 |
|
You are not logged in! F.A.Q Log in Register |
 |
|
 |
 Now online (3)big recycle belb ...and 424 guests Last 5 registered Oplandisks nothingstar N_loop yipe foxtrotromeo Browse members... |
 |
Members 8025Messages 2614083 Today 3 Topics 127542 |
|
|||||||||
| |||||||||
|
|
name calling is so cute. It's rule of syntax requires but a single word. Simply utter one word: "buttholecheese!" and voila, you have called someone a name. Children, with their underdeveloped brains make such simple cute, yet effective systems. Adding more words "you are a buttholecheese" makes it more sophisticated, too complicated and adult like, perhaps spoken by a fourth grader demonstrating his superior verbal ability. "thou art buttholecheese" is a strange fusion of shakespeare and namecalling. I like milk. |
||||||||
|
|
|||||||||
| |||||||||
|
|
To whoever replies first: "man-milker!" ha ha ha ha ha,... wait, that was me, doh!! |
||||||||
|
|
|||||||||
| |||||||||
|
|
what happened? did they pick on you again? oh, i'm so sorry. they don't realise what we realise here at xlt. that you are special. that you are our friend. we love your witty, zany, anectdotes and wait for each successive one with great eagerness. we love you w M w. |
||||||||
|
|
|||||||||
| |||||||||
|
|
Hold on; I'm having some pseudointellectual ideas here but having trouble piecing them together. Okay, in embryonic development, fetuses have gills before lungs, a reflection and vestigal remnant of when we were fish, evolutionarily. Now name-calling is largely exclusive to children, which can be regarded as yet another time period in human developement that is reflected evolutionarily. Children probably start by calling eachother nouns: "poophead" "butthole" etc. Then, they start adding "er" on to words: "butt sniffer" "poop licker" etc. Therefore, I conclude with no logical reasoning that all verbs have decended from, and once were nouns, earlier in our cultural evolution. "Lick" maybe once meant "tongue" when cavemen grunted nouns and made gestures to eachother. Later, it evolved to become a verb and adding "er" to the end was memetically fit and caught on. Wait, adding er makes a verb back into a noun. Anyway continuing with the theme of a lack of a logical train of thought, I conclude that Bill Hicks is a "fag fucker". Also I never claimed to be "witty" or "zany", so saying so must be based on your observations. Though it appears sarcastic, one never knows for certain due to the nature of sarcasm. But I only have to invert the meaning ie. I'm "NOT witty or zany", I'm "NOT your friend" etc.. to realize that I don't care about this opinion you made, with extra force by artificially applying it to a larger group as "we". Finally, I can destroy your credibility as a critiquer of witty/zaniness with 5 single words: |
||||||||
|
|
|||||||||
| |||||||||
|
|
you are mr fucking logic!!! hahahahaha. i've just realised. mmmmmmmmm.....most fascinating! |
||||||||
|
|
|||||||||
| |||||||||
|
|
This is a good topic and I like bill hicks bump. |
||||||||
|
|
|||||||||
| |||||||||
|
|
hiya bumsugar croodnozle pissdong |
||||||||
|
|
|||||||||
| |||||||||
|
|
penis horder nipple necklace maker |
||||||||
|
|
|||||||||
| |||||||||
|
|
burpsucker dwarftosser sharkfinpolisher |
||||||||
|
|
|||||||||
| |||||||||
|
|
arfchoker barfhandler scarfwearer... (ha hah ha last ones too funyy... ho ho ho) |
||||||||
|
|
|||||||||
| |||||||||
|
|
man dick is a favorite |
||||||||
|
|
|||||||||
| |||||||||
|
|
what you're talking about has really got more to do with morphology than syntax |
||||||||
|
|
|||||||||
| |||||||||
|
|
yea w you..you tarsnorter what he said |
||||||||
|
|
|||||||||
| |||||||||
|
|
Reminds me of What About Bob? |
||||||||
|
|
|||||||||
| |||||||||
|
|
language development probably no other accomplishment in early life is as astounding as language development. by the time a child reaches three years of age, he will have learned approximately three thousand words and the complex rules of his language. according to linguist naom chomsky, every child is born with a biological predisposition to learn language--any language. in effect, children possess a "universal grammar"--a basic understanding of the common principles of language organization. infants are innately equipped not only to understand language but also extract grammatical rules from what they hear (chomsky, 1965). the key task in the development of language is to learn a set of grammatical rules that allow the child to produce an unlimited number of sentences from a limited number of words. at birth infants can distinguish among the speech sounds of all the world's languages, no matter what language is spoken in their homes. infants lose this ability by ten months of age. instead, they can distinguish only among the speech sounds that are present in the language to which they have been exposed. thus, during the first year of life, infants begin to master the sound structure of their own native language. the one word stage of language development long before babies become accomplished talkers, they understand much of which is said to them. before they are a year old, most infants can understand simple commands, such as "bring daddy the block," even thought they cannot sat the words bring, daddy, or block. this reflects the fact that an infant's (the words she understands) is much larger that her production vocabulary (the words she can say). generally infants acquire comprehension of words more than twice as fast as they learn to speak new words. |
||||||||
|
|
|||||||||
| |||||||||
|
|
somewhere around their first birthday, infants produce their first real words. first words usually refer to concrete objects or people that are important to the child, such as mama, daddy, or ba-ba (bottle). first words are also often made up of the syllables that were used in babbling. during the one word stage, babies use a single word and vocal intonation to stand for an entire sentence. with the proper intonation and context, baba can mean "i want my bottle!" "there's my bottle!" or "where's my bottle?" the two word stage of language development around their second birthday, infants begin putting words together. during the two-word stage, infants combine two words to construct a simple "sentence," such as "mama go." "where kitty?" and "no potty!" during this stage, the words used are primarily content words--nouns, verbs, and sometimes adjectives or adverbs. articles (a, an, the) and prepositions (in, under, on) are omitted. two-word sentences reflect the first understandings of grammar. although these utterances include only the most essential words, they basically follow a grammatically correct sequence. at around two and a half years of age, children move beyond the two-word stage. they rapidly increase the length and grammatical complexity of their sentences. there is a dramatic increase in th number of words they can comprehend and produce. by the age of three, the typical child has a production vocabulary of more than three thousand words. acquiring about a dozen new words per day, a child may have a production vocabulary of more than two thousand words by school age. |
||||||||
|
|
|||||||||
|
Messageboard index
|
|||||||||
