English past‐tense morphology, which is characterized by its clear distinction between regular (e.g., kick/kicked play/played) and irregular (e.g., keep/kept steal/stole) patterns of inflection, provides a particularly suitable framework to adjudicate between these two approaches. Results indicate that children's acquisition of the English past‐tense is best explained by a single‐route analogical mechanism that does not incorporate a role for formal rules.Ī major debate among cognitive scientists is whether a speaker's ability to produce novel sentences and morphologically inflected forms should be attributed to symbolic rules that act over abstract categories (e.g., Chomsky, 1965 Prasada & Pinker, 1993) or to a mechanism that analogizes across stored exemplars (e.g., Bybee & Slobin, 1982 Rumelhart & McClelland, 1986). Past‐tense forms of novel verbs were elicited by prompting the child to describe what the animal “did yesterday.” Collapsing across age group (since no interaction was observed), the likelihood of a verb being produced in regular past‐tense form (e.g., gezzed chaked) was positively associated with the verb's similarity to existing regular verbs, consistent with the single‐route model only. Children (aged 3–4 5–6 6–7 9–10) saw animations of an animal performing a novel action described with a novel verb (e.g., gezz chake). In contrast, the dual‐route model (e.g., Prasada & Pinker, 1993) posits that regular inflection requires use of a formal “add ‐ ed” rule that does not require analogy across regular past‐tense forms. The single‐route model (e.g., Bybee & Moder, 1983) posits that both regular and irregular past‐tense forms are generated by analogy across stored exemplars in associative memory. In addition to teaching in verb patterns, focus on common verbs.This study adjudicates between two opposing accounts of morphological productivity, using English past‐tense as its test case. Long /o/: spoke, drove, woke, broke, awoke, wrote, rode, froze t: slept, felt, left, spent, met, spent, kept, swept ought/-aught: taught, brought, caught, bought, fought, thought Unchanged: cut, put, quit, burst, hit, shut, bet, hurt, let, cost, burst I teach them roughly in the order presented. Below are the most common irregular verb forms. Irregular past tense verbs are much more difficult and don’t have a clear explanation for their verb patterns. ɪd/ or /əd/: waited, pretended, guarded, tested, acted, edited, ended, started, invited, expected, tasted, decided, needed, wanted, floated, painted, landed, decided IRREGULAR PAST TENSE VERBS t/: walked, worked, dropped, finished, stopped, laughed, coughed, watched, kicked, asked, licked, looked, talked, worked, fixed, danced, passed d/: closed, opened, moved, stayed, traveled, arrived, sneezed, pulled, turned, warned, cried, glued, carried, hugged, robbed, borrowed, entered, remembered, listened The graphic below explains when the past tense verb ends in /d/, /t/, or /ɪd, əd/. Have the student master a verb group before moving onto the next. There are 3 regular past tense verb patterns. Learning past tense verbs is lots and lots of repetition and memorization, but teaching by pattern makes the memorization easier! REGULAR PAST TENSE VERBS I also keep in mind the verbs that are most commonly used in the English language and focus on these verbs. Teaching in this organized manner allows students to better remember and feel confident learning a group of verbs before moving onto the next verb pattern. This method makes past tense verbs much more manageable and enjoyable. In other words, separating them into groups where the ending of the past tense form is the same. I have found the best way is to teach by verb pattern, as opposed to teaching them randomly. There is not much logic and reasoning in past tense verb forms, making them difficult to both teach and learn. English grammar rules are hard! Past tense verbs are definitely not my favorite speech therapy goal to work on.
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