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Complete 5 Out Of 13 Questions In A Project

Health Promotion Report
March 17, 2018
DQ
March 17, 2018

I have completed 8 questions out of 13 and I have 5 left for my SPA project

SPA 340 speech and language envelopment.

The questions in the project are about a script, you have to read it first and then answer.
SPA 340 Project 1

SPA 340 – Language Development
Project 1: Preschool Language: Development of Early Syntax

Due Date: See Syllabus

Guidelines for answers:

For this assignment you do not need to describe context.

Please use quotes or highlights when you refer to something a child has said within your text. For example, a child may omit a word; you must transcribe sentences exactly as it was said.

Your assignment should be typed. Put your answers in list form, not essay.

· Please underline the portion of a sentence that answers the question.

i.e. Find a contractible auxiliary. ‘I am going to the store later.’

· Please use table format provided for your answers.

· A transcription of Ella and Molly’s conversations will be available for you to use during your analysis.

Children you will be observing on video:

Ella: 21 months

Molly: 2;10

Questions
Child 1: Ella 21 months

1. Find one example where Ella clearly imitates her mother’s 3-word utterance. (3 points)

2. Find an utterance where Ella omits a pronoun. What pronoun did Ella omit? (3 points)

3. Find 1 example where Ella produces an utterance with contractible copula. (3 points)

4. Find an utterance that contains a Brown’s Semantic Relation. Write the utterance and state which semantic relation it is. (3 points)

5. Find an utterance that contains an infinitive (not semi-infinitive). (3 points)

6. Find an utterance that contains an uncontractible copula. (3 points)

7. Use the handouts of Brown’s Stages provided to you. Which stage characterizes Ella’s language? Provide at least three points why her language is appropriately characterized by that stage. (6 points)

Child 2: Molly 2;10

8. Find 1 utterance where Molly produces negation. (3 points)

9. Find 1 other utterance where Molly produces negation with irregular third person. (3 points) (This utterance should be different than the example in #8)

10. Molly produces an utterance in which she omits an obligatory ‘to be’ form. Provide the utterance and the name of the form (Brown’s grammatical morpheme). (3 points)

11. Listen for the following morphological structures in Molly’s language. Provide the number of examples requested for each. Give the entire utterance but specify which aspect represents the target utterance. (12 points). 2 examples each of: regular third person, irregular past tense, present progressive tense,

12. Find 2 utterances in which Molly produces subject-auxiliary inversion. One is with a modal (write the modal in italics). (5 points)

13. Find one example in which Molly produces a conjoining sentence (a coordinate conjunction). (5 points)

14. Give an example of Semantics, Morphology, Phonology, Syntax, and Pragmatics in Molly’s conversation. Keep your answers short, but include an example. EXAMPLE of how to write answers: Semantics: use of pronoun “I” (5 points).

Name:

#

Question

Answer

Child 1: Ella 21 months

1

Find one example where Ella

clearly imitates her mother’s

3-word utterance. (3 points)

Vans are on.

2

Find an utterance where Ella

omits a pronoun.

What pronoun did Ella omit?

(3 points)

(Uh, I/’ll open), I’ll open.

(Uh, I/’ll open it), I’ll open it.

3

Find 1 example where Ella

produces an utterance with

contractible copula. (3 points)

That/’s [concop] a song man.

4

Find an utterance that

contains a Brown’s Semantic Relation. Write the utterance.

State which semantic relation it is. (3 points)

5

Find an utterance that

contains an infinitive (not semi-infinitive). (3 points)

I want to see that monkey.

6

Find an utterance that

contains an uncontractible copula. (3 points)

Those are[unconcop]Ruthie/’z wipe/s.

7

Use the handouts of Brown’s

Stages provided to you. Which stage characterizes Ella’s language?

Provide at least three points why her language is appropriately characterized by that stage. (6 points)

Stage:

1.

2.

3.

Child 2: Molly 2;10

8

Find 1 utterance where Molly

produces negation. (3 points)

No, ribbit.

9

Find 1 other utterance where

Molly produces negation with irregular third person. (3 points) This utterance should be different than the example in #8

(He doesn’t) This part doesn’t work.

