1. Here is the vocabulary of a young child. Identify the category of each word. Do this be rearranging the words in the table into 6 lists, one for each category. Divide the list of general nominals into semantic classes, and give a name to each class.
|
that
|
nice
|
hand
|
eat
|
|
baby
|
peekaboo
|
sit
|
sticky
|
|
car
|
window
|
shoe
|
ok
|
|
dog
|
hug
|
noisy
|
orange (fruit)
|
|
up
|
ball
|
see
|
more
|
|
Dad
|
truck
|
door
|
horsie
|
|
oh
|
cold
|
cookie
|
Mom
|
|
chicken
|
lollipop
|
cat
|
drink (action)
|
|
bed
|
all-gone
|
mouse
|
there
|
|
hi
|
bear (animal)
|
birdie
|
again
|
|
uh-oh
|
bye-bye
|
teddy (toy bear)
|
blanket
|
|
no
|
foot
|
sheep
|
sleep
|
|
night-night
|
man
|
sock
|
where
|
|
keys
|
Eric
|
belly
|
nose
|
|
happy
|
bunny
|
book
|
hello
|
|
on
|
banana
|
down
|
apple
|
a. We have said that children don't normally learn the names of large background items early. How can you explain the fact that this child knows both door and window?
b. How many of each category did you find?
c. Is this the distribution you would expect?
2. Here are some examples of over-extension found in the speech of different children. For each word, you will see a list that first gives the initial referent, and then lists later uses. For each word, say what the unifying features are that can explain the overextension.
word initial referent later uses
a. kyabetsu (cabbage) cabbage lettuce, spinach, silverbeet
b. iruka (dolphin) dolphins seal, shark, whale, large fish
c. kuruma (car) car taxi, truck, tractor
d. umi (sea) ocean lake, river, swimming pool
e. tomato cherry tomatoes strawberries, cherries
f. shui (water) water tea, juice, coca-cola, milk
3. Define the following terms in your own words (do not copy from the textbook or the lecture notes). Your definitions should be BRIEF.
a. object scope
b. associative learning
4. Answer the following questions in your own words (do not copy from the textbook or the lecture notes). Your answers should be BRIEF.
a. Give one argument to support the innateness of mutual exclusivity.
b. Give an alternative, non-innate explanation for object scope.
5. Look at these examples from the speech of various children ages 3 to 4. In each example, what is the child doing that is different from adult speech? (Note: there can be more then one thing going on in an example.) How can you explain these differences? What patterns in English could have led to them?
a. I see lots and lots of sheeps.
b. Did you builded it?
c. Adult: Behave. Child: I'm being have [pronounced: /hev/].
d. I drived the car.
e. I want cheese. Cheese my noodles.
f. Mommy boughted it for me.
g. There's butter on my bread. I don't want butter on my bread. Unbutter my bread.
h. The baby's thirsty. Let's drink her.