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This statement is false because, in Spanish, native speakers do not make up questions based on the structure of sentences. In Spanish, the question structure is usually similar to the affirmative sentence structure; thus, in order to differentiate a question from a sentence, Spanish speakers change their intonation. In written texts, a question is identified by two question marks at the beginning and the end of the sentence (“¿” and “?”) there are some words (qué, cómo, dónde)  
In the case of the types of questions asking for a piece of information, Spanish speakers still do not make those questions based on the sentence structure, since the construction of each of them varies greatly. For example, for the sentence: “Son las 8 de la mañana” we can ask: “¿Qué hora es?” and we can see that the structure of the question is not based on that of the sentence.

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•       Ordering of sentences: there is a natural order in the sentence.

• The components of phrases: there are 3 Noun Phrases ('mummy', 'daddy', 'dog'), 2 Verb Phrases ('look' and 'gone'). The Verb Phrase" gone” has an incomplete intransitive verb. The child does not have knowledge in the [there  +  VERB  +  NOUN]  pattern, so, for the above mentioned impersonal structure, we come across to a verb ellipsis.

• The inflexion of irregular verbs: We have the presence of 'gone'.

• The child has achieved the cognitive mechanism of analogy. We have no reason to believe that she/he had heard this particular sentence in its entirety and he was merely repeating it. The child already assimilated the usage of the spacial elements. (daddy gone = he is not there, there dog = the dog is in his farness.) We are not sure if his/her mother is in his/her proximity nor if the child is trying to catch his mother attention in order to express his knowledge about the position of the objects
*     We believe that the child could start learning about the presence of the verb “to be” in different structures, in order to consolidate the knowledge he already has.

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The little girl has learned to make the connection between the demonstrative pronouns "that/these" and her foot/feet when her interlocutors points to them. She has also correctly learned that she needs to use an indefinite article  in front of nouns that haven't been presented earlier in the discourse ("A footsie").
She has also learned how to express the simultaneous existence of two items of the same kind. That is to say, she has learned how to use the proper numeral ("Two footsies").
As soon as she utters this, she realizes that "foots" (or as she calls them "footsies") is
an incorrect way of selecting plural number for the noun "foot", and then she corrects herself and says "two feetsies, I mean".
Moreover, the little girl has acquired enough knowledge to interpret and understand the questions since she is able to answer them properly. This knowledge involves not only the interpretation of the word order, but also the interpretation of the contraction “What’s”. Kate has also mastered word order in declarative sentences: Kate places the quantifier before the noun (“two feetsies”, and not “feetsies two”), and the subject before the verb (“I mean”, and not “mean I”)
It is worth adding that the child has also acquired the structure for plural form (the “s” at the end of words). However, she has to still learn how to use a plural form correctly because she is using like a “double plural form”; she combines the irregular plural form of foot, “feet”, and she adds the suffix -sies; thus, this combination is considered ungrammatical. 

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Taking into account its grammatical function, we can infer that the word "pleakful" has an adjectival function. The morphological aspect that allows us to make this inference is the suffix -ful, which is usually used to form adjectives.This morphological process of adding a suffix is called affixation. Even if we read or hear this word without any context, we can easily notice it is an adjective. Other examples of adjectives that contain this suffix are "beautiful,", "wonderful," "hateful," etc. By contrast, the word mentioned above, "round," does not contain a suffix. Therefore, it would be impossible for us to infer its meaning or function without taking context into account.

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This statement is true because the principle of structure dependency proposes that there is a hierarchical organization underlying a sequence of words and this is called a “structure”, which is not the case in this sentence. Even though the correct constituents are present, they do not follow a pattern recognizable as grammatical to us Spanish speakers. Thanks to the principle of structure-dependency, a Spanish speaker will recognize that this sentence does not abide by the correct arrangement of its constituents, thus the speaker know that the sentence is ungrammatical.

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This statement is true because the principle of structure dependency proposes that there is a hierarchical organization underlying a sequence of words and this is called a “structure”, which is not the case in this sentence. Even though the correct constituents are present, they do not follow a structure recognizable as grammatical to us Spanish speakers. Thanks to the principle of structure-dependency, a Spanish speaker will recognize that this sentence does not abide by the correct arrangement of its constituents, thus the speaker recognizes the sentence as ungrammatical.

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By analysing this sample, it seems that Kate counts on normal circumstances of cognition since she understands questions (structure dependency principle) and the order of sentence constituents. Although she is able to recognise the structure she was exposed to, it is rather difficult to assume that she has mastered question formation since she does not elaborate one herself. In her answer, Kate recognises grammatical number as she uses an indefinite article ‘a’ to introduce a singular countable noun, and then uses ‘two’ as the specifier for the plural noun head ‘feetsies’. However, Kate hypothesises and self-corrects the plural form by adding, first, the suffix ‘-s’ to the base ‘footsie-’ to signal a plural form as though it were a regular noun; then, she also change the base ‘foot’ by ‘feet’ acknowledging she notices it is an irregular noun. Also, she has mastered self-reference by using the pronoun ‘I’. The order of the constituents of each sentence is the correct one.