10

Molly produces an utterance

in which she omits an obligatory ‘to be’ form. Provide the utterance and the name of the form (Brown’s grammatical morpheme). (3 points)

Utterance:

Brown’s grammatical morpheme code:

11

Listen for the following

morphological structures in Molly’s language. Provide the number of examples requested for each. Give the entire utterance but specify which word represents the target utterance. (12 points)

Regular Third Person

1. He wants another flavor.

2. He says he likes, he likes orange.

Irregular Past Tense

1. I gave this one to Duky, monkey gets his and I gave that one to the horsey.

2. He fell.

Present Progressive –ing

1. The baby’s going to eat.

2.Hey, it keeps moving

12

Find 2 utterances in which

Molly produces subject-auxiliary inversion. One is with a modal (write modal in italics). (5 points)

1.

2.

13

Find one example in which

Molly produces a conjoining sentence (a coordinate conjunction). (5 points)

1.

2.
15

Amy Cocanour

SPA 340

Transcription Project 1

Ella

C/A

Utterance

Morphemes

A

Wanna sit up here so I can put them on.

10

C

Eeee.

%

A

No?

You want to sit down here?

1

6

C

{Heavy breathing}

%

A

Alright.

Vans are[unconcop] on.

1

4

C

Vans are[ unconcop]on.

4

C

(XXX)

C

I/’ll open it (I/’ll open it I/’ll open it).

4

C

(Oh), help.

1

A

Okay, here you go.

4

A

Are[unconaux]you go/ing to call somebody?

Subject auxiliary inversion question form

7

C

Kay, )oh(.

1

A

Who are [conaux]you go/ing to call?

WH question form

7

C

Amber.

1

A

Amber?

Ok.

1

1

C

That/’s[concop] a song man.

Amber/’z song man.

Yes.

5

4

1

C

Hello?

Ooops.

That/’s[concop] (X).

1

1

C

There.

1

A

Who do[d] you see?

4

C

(XXX)

C

What/’s [concop]that?

What/’s[concop] that?

3

3

A

Those are[unconcop]Ruthie/’z wipe/s.

6

C

Ya.

1

A

Are[unconaux] they go/ing to dance?

6

A

(Uh oh)?

uhoh

1

C

(Uh, I/’ll open), I’ll open.

3

A

Do [d] you want to try?

5

C

Ya.

1

C

I/’ll open.

3

A

You try.

2

C

I/’ll open.

3

A

Pull harder.

2

C

(Oh).

A

Good.

1

C

Who/’s that?

That/’s Tobey.

3

3

A

That’s not Tobey, who is that?

C

What’s that?

A

That’s Daddy.

C

Tobey.

A

Are you being silly?

C

That’s (X).

C

What’s that?

What’s that?

A

This?

That’s a phone.

C

Monkey.

A

Oooh, what a cute monkey

A

Want to take him down?

C

(XXX)

C

I want to see that monkey.

A

What a cute monkey.

C

Oopsie.

A

Oopsie.

Here we go.

C

I want to see mommy.

I want to see them, mommy.

A

He’s soft.

C

Soft.

C

I want a toy.

I want a toy.

A

Okay.

A

What’s that?

C

That’s a pony.

A

A pony?

Hmmm.

C

No.

A

What is it?

C

That’s a phone.

A

Okay.

C

What’s that?

A

Looks like a dolly.

C

Dolly?

C

I want to see her.

C

Dolls.

A

You have lots of friends to play with.

C

She is nice.

C

I want the monkey.

I want the monkey.

A

Is there a baby monkey?

C

Ya. (XX)

C

What’s that?

A

This?

A

What do you think it is?

C

That’s a meow.

A

A mah?

C

Ya.

C

C

Alright.

(Oh, I, I wa*) I wanna see.

Try.

A

It’s a talking (X).

C

I sit!

I sit!

A

You want to sit?

Up here?

C

No.

A

Where do you want to sit?

C

I want to sit on these.

This is not on these (XX).

C

That’s the shoes.

C

A monkey (X), a monkey (X).

A

Hi, Ella.

A

You’re going to fall off.

C

No.

