Consider the data below from the made-up language “Guna.” Compare the vowels [ u ɯ o ɑ ] with their nasalized counterparts. The oral and nasal vowels are allophones in this language. (Note: [ ɯ ] is a high back tense unrounded vowel.)           gunɑsi           ‘traveler’                 mɯ̃nɑlɑ                   ‘farmer’           mũnɑlo          ‘plot of land’           mõminɑ                   ‘friction’                 bɯnɑ͂mu        ‘salvation’               nenɑ͂ndo                  ‘free will’           umɑ͂ni           ‘executor’                ɑmobomɯʃ              ‘water’           ɯmõno          ‘desert’                   nɯ̃m                       ‘brother’ 1. What are the conditioning environments relevant to the complementary distribution of [ u ɯ o ɑ ]?  [oral-environments] 2. What are the conditioning environments relevant to the complementary distribution of the nasal vowels?  [nasal-environments] 3. What is the phonological rule that accounts for the distribution of these vowels? [structural-description] –> [structural-change] / [environment] 4. What type of rule is this? [rule-type] 5. Here is a hypothetical Guna word with one segment missing: [ ib_ŋo ]. Can you predict whether [ u ] or [ ũ ] would appear in the blank? [prediction]

Here is a representative sample of a young child’s linguistic output. What stage of language development is this child in?   (cries) (burps) (cries some more)

Most typically developing children do not acquire adult phonological rules until the age of 7-8.

The following two signs differ by one contrastive sign parameter. Which one?

Analyze the syllable structure of the following English word, and then answer the three questions about parts of the syllable. [ b ɹ ɪ dʒ ɪ z ]   1. What part of the syllable is the sound [ z ] in? [Syllable1] 2. What part of the syllable is the sound [ dʒ ] in? [Syllable2] 3. What part of the syllable is the sound [ ɹ ] in? [Syllable3]

Consider the data below from the made-up language “Rizola.” Compare the sounds [ f s ʃ ] with [ v z ʒ ]. These two groups of sounds are allophones in this language.           fazonso         ‘life’                        sutʃaf            ‘decision’           opalde           ‘reach’                    boʒalsi          ‘group’                   divumʃa        ‘necessary’              miʒe              ‘refusal’           ospaza           ‘reminder’              lizak              ‘coat’           semif            ‘return’                    devuton         ‘suggestion’ 1. What are the conditioning environments relevant to the complementary distribution of [ f s ʃ ]?  [f-environments] 2. What are the conditioning environments relevant to the complementary distribution of [ v z ʒ ]?  [v-environments] 3. What is the phonological rule that accounts for the distribution of [ f s ʃ ] and [ v z ʒ ]?  [rule] –> [structural-change] / [environment] 4. What type of rule is this?  [rule-type] 5. Here is a hypothetical Rizola word with one segment missing: [ bu_i ]. Can you predict whether [ s ] or [ z ] would appear in the blank? [prediction]

Feral Children, who do not receive sufficient language input during the Critical Period of development, are often unable to fully acquire the phonological rules of any language.

Susan Glaspell turned the story of a murdered farmer which she covered as a newspaper reporter into both the story “A Jury of Her Peers” and the one act play “Trifles.” In Glaspell’s literary versions of the story, she adds the details about the bird, birdcage, and quilt. These details would be considered:

The protagonist of “The Lottery,” Tessie Hutchison, is which kind of character?

) The point in a story when conflict is introduced, such as when the madman narrator in “The Tell-Tale Heart” describes the old man’s eye, also known as the inciting incident, is when the _______ begins: