606:, a holophrastic or single-word sentence is meant to carry the least amount of information as syntactically possible, while intonation becomes the primary carrier of meaning. For example, a person saying the Japanese word e.g. "はい" (/haɪ/) = 'yes' on a high level pitch would command attention. Pronouncing the same word using a mid tone, could represent an answer to a roll-call. Finally, pronouncing this word with a low pitch could signify acquiescence: acceptance of something reluctantly.
380:
528:
491:
565:
417:
454:
394:
579:
505:
468:
431:
542:
117:
correctly to a multi-word command if that command is unambiguous at the lexical level.” This argument therefore does not provide evidence needed to prove the structural version of the holophrastic hypothesis because it fails to prove that children in the single-word stage understand structural relations such as the subject of a sentence and the
255:
Each use of the word 'milk' in the examples above could have no use of intonation, or a random use of intonation, and so meaning is reliant on gesture. Anne Carter observed, however, that in the early stages of word acquisition children use gestures primarily to communicate, with words merely serving
216:
contrasts this with a longitudinal study performed by him, where he illustrated the acquisition of a rising inflection by a girl who was a year and a half old. Although she started out using intonation randomly, upon acquisition of the term "What's that" she began to use rising intonation exclusively
58:
are defined as a "single-word utterance which is used by a child to express more than one meaning usually attributed to that single word by adults." The holophrastic hypothesis argues that children use single words to refer to different meanings in the same way an adult would represent those meanings
347:
A sentence word involves invisible covert syntax and visible overt syntax. The invisible section or "covert" is the syntax that is removed in order to form a one word sentence. The visible section or "overt" is the syntax that still remains in a sentence word. Within sentence word syntax there are
170:
Functionalists doubt whether children really have structural knowledge, and argue that children rely on gestures to carry meaning (such as declarative, interrogative, exclamative or vocative). There are three arguments used to account for the functional version of the holophrastic hypothesis: The
116:
of the verb. However, studies attempting to show the extent to which children understand syntactic structural relation, particularly during the one-word stage, end up showing that children “are capable of extracting the lexical information from a multi-word command,” and that they “can respond
290:
While children use sentence words as a default strategy due to lack of syntax and lexicon, adults tend to use sentence words in a more specialized way, generally in a specific context or to convey a certain meaning. Because of this distinction, single word utterances in children are called
152:
The usage of 'Daddy' and 'Bai' used in close proximity are seen to represent a child's knowledge of linguistic relations; in this case the relation is the 'possessive'. This argument is seen as having insufficient evidence as it is possible that the child is only switching from one way to
128:
is based on the observation that children produce utterances referring to the same thing, close to each other. Even the utterances aren't connected, it is argued that children know about the linguistic relationships between the words, but cannot connect them yet. An example is laid out
34:
described sentence words as 'an area under one's control' and gave words such as "Come!", "John!", "Alas!", "Yes." and "No." as examples of sentence words. The Dutch linguist J. M. Hoogvliet described sentence words as "volzinwoorden". They were also noted in 1891 by
281:. Although McNeill originally intended this argument to support the structural hypothesis, Barrett believes that it more accurately supports the functional hypothesis, as McNeill fails to provide evidence that predication is expressed in holophrases.
51:
deals with the relation between the perception and the production of a child's word usage. It is difficult to understand what a child understands about the words that they are using and what the desired outcome or goal of the utterance should be.
87:
structural relations.” There are three arguments used to account for the structural version of the holophrastic hypothesis: The comprehension argument, the temporal proximity argument, and the progressive acquisition argument.
299:
Many sentence words have formed from the process of devaluation and semantic erosion. Various phrases in various languages have devolved into the words for "yes" and "no" (which can be found discussed in detail in
153:
conceptualize pants to another. It is also pointed out that if the child had knowledge of linguistic relationships between words, then the child would combine the words together, instead of using them separately.
291:'holophrases', while in adults, they are called 'sentence words'. In both the child and adult use of sentence words, context is very important and relative to the word chosen, and the intended meaning.
331:!", but which has to be idiomatically translated with multiple words "Look! A swallow!" for rendering the proper meaning of the original, which to a native Hungarian speaker is neither
812:
39:, whose observations were extensively elaborated by Hoogvliet in 1903; he does not list "Yes." and "No." as sentence words. Wegener called sentence words "Wortsätze".
348:
4 different clause-types: Declarative (making a declaration), exclamative (making an exclamation), vocative (relating to a noun), and imperative (a command).
161:. This argument states that children progressively gain new structural relations throughout the holophrastic stage. This is also unsupported by the research.
590:
The words in bold above demonstrate that in the overt syntax structures, there are words that can be omitted in order to form a covert sentence word.