I won’t fall off.

C

(What’s up) What’s up?

C

Go here.

C

There.

Ella.

A

Hi.

C

I won’t fall.

C

Fish.

A

Look at the fish book?

C

I want that one.

I want Ella.

A

Where’s the fish?

A

Do you see them?

C

Right there.

A

That’s not the fish, that’s a crab.

C

I want to see the crab.

A

Keep looking.

C

I want to keep looking.

A

Okay.

C

What?

A

Do you see the fish?

C

I see the fish.

A

Who is that?

C

That’s more.

Where’s the fish?

A

Where is it?

Do you see it?

C

Mm-mm. No.

A

Is that its tail?

C

I see the tail.

C

That’s a fish {giggles}.

A

Where’s the fish?

A

Do you see them?

C

No.

C

This is a dolphin.

A

Yea, it kinda looks like a dolphin.

It’s a shark.

A

Do you see the fish now?

C

Right there.

A

All kinds of fish, right?

C

(Where’s the fish Where’s the fish) Where’s the fish?

A

See them?

A

He says, here I am.

C

Where’s the dolphin?

C

(Where’s the fish) Where’s the fish?

C

(Tail) Tail.

C

Where’s the fish?

C

Here they are.

C

(What’s that What’s that What’s that) What’s that?

A

That’s a little fish, isn’t it?

C

(What’s that) What’s that?

A

It looks like the orange fish.

C

Where’s the dolphin?

C

That’s^

C

(Who’s that Who’s that) Who’s that?

A

That’s a shark.

C

Shark.

C

(Where’s the fish Where’s the fish) Where’s the fish?

C

Where?

A

Do you see them?

C

No.

A

Do you see them now?

C

There they are.

C

Oh, right here.

A

Right there.

C

(I wa) here I am.

C

(Where’s the) where’s fish now?

A

I don’t know.

C

No.

A

You should keep looking, I don’t see him.

Do you see him?

C

No.

A

You should keep looking.

I don’t see him

C

Here I am.

A

Who’s that?

C

It’s a blue fish.

C

What’s] that?

A

It looks like the orange fish.

C

(Where’s the Where’s) Where’s the fish now?

A

Do you see him?

C

Right there.

A

Okay.

Turn the page and see if that’s him.

A

Huh, is it the fish?

C

No.

C

What’s that?

A

That looks like him doesn’t it?

C

Where’s the crab?

C

Where?

A

Do you see the crab?

C

Yeah.

A

He’s big isn’t he?

C

What’s that?

C

That’s little one.

C

Where’s the fish now?

A

Hmm, I don’t see him, do you see him?

C

No.

C

Here I am.

C

Where^

C

Where’s the fish now?

A

Do you see him?

C

No.

C

What (*d)^

C

I want to keep looking.

A

Okay.

C

I wanna see the fish.

A

You wanna see the fish?

C

Where’s the fish now?

A

I don’t see him.

A

Do you see him?

C

Right there.

A

Yea, looks like the fish.

A

Where did he go?

C

Where^

C

Where’s the fish now?

A

I don’t know.

C

Here I am.

C

Where’s the fish now?

A

Do you see him?

C

No.

A

Me neither.

C

Here I am.

Molly

C/A

Utterance

Morphemes

C

(XX) ahhh!

He fell down.

C

I think Barbara bunny wants to get on the horse now.

A

Oh, I have an idea Mol.

Maybe we can tie him on.

A

Oh no, maybe he wants to sit.

A

Hey, he’s coming (to), for you.

Giddy-up, horsey.

C

Do the ducky, Mama!

A

See, look I’m going show you how.

A

You wind like this, you turn it and then you let it go.

C

Yee!

A

See, what else is in your box, Mol.

A

What else do you want to play with?

C

Oooh, what’s these things?

A

Uh, oh.

C

They pop out, Mama, they don’t pop out.

C

They keep them.

A

Let’s see what else is in here.

C

Circles, triangles, and some squares.

A

Circles, triangles, squares.

A

Look, here’s one of each.

A

Oh.

A

This is part of a game, looks like a little game.

Oh, Mol, look.

A

Hello, Molly {Kiss noise}!