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in its original context, this word is found modifying a noun in the attributive position, which is the standard structure for an adjective

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Despite the fact that we may not know the meaning of this word, we can deduce that the grammatical function that “pleakful” fulfills is adjective due to the fact that the word is formed by “pleak” + the suffix “ful”, which we generally affix to words to form adjectives. This process is called affixation and it is an aspect of morphology.

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Knowledge of syntax has no incidence on knowledge of vocabulary use.
The previous statement is FALSE. According to Principles and Parameters theory knowledge of vocabulary and vocabulary use is extremely important, since in order to speak properly speakers need to know the meaning of the words and the way to use them. The correct word order, the collocations, agreement, etc. are all important factors to take into account.

According to Cook (1994) knowledge of vocabulary is especially important to principles and parameters theory. That’s because knowledge of words is closely tied to syntax which results in the capacity of a native speaker to learn the meaning of words and how they behave in sentences. Many of the intricacies of a language are deciphered by how certain words are used rather than departing from syntax theory. It is to say, a English native speaker that knows how a word such as sleep knows not only its meaning but also how it’s used in a sentence: Sleep usually is preceded by an animate object and has no grammatical object.

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This statement is true because, according to the author, language principles are part of the knowledge of any language and these principles do not vary from one person to another. Besides, the notion of time is a universal concept related to our perception of reality, and it is the same for human beings regardless of the language they speak. Therefore, we could say that the notion of present, past, and future time is a language principle. 

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The statement is false as, according to Cook (1994), there is a strict bond between the knowledge of vocabulary and the understanding of the syntax in a language. This phenomenon leads the speaker to a process where he/she learns about meanings not only of words, but also of sentences.

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After studying Cook’s (1994) chapter on Universal Grammar, decide whether the following statements are TRUE (T) or FALSE (F) and justify your choice.
5. The notion of present, past and future time is a language principle.

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After studying Cook’s (1994) chapter on Universal Grammar, decide whether the following statements are TRUE (T) or FALSE (F) and justify your choice.
4. It is a fact that both Spanish and English kids start with a neutral setting for the pro-drop parameter.

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After studying Cook’s (1994) chapter on Universal Grammar, decide whether the following statements are TRUE (T) or FALSE (F) and justify your choice.
3. Knowledge of syntax has no incidence on knowledge of vocabulary use.

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After studying Cook’s (1994) chapter on Universal Grammar, decide whether the following statements are TRUE (T) or FALSE (F) and justify your choice.
2. Any Spanish speaker will be able to identify a sentence like "da el libro me" as ungrammatical thanks to the principle of structure-dependency.

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After studying Cook’s (1994) chapter on Universal Grammar, decide whether the following statements are TRUE (T) or FALSE (F) and justify your choice.
1. In Spanish, the construction of a question depends on the structure of the sentence itself rather than on the sequence of the words in it.

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Which categories in Spanish grammar have no relevance for English, and which categories are equally necessary in describing both English and Spanish?

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A good many grammatical words like “through” and “in” can be either adverbs or prepositions. How can one tell? Give a grammatical explanation for that.

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Where: Quirk&Stein, p 179.
In arrangements (2) – (5), it will be seen that while columns b and c are fixed in relation to each other, as c is in relation to d, columns a, f and g permit some mobility. How much and with what effect?

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We can say “a round table” and “he rounded the bend”, but pleakful is likely to have only one grammatical function. Which one? What aspect of morphology can account for that?

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Below there is a sample of young children’s speech. Analyze it carefully so as to assess how much grammar has been learnt and how much remains to be learnt. (Handbook, p 13, Case C)

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Below there is a sample of young children’s speech. Analyze it carefully so as to assess how much grammar has been learnt and how much remains to be learnt. (Handbook, p 13, Case B)

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Below there is a sample of young children’s speech. Analyze it carefully so as to assess how much grammar has been learnt and how much remains to be learnt. (Handbook, p 13, Case A)

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After studying Cook’s (1994) chapter on Universal Grammar, decide whether the following statements are TRUE (T) or FALSE (F) and justify your choice.
3. Knowledge of syntax has no incidence on knowledge of vocabulary use.

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Which categories in English grammar have no relevance for French, and which categories are equally necessary in describing both English and French?

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We can say “a round table” and “he rounded the bend”, but pleakful is likely to have only one grammatical function. Which one? What aspect of morphology can account for that?

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Below there is a sample of young children’s speech. Analyze it carefully so as to assess how much grammar has been learnt and how much remains to be learnt.