277:, which is used to refer to things. The idea is that holophrases are predications, which is defined as the relationship between a subject and a
187:
that children have knowledge of intonation and can use it to communicate a specific function across utterances. Compare the two examples below:
970:
737:
712:
687:
212:
that there is no evidence that a child intends for intonation to be contrastive, it is only that adults are able to interpret it as such.
703:
Jan
Noordegraaf (2001). "J. M. Hoogvliet as a teacher and theoretician". In Marcel Bax; C. Jan-Wouter Zwart; A. J. van Essen (eds.).
319:, and are the remainders of an archaic syntax wherein there were no explicit markers for nouns and verbs. An example of this is the
68:
311:
However, not all word sentences suffer from this loss of lexical meaning. A subset of sentence words, which Fonagy calls "
256:
to intensify the message. As children move onto multi-word speech, content and context are also used alongside gesture.
928:
Carter, Anne :L. (1979). "Prespeech meaning relations an outline of one infant's sensorimotor morpheme development".
870:
Speech
Development of a Bilingual Child: A Linguist's Record. Volume 1: Vocabulary growth in the first two years
180:
112:. For example, saying “Ball!” could mean “Throw me the ball” which would have the structural relation of the
1033:
36:
648:
644:
332:
25:
304:), and these include expletive sentence words such as "Well!" and the French word "Ben!" (a parallel to "
806:
270:
246:→ Child: "Milk." (open-handed gesture while reaching for a glass of milk) - could mean “I want milk.”
184:
48:
278:
101:
679:
379:
79:
The structural version argues that children's “single word utterances are implicit expressions of
320:
105:
527:
1013:
490:
966:
733:
708:
683:
603:
266:
113:
1005:
850:
794:
785:
Barrett, Martyn, D. (1982). "The holophrastic hypothesis: Conceptual and empirical issues".
564:
416:
118:
453:
335:
nor emphatic. Such nominal phrase word sentences occur in
English as well, particularly in
316:
883:
Von
Raffler Engel, W. (1973). "The development from sound to phoneme in child language".
673:
104:
throughout language acquisition. Structuralists believe that children have knowledge of
393:
213:
1027:
1006:
798:
640:
339:
or as the rote questions that are posed to fill in form data (e.g. "Name?", "Age?").
97:
578:
828:
Single word usage, cognitive development and the beginnings of combinatorial speech
336:
504:
669:
541:
467:
430:
312:
274:
31:
854:
301:
209:
64:
265:
suggests that there are three distinct functions of single word utterances, '
234:
instead of intonation contrastively. Compare the two examples laid out below:
218:
80:
945:
The
Acquisition of Language: The Study of Developmental Psycholinguistics
915:
Semantic
Development during the Single-Word Stage of Language Acquisition
171:
intonation argument, the gesture argument, and the predication argument.
84:
324:
643:
also exhibits examples of sentence words in its language, e.g. ".חַם" (
328:
231:
109:
841:
Dore, J. (1975). "Holophrases, speech acts and language universals".
60:
305:
238:→ Child: "Milk." (points at milk jug) - could mean “That is milk.”
199:→ Child: "Ball?" (rising inflection) - Can mean "Where is the ball?"
900:
One word at a time: The use of single word utterances before syntax
63:. There are two opposing hypotheses as to whether holophrases are
144:"Bai" ('bai' is the term the child uses for any item of clothing)
269:', which is used to direct the behaviour of oneself or others; '
191:→ Child: "Ball." (flat intonation) - Can mean "That is a ball."
157:
Finally, the last argument in support of structuralism is the
315:", exist that retain their lexical meaning. These exist in
183:
in a contrastive way. Researchers have established through
633:
Signify acquiescence acceptance of something reluctantly
47:
One of the predominant questions concerning children and
1012:. Cambridge, U.K.: Cambridge University Press. p.
43:
Single-word utterances and child language acquisition
71:
in children. The two hypotheses are outlined below.
350:
108:but they are unable to express it due to a limited
999:
997:
133:→ Child: "Daddy" (holding pair of fathers pants)
1008:Intonation systems: a survey of twenty languages
221:, suggesting knowledge of its contrastive usage.
872:. Evanston, ill: Northwestern University Press.
705:Reflections on Language and Language Learning
8:
811:: CS1 maint: multiple names: authors list (
598:Other languages use sentence words as well.
757:. Wadsworth, Cengage Learning. p. 167.
956:
954:
780:
778:
776:
774:
772:
770:
768:
766:
764:
273:', which is used to express emotion; and
830:. Cambridge: Cambridge University Press.
