A
The stage of speech production during which an idea is encoded by linguistic units.
10 points
Early speech production stage characterized by repeated syllables
DESTROY!
The type of speech error illustrated by the spoonerism You have hissed all my mystery lectures.
GIFT: 300 points
Effects on speech perception that involve grammar and context.
30 points
Type of speech production model on which the functional and positional levels of formulation occur in sequence and do not interact.
5 points
The type of speech error illustrated by strong struff in place of strong stuff
The fact that there are no stable acoustic cues for individual phonemes.
50 points
The cue to word segmentation that relies on which consonant clusters are possible in the language.
The time that elapses between the start of articulation and the start of voicing.
3000 points
The assumption of extending new words from an original object to other objects that look like it or have the same function
STEAL
The name of the following “problem”: When hearing a novel word, the child is faced with multiple possibilities for what the word could potentially mean
30 points
A famous test from the 1950s that provides evidence that children acquire morphological rules (e.g., for plural formation or past-tense formation), and don’t simply memorize, e.g., past-tense forms and plural forms as novel words.
1 point
The level of word knowledge which includes syntactic and semantic but not phonological information.
200 points
Words which share sequences of segments with other words (e.g., dog à doll, bog, dug).
ULTIMATE DESTRUCTION
One piece of evidence for rule-learning in children's morphology and syntax
GIFT: 500 points
The procedure in which an infant’s sucking rate in response to linguistic stimuli is measured
GIFT: 25 points
The effect which captures the fact that we pay attention not only to the auditory but also to the visual information (the speaker’s articulatory movements) in speech perception.
10 points
The learning curve for English past-tense marking, whose name captures the fact that a child might go from saying ‘went’ to saying ‘goed’ and back to using ‘went’
DESTROY!
The criterion for successful morphological acquisition by a child (i.e., how do we know when a child has acquired the past tense '-ed'?)
50 points
The effect when phoneme exchange errors create real words rather than non-words
SELF-DESTRUCTION
A speech error type that typically occurs only for words of the same syntactic category, and can occur across fairly long distances.
1,000 points
The word-learning constraint that dictates that a new label should refer to the object in its entirety.
STEAL!
The word-learning constraint that dictates that an object should have only one label, and that a novel label should therefore refer to a novel object (or part of an object)
500 points
The task used to identify when a word's meaning has been activated.
SELF-DESTRUCTION
The hypothesis where lexical entries become activated, but not enough activation is present to fully activate all levels (that is, the lemma is activated, but the lexeme is not or only partially activated)
GIFT: 10,000 points