A

Hello.

Hello, Molly.

C

Look, look, look.

A

What is it?

C

A ducky.

C

Hello, (X).

A

Hello, Duck. How are you?

C

(He doesn’t) This part doesn’t work.

A

Let’s see.

Oh, I know Mommy can help you. Here, put your thumb, put your thumb right here in his mouth.

And put your other fingers up there.

A

Can you try that?

Thumb up here.

(XX)

C

Hello, hello.

A

Hello, duck.

A

Duck, do you want to have a tea party?

C

Yea.

A

Kay, let’s see if we can find something.

C

Dragon.

Ribbit, ribbit.

A

Is that a dragon?

C

No, ribbit.

A

What is it?

C

It’s a ribbit.

A

A ribbit?

C

Yea.

A

Let’s set up a tea party for all our characters.

A

You want to, Mol?

C

Ya.

A

Okay, where should we have our tea party?

C

(Let’s gets) let’s get [err] play (this) this thing too.

A

Huh, what in the world is that?

A

I’ve never seen one of those.

C

(XXX)

A

Hmm, look, Mol!

There/’s food for a tea party.

C

Oh, yea.

A

Wanna get out some food?

A

We’re going to bring it up to the table though.

A

Let’s bring it up here.

A

Here, sweetie, let’s bring it up to the table.

C

Woah.

C

(XXX)

C

Put this here and, and they go over (X).

A

Kay, come on up so we can set up our tea party (X).

C

What are these?

A

Those are oranges.

C

Oranges.

That (that) one’s the oranges.

A

What about Brown Bear Barney?

C

Brown Bear Barney wants apples.

A

Look, it’s CuriousGeorge.

A

He can come to the party?

C

Grapes!

Can go to^

C

CuriousGeorge.

A

Wait, somewhere.

Here, do you want to sit in a chair with me?

A

You can sit with Sissy.

C

Mama!

Look, a monkey, a monkey!

A

Oh, how funny!

A

What is he going to eat at the party?

C

He is going to eat grapesies.

A

Okay, let’s set him over by BrownBear Barney.

Cause their friend/s.

C

Mama, these things^

is this a carrot?

C

(Are) are these green beans Mama?

These green beans?

A

Yea, green beans and, uh, bananas.

C

Nanas.

A

Bananas.

C

Those are three bananas, one, two.

C

One, two, three.

Now these things want to go to this box, Mama.

A

Oh, a little penguin and baby.

C

What’s this?

A

Hey guys, (hey guys) are we ready to have our tea party?

A

Hey Molly!

I want a banana please.

C

Um, you can have all the bananas

C

Okay, peel them.

A

You want me to peel them?

Kay.

C

You can peel this one.

A

(Oooh, oh) who’s going to eat it?

C

Umm, you!

A

Oh! {Eating noises}

A

I like to eat it with the peel on, I’m silly.

C

Do you want to eat this one?

A

I do {Eating noises}.

Mmm, that was delicious.

C

And the last one?

A

Mmm {eating noises}.

A

I really like carrots.

C

(Umm, umm) the carrots can go to someone else.

A

Hmm, who?

C

The duck.

A

The duck’s going to eat a carrot.

C

Yea.

C

What can he eat?

C

Ducky.

A

Maybe we should invite some more friends to our party.

C

(Mama, I’ll go get some) I’ll go get someone more.

A

Do you want to invite Horse to our party?

C

(XX Little girl), (little girl little), little girl.

A

Is that a little girl?

C

Yeah.

A

Oh.

C

Mama, I wanna see.

A

How can you tell it’s a little girl?

C

Cause she, Mama, (she) she has her, see?

A

Is it a little girl?

How can you tell?

C

Umm, yea, I can tell, it is.

A

It is a little girl.

What should we name her?

C

Umm, Sara.

A

Hi Sara, want to join our part?

A

Sara, do you want to join our party?

C

Who are these?

C

There’s no more food for the horse.

A

Hmm, maybe someone could share with Mr. Horse.

A

Does someone wanna share?

C

She shared.

A

She shared.

C

(That’s X), that’s (X).

A

Huh, they’re the same.

