dependence of SAI
Overregulariztion (mouses , eated etc.)
Berko Wug test:  One wug, Two wug__; She loves to bime.  Yesterday, she bim__
U-shaped acquisitional curve
Continuity (iceberg) vs. Maturational (tadpole) vs.  theories of syntax acquisition