September+10th

9.10.2009

Yes, well... feel free to enjoy my extensive notes from Thursday's class.


 * 1: We all chose the same seats as last week. Phil thought it looked slightly unbalanced. He asked if we wish to move. We declined and remained in our seats.
 * 3: We went over the power point presentation- which is on the ecourseware page. Verbatim. I took notes- but I don't think you want to see an exact replica of his slides. Maybe you do. I don't know.
 * 4: Diana brought sandwhiches and chips. Some people started getting up and making their sandwhiches- when Phil was getting a //little// boring. (just kidding... it was soo interesting) Some of us, didn't know if we should get up- or wait for break. Maybe we should discuss that in the future.
 * 5: Beka told Travis she was sorry- that she had slighted him the previous class- and they agreed to be best friends. She said he had to be friends with Rachel, if he wanted to be her friend. He's still thinking about it.
 * 6: John gave a killer presentation (his summary is on the ecourseware, as well) and it made Beka more nervous to do hers after he did such a good job. He was extremely energetic and tried to keep everyone involved. We clapped really loud for him. Good job, John.
 * 7: The class did a good job of asking though-provoking and intelligent questions during both presentations. Good job, class.
 * 8: As noted in Phil's email earlier this week: we need to read the paper he sent and have questions ready to bombard him with next class.
 * 9: Stephen- hope the swine flu went well. You won't miss anything if you just go over the power points... sorry my notes aren't as impressive as yours. Oh... we sent in our "What I have learned so far..." papers to Phil.
 * 10: And I believe we need to have either our nine APA formatted journal references submitted this week... and/or our presentation ideas. Great fun.
 * 11: other than all that.... we just sat there and looked pretty. Let's give it up for SLA!!!!

__**Derek's Additional Points**__

-Past tense endings on verbs

-Children learn verbs as a whole unit

-Later they will have gathered, however, that -ed forms the past in general

-because they have now learned this rule, they start to over apply it

-they used thought forever without a thought (haha), but then they may start saying thinked

-it does occur, but very infrequently - that is using the simple past irregular properly for a period of time but then learning the general rule of -ed and then using the irregular verbs falsely by adding an -ed ending

-Phil and Charles have been having a tussle about this: it's quite entertaining to watch. Charles believes it is so, and Phil says he will believe it if Charles finds corpera that prove that it's above chance.

__Phil's nephew (or some relation to him) as an example__

-No Bridge! Excuse me! (The following relates to creativity)

-Dad drove to a river There was no bridge Father said "No, Bridge.." Kid associated it with a problem and used it from then on in situations where he found a problem i.e. didn’t want what was placed in front of him; therefore, he said “No Bridge!”

-”Excuse me!” to grab attention since he realized that it often grabs attention regardless amongst adults

__In the slide__ -The Poverty of Stimulus - Impossible to have heard enough examples in order for the child to speak so properly -->”children learn more than they could ever possibly have heard”

__Additional point on Chomsky__ -Chomsky: look in your head to know what is right/wrong in English we don’t need a corpus (collection of empirical research on language) but we normally perform an act or anything counted, EXCEPT perform magic, which is non-counted (so exceptions and natives know how they would say it)