C

The baby’s going to eat.

Hey.

A

{Laughs}

C

The baby’s going to eat that.

C

Hey, it keeps moving.

A

What do you (X)?

A

Let’s see, who gets the blue cup?

A

Ducky?

C

I gave this one to Ducky, monkey gets his and I gave that one to the horsey.

A

Which one did you give to dog?

A

Green?

A

(And what did we give) let’s give her a name.

C

Her name is Sara!

A

Sara?

A

Sara says, Molly I want a red cup please.

C

I gave her a red cup already.

A

Oh, okay.

A

Everybody has their cups.

A

Mol, you and Mommy don’t have a cup.

We don’t have a cup.

A

Hmm, do you have an idea?

A

Mol, let’s do shapes for a cup.

A

Do you want a shape for that cup?

C

Can you open this thing?

A

(XXX)

C

Ducks won’t play that.

C

(Those) all animals want to put them in their bowls.

A

Oh, for food?

C

(No), no, those are not food that you see.

C

(They’re) they’re things that you can play with.

A

But they want to put it in their cups?

A

We could, huh, we could pretend it’s ice cream.

C

Yea.

A

Want to pretend?

C

Yea, yea.

A

Kay, Doggie says, “I want lime.”

A

Here you go.

C

No, frog said that!

A

Oh, frog wants lime?

C

Yea, frog said lime.

C

(You I already gave)I already gave] him white.

A

Oh, what should we say white is?

C

White probably tasted like (*st-uhh) ^

(White just tastes like) it tastes like greenies.

A

Greenies?

C

(It tastes like greenies) it tastes like (ohh) pinks Mama, pink ones.

A

(Ooh, pink could be) what could pink be?

C

(Strawberry), strawberry.

A

(Huh, strawberry) Horse says {Neigh} I want strawberry.

C

Ok.

A

That’s what horse said, got to give him strawberry.

C

{Neigh}

{neigh}

A

And (oh) look, Curious George says I want blueberry.

(Oohohh) Blueberry.

C

And who else wants pink?

C

Brown Bear Barney wants pink.

A

What does Sara want?

C

She wants pink.

A

Okay, I would like, (mm), cherry please.

C

(Oh), what’s in (what’s in) (X) Sara?

C

Red is cherry.

A

Red is cherry?

C

(XX) What tastes like purple, Mama?

A

Can I taste my cherry ice cream?

C

No, not yet.

A

Not yet?

C

No.

A

Hm, okay tell me when it’s time.

A

Huh, I have an idea.

A

Instead of a tea party, should we pretend it’s someone’s birthday?

C

No, tea party.

A

No, tea party?

A

It could be someones birthday too.

C

Tea party!

A

Okay.

A

(Who is is this,) is this Duck’s?

C

(Mm, Duck said, uh-huh,) I give that to Duck!

C

She wanted pink.

A

She wanted pink.

C

Uh-huh.

A

(I hear uh) I hear BrownBearBarney is saying something.

A

He says “Molly, I want some lemon.”

C

Um, we do have some lemon.

A

Here you go, Brown Bear Barney.

C

(Oh, we he already) he asked me for strawberry.

A

Oh, he only wanted one?

C

Yea.

A

Oh, okay.

A

What color cup would you like?

C

I don’t have a cup.

A

Would you like Mommy to get you a cup?

C

Mmm.

A

How about a green heart cup?

C

Yea.

C

I want pink.

I want that one.

A

Okay, maybe we should tell everyone at the party they can eat now.

C

Not yet, Mama.

C

Still someone who does not have any.

A

Does everybody have ice cream?

C

No.

A

Who’s missing?

C

He wants another flavor.

He wants another flavor.

A

He wants another flavor?

C

(X) She wants another flavor.

A

Kay, what about frog?

Ribbit.

A

Should we give everybody two flavors?

C

Yea.

C

(Wha) what can (XX) the orange one (XX)?

A

Should we sing Happy Birthday?

C

Mama, (this is not)this is a party.

It’s not a birthday.

A

Oh, a tea party, not a birthday?

C

Yea.

A

Okay.

A

I’d like one more favor.

