The Categorial Status of Body Part Prepositions in Valley Zapotec ...

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The children were tested in their home during two sessions in March 2001. The tests took place in a quiet room. I was present during the tests, as were Silvia Lopez, the child, and sometimes the child's mother. Lopez was a student at Santa Monica College at the time, and is Manuel and Vanesa's older sister and Lorena and Andrea's cousin. Lopez is a native speaker of SLQZ and has worked as a linguistic consultant with Munro and me. None of the other children to be tested were present while another child was being tested. The child was asked if she (or he) wanted to play a game. Lopez explained the game by saying that the child would hear a question while looking at the book, and she was to pick the picture that answered the question and every time she answered she would get a sticker. The child was given a choice between two brightly colored construction paper shapes on which to keep her stickers. 13 When the child chose which shape she wanted, we began with a pre-test, which will be described in the following section, and then continued directly with the body part test. If the child was ever fussy or wanted a break, we took a break. After the body part test we asked the child if she wanted to play some more. If she said yes, we proceeded directly with the body part preposition test. If not, we let the child take a break while we tested another child. The pictures used in the tests are all black and white line drawings. All but one of the pictures used in these tests were taken from the Curtiss-Yamada Comprehensive 13 Thanks to Susan Curtiss for this wonderful idea. The children really loved the bright shapes and enjoyed getting stickers. 47
Language Evaluation (CYCLE) (Curtiss and Yamada 1987). 14 Many pictures were slightly modified by cropping or cutting and pasting to make additional pictures. During the first testing session, I videotaped the children as they did the task. I did not videotape them during the second session, however, because I found it too hard to both videotape and participate in the task. 4.2.1 Pre-test A pre-test was conducted before the body part test. The pre-test served two functions. It introduced the child to the forced choice task. During this section, if the child was unresponsive after being asked the question, Lopez modeled how to choose a picture by pointing at the correct picture, and was rewarded with a sticker. This established the task of choosing and the preferential method of choosing: pointing. Furthermore, the pre-test was used to introduce some of the pictures that would be used later in the body part locative test. The pictures used in the pre-test were a dog, a chair, a table, and a car, all of which were used in the actual test. The child's success in the pre- test showed that she could recognize the pictures and understood the task. As in the test itself, all answers given by the child were rewarded with verbal praise and a sticker, regardless of whether the answer was correct or not. The three pre-test pairs are listed below in Table 13. The correct answers are in bold. The words are presented as the pictures were presented, with the word on the left 14 The picture for làa'iny 'stomach' was drawn for me by Melissa Tai and was drawn in the style of the CYCLE pictures. 48
Page 1:
UNIVERSITY OF CALIFORNIA Los Angele
Page 4 and 5:
TABLE OF CONTENTS Title Page i Sign
Page 6 and 7:
4.4.1 Dissociation between Acquisit
Page 8 and 9: TABLE OF FIGURES Figure 1. Map of M
Page 10 and 11: ACKNOWLEDGEMENTS I sincerely thank
Page 12 and 13: The Categorial Status of Body Part
Page 14 and 15: SLQZ has been described in a dictio
Page 16 and 17: VZ languages have six vowels, as pr
Page 18 and 19: . Nàa're' zòob=a' làa'iny co'ch.
Page 20 and 21: Other linguists have commented on t
Page 22 and 23: Table 4. Possessed Body Parts in Va
Page 24 and 25: tables are not intended to be an ex
Page 26 and 27: cannot, even though it seems as tho
Page 28 and 29: other possessed nouns should also o
Page 30 and 31: constructions are nouns, one would
Page 32 and 33: Figure 3. Snake on Upside-down Car
Page 34 and 35: Figure 5. Snake under Car Figure 6.
Page 36 and 37: If one were to analyze BP prepositi
Page 38 and 39: Constructions using directional ver
Page 40 and 41: 2.9.3 Projecting Space This extensi
Page 42 and 43: . Rbèez=a' làa'iny Sann Lu'uc. (S
Page 44 and 45: allow for some types of morpho-synt
Page 46 and 47: Table 11. BP Terms as Prepositions
Page 48 and 49: 3.1.3 Queque 'head' I found no inst
Page 50 and 51: 3.2 Examples of Body Part Prepositi
Page 52 and 53: (39) Co721, page 5, lines 12-15 Laa
Page 54 and 55: 3.2.3 Rua 'at the edge of' The only
Page 56 and 57: 4.1 Participants Four children were
Page 60 and 61: epresenting the picture on the left
Page 62 and 63: Table 14. Body Part Test Left Pictu
Page 64 and 65: while still natural. Upon consultat
Page 66 and 67: Table 15. Body Part Preposition Tes
Page 68 and 69: Table 16. Results for Lorena 6;4 Bo
Page 70 and 71: Table 18. Results for Vanesa 1;6 Bo
Page 72 and 73: Table 20. SLQZ Acquisition of Body
Page 74 and 75: In an earlier paper, Jensen de Lóp
Page 76 and 77: 4.5 Conclusions There is no evidenc
Page 78 and 79: References Córdova, Fr. Juan de. 1
Page 80 and 81: Lillehaugen, Brook Danielle. to app
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