How are speech errors related to syntax?
What will be an ideal response?
Other evidence of our uncanny aptitude for syntax is shown in the speech errors we produce. Even when we accidentally switch the placement of two words in a sentence, we still form grammatical, if meaningless or nonsensical, sentences. We almost invariably switch nouns for nouns, verbs for verbs, prepositions for prepositions, and so on. For example, we may say, "I put the oven in the cake.". But we will probably not say, "I put the cake oven in the.". We usually even attach (and detach) appropriate function morphemes to make the switched words fit their new positions. For example, when meaning to say, "The butter knives are in the drawer," we may say, "The butter drawers are in the knife.". Here, we change "drawer" to plural and "knives" to singular to preserve the grammaticality of the sentence. Even so-called agrammatic aphasics, who have extreme difficulties in both comprehending and producing language, preserve syntactical categories in their speech errors.
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Teachers may be able to better reach children when using the culturally familiar content and contexts that act as bridges to school knowledge and skills
a. True b. False
For no apparent reason, Raymond approaches Marion and says, “Watcha doin’ four-eyes?” Marion begins to cry. What term describes Raymond’s behavior?
a. physical aggression b. relational aggression c. instrumental aggression d. hostile aggression e. None of the above
Forrest draws a play plan that represents him at the science center playing with measuring cups and test tubes. When he begins playing, he puts on a lab coat and goggles and uses the cups to pretend he is making medicine. This scenario exemplifies ______.
a. a Tools of the Mind classroom b. spontaneous child-directed play c. play that is teacher-controlled d. behaviorist teaching methods
How do role models encourage inclusive participation in science?
What will be an ideal response?