(Could I have, umm Oh) I like orange.

A

Could I have chocolate too?

C

(Umm we only have, you only can have) pass it around after the oranges.

A

Everybody gets an orange ice cream?

A

But I think Curious George doesn’t like orange.

C

He does like orange.

A

Wait, he’s telling me something. {Whisper noises}

A

(Huh, he told me) he’s going to tell you something. {Whisper noises}

A

What did he say?

C

He says he likes, he likes orange.

A

He does?

C

Yea.

A

Okay.

A

I thought I remembered someone not liking orange; maybe it was BrownBearBarney. {Whisper noises}

C

He said he does.

A

What did he say?

C

He says I like orange.

A

Oh, okay.

A

Maybe it was frog.

{Psst} Molly, I don’t like orange.

C

He does.

A

No, Molly, I’m allergic.

C

No, he’s, (he he’s) not allergic.

A

Oh you’re not allergic, frog.

It’s not orange, it’s strawberry.

I can’t eat strawberry, Molly.

C

(He can eat, he can) no he can eat strawberry!

A

Oh, well there’s some flavor I don’t like, maybe it’s (uhh), grape.

C

Yea.

A

I don’t like grape.

Please don’t give me grape.

C

I want (X), (umm, he didn’t like) he does like all the flavors.

A

He does?

C

Yea.

A

Oh.

A

Would you like a blueberry, I’ll put it in your cup.

C

Yea, I’m going to leave (these) them after.

A

I think it’s time to tell everyone they can eat, they’re hungry.

C

Not yet, Mama.

C

(The) who’s this one for?

C

(What’s)who’s this one?

C

Mama, I want to pass grape now.

She likes grape!

A

Okay, that’s the last one.

And then it’s time to eat.

Their tummy/s are (huh), their tummys are rumbling.

C

Yea.

A

Sara says, “My tummy’s rumbling, Molly, I’m hungry.”

C

No, you can’t eat, this is the last, (X).

I’m going to have^

Pass these ones, the yellow ones.

A

It’s the last one?

C

The last ones and, and all those ones.

A

Wait, Sara’s talking to you. “Molly, my tummy’s hungry, can we eat now?”

C

Um, not yet.

A

“But why?”

C

But I am still passing these around.

A

(Oh), okay, I’ll wait.

C

Here penguin.

C

More purples.

A

What about me?

You forgot me, Molly.

C

(Um), there’re no more purples.

C

They’re some more pinks.

A

Huh, it’s hiding.

C

Purple!

A

Okay, let’s put away our food.

C

No.

A

I think everybody has a lot of food.

C

They don’t have any more food, mama.

(We have to have them for, tothey are still, they) they/’re hungry, hungry, hungry.

A

They’re really hungry?

C

Yea.

C

They’re still hungry.

A

Okay.

C

Their tumblies not rumbling still.

C

They need green, they don’t have any green.

A

Okay, last one. Then we’re going to eat.

C

And then, yea.

A

Kay.

C

And then, Mama we need blueberry for them too.

A

Are we ready to eat or is there something else that they need?

C

They need blueberry.

They don’t have any blueberry.

C

These some blueberry, mom, blueberry (and then) and then the last one.

A

Kay.

C

(And I get Mama, I’m putting), I’m getting some yellow ones out.

A

You wanna give them all lemon too?

C

Yea.

A

Oh my goodness, (the) these guys are really getting well fed.

C

Yea.

A

They have a feast.

C

Not yet!

There’s another, something else (X).

C

Yea, all done.

A

Kay.

A

Are they all ready?

Would you like some help passing them out?

C

Yea.

A

Kay, I’ll help you.

A

Froggie needs one.

Doggie needs one.

C

I need.

A

Who else?

C

He already has one.

A

(Oh), I don’t have one.

I don’t have any (X).

C

I don’t have one.

I.

A

Kay.

A

Are we all ready to eat?

C

Yea.

A

What should we do before we eat?

C

Um, let’s just eat our food.

A

Just eat our food?

Ooh, don’t put it in your mouth for real.

Just pretend.

A

Kay, ready?

Tell everybody they can eat.

C

Eat, everybody.

 
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