609:
661:
574:
560:
537:
523:
500:
486:
463:
449:
426:
412:
389:
375:
804:
286:Single-word utterances and adult usage
885:Studies of Child Language Development
24:) is a single word that forms a full
7:
678:. Oxford: Clarendon Press. pp.
732:. John Benjamins B.V. p. 121.
230:establishes that some children use
965:. John Benjamins B.V. p. 66.
707:. John Benjamins B.V. p. 24.
166:Functional holophrastic hypothesis
100:in children is more advanced than
75:Structural holophrastic hypothesis
14:
988:Syntax: a generative introduction
611:Japanese Word "はい" (/haɪ/) 'Yes'
594:Distribution cross-linguistically
630:Represent an answer to roll-call
577:
563:
540:
526:
503:
489:
466:
452:
429:
415:
392:
378:
159:progressive acquisition argument
990:. Wiley-Blackwell. p. 496.
59:by using an entire sentence or
917:(Unpublished doctoral thesis).
352:Sentence Word Syntax Examples
208:However, it has been noted by
1:
327:!", which transliterates as "
799:10.1016/0010-0277(82)90004-x
647:) = "It is hot." or ".קַר" (
179:suggests that children use
126:temporal proximity argument
1050:
96:is based on the idea that
963:Languages Within Language
855:10.1017/s0305000900000878
843:Journal of Child Language
986:Carnie, Andrew (2012).
943:David, McNeill (1970).
728:Giorgio Graffi (2001).
295:Sentence word formation
37:Georg von der Gabelentz
868:Leopold, W.F. (1939).
94:comprehension argument
913:Barrett, M.D (1979).
826:Rodgon, M.M. (1976).
675:A New English Grammar
961:Ivan Fonagy (2001).
930:Language Acquisition
902:. The Hague: Mouton.
898:Bloom, Lois (1973).
755:Language Development
753:Hoff, Erika (2009).
343:Sentence word syntax
263:predication argument
185:longitudinal studies
49:language acquisition
730:200 Years of Syntax
672:(1900). "Adverbs".
612:
353:
177:intonation argument
1004:Hirst, D. (1998).
651:) = "It is cold.".
610:
351:
321:Hungarian language
106:sentence structure
972:978-0-927232-82-1
739:978-1-58811-052-7
714:978-90-272-2584-9
689:978-1-4021-5375-4
637:
636:
627:Command attention
588:
587:
22:one-word sentence
1041:
1018:
1017:
1011:
1001:
992:
991:
983:
977:
976:
958:
949:
948:
940:
934:
933:
925:
919:
918:
910:
904:
903:
895:
889:
888:
880:
874:
873:
865:
859:
858:
838:
832:
831:
823:
817:
816:
810:
802:
782:
759:
758:
750:
744:
743:
725:
719:
718:
700:
694:
693:
666:
650:
646:
613:
581:
567:
544:
530:
507:
493:
470:
456:
433:
419:
396:
382:
354:
317:Uralic languages
228:gesture argument
1049:
1048:
1044:
1043:
1042:
1040:
1039:
1038:
1024:
1023:
1022:
1021:
1003:
1002:
995:
985:
984:
980:
973:
960:
959:
952:
942:
941:
937:
927:
926:
922:
912:
911:
907:
897:
896:
892:
882:
881:
877:
867:
866:
862:
840:
839:
835:
825:
824:
820:
803:
784:
783:
762:
752:
751:
747:
740:
727:
726:
722:
715:
702:
701:
697:
690:
668:
667:
663:
658:
622:Low tone pitch
616:High tone pitch
596:
582:
568:
545:
531:
508:
494:
471:
457:
434:
420:
397:
383:
345:
313:nominal phrases
297:
288:
168:
77:
45:
20:(also called a
12:
11:
5:
1047:
1045:
1037:
1036:
1034:Semantic units
1026:
1025:
1020:
1019:
993:
978:
971:
950:
935:
920:
905:
890:
875:
860:
833:
818:
760:
745:
738:
720:
713:
695:
688:
660:
659:
657:
654:
653:
652:
635:
634:
631:
628:
624:
623:
620:
619:Mid tone pitch
617:
608:
607:
595:
592:
586:
585:
584:
583:
576:
571:
570:
569:
562:
553:
552:Interrogative
549:
548:
547:
546:
539:
534:
533:
532:
525:
516:
512:
511:
510:
509:
502:
497:
496:
495:
488:
479:
475:
474:
473:
472:
465:
460:
459:
458:
451:
442:
438:
437:
436:
435:
428:
423:
422:
421:
414:
405:
401:
400:
399:
398:
391:
386:
385:
384:
377:
368:
364:
363:
360:
357:
344:
341:
296:
293:
287:
284:
283:
282:
258:
257:
252:
251:
250:
249:
248:
247:
236:
235:
223:
222:
214:Martyn Barrett
205:
204:
203:
202:
201:
200:
189:
188:
167:
164:
163:
162:
150:
149:
148:
147:
146:
145:
138:
131:
130:
122:
76:
73:
44:
41:
13:
10:
9:
6:
4:
3:
2:
1046:
1035:
1032:
1031:
1029:
1015:
1010:
1009:
1000:
998:
994:
989:
982:
979:
974:
968:
964:
957:
955:
951:
946:
939:
936:
931:
924:
921:
916:
909:
906:
901:
894:
891:
886:
879:
876:
871:
864:
861:
856:
852:
848:
844:
837:
834:
829:
822:
819:
814:
808:
800:
796:
792:
788:
781:
779:
777:
775:
773:
771:
769:
767:
765:
761:
756:
749:
746:
741:
735:
731:
724:
721:
716:
710:
706:
699:
696:
691:
685:
681:
677:
676:
671:
665:
662:
655:
642:
641:Modern Hebrew
639:
638:
632:
629:
626:
625:
621:
618:
615:
614:
605:
601:
600:
599:
593:
591:
580:
575:
572:
566:
561:
558:
554:
551:
550:
543:
538:
535:
529:
524:
521:
517:
514:
513:
506:
501:
498:
492:
487:
484:
480:
477:
476:
469:
464:
461:
455:
450:
447:
443:
440:
439:
432:
427:
424:
418:
413:
410:
406:
403:
402:
395:
390:
388:'Excellent!'
387:
381:
376:
373:
369:
366:
365:
361:
358:
356:
355:
349:
342:
340:
338:
334:
330:
326:
322:
318:
314:
309:
307:
303:
294:
292:
285:
280:
276:
272:
268:
264:
260:
259:
254:
253:
245:
244:
243:
242:
241:
240:
239:
233:
229:
225:
224:
220:
215:
211:
207:
206:
198:
197:
196:
195:
194:
193:
192:
186:
182:
178:
174:
173:
172:
165:
160:
156:
155:
154:
143:
142:
141:
140:
139:
136:
135:
134:
127:
123:
120:
115:
111:
107:
103:
99:
98:comprehension
95:
91:
90:
89:
86:
82:
74:
72:
70:
66:
62:
57:
53:
50:
42:
40:
38:
33:
29:
27:
23:
19:
18:sentence word
1007:
987:
981:
962:
944:
938:
929:
923:
914:
908:
899:
893:
884:
878:
869:
863:
846:
842:
836:
827:
821:
807:cite journal
790:
786:
754:
748:
729:
723:
704:
698:
674:
664:
597:
589:
556:
520:The chair is
519:
482:
445:
408:
404:Exclamative
374:excellent!'
371:
367:Declarative
346:
337:telegraphese
310:
298:
289:
262:
237:
227:
190:
176:
169:
158:
151:
132:
125:
93:
78:
55:
54:
46:
30:
21:
17:
15:
670:Henry Sweet
478:Imperative
275:referential
56:Holophrases
32:Henry Sweet
656:References
483:You should
333:elliptical
302:yes and no
271:Expressive
210:Lois Bloom
181:intonation
121:of a verb.
102:production
69:functional
65:structural
849:: 21–40.
793:: 47–76.
787:Cognition
573:'Where?'
515:Locative
499:'Leave!'
441:Vocative
279:predicate
219:questions
81:syntactic
1028:Category
932:: 71–92.
604:Japanese
536:'Here.'
485:leave!'
462:'Mary!'
446:There is
425:'Rude!'
409:That was
267:Conative
85:semantic
26:sentence
555:'Where
522:here.'
448:Mary!'
411:rude!'
372:That is
362:Covert
329:Swallow
232:gesture
137:→ Child
114:subject
110:lexicon
969:
736:
711:
686:
359:Overt
325:Fecske
129:below:
119:object
61:phrase
649:/kar/
645:/χam/
557:is it
308:!").
967:ISBN
813:link
734:ISBN
709:ISBN
684:ISBN
306:Bien
261:The
226:The
217:for
175:The
124:The
92:The
83:and
1014:372
851:doi
795:doi
680:127
602:In
559:?'
67:or
1030::
996:^
953:^
845:.
809:}}
805:{{
791:11
789:.
763:^
682:.
28:.
16:A
1016:.
975:.
947:.
887:.
857:.
853::
847:2
815:)
801:.
797::
742:.
717:.
692:.
518:'
481:'
444:'
407:'
370:'
323:"
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.