Question 1

Children assume that a name refers to a whole object and not the parts of an object.

Accepted Answer

A) True 
 B)False

Question 2

Defining a word too narrowly is known as

Accepted Answer

A)  an overextension. 
B)  an underextension. 
C)  fast mapping. 
D)  overregularization. 
A)  an overextension. 
B)  an underextension. 
C)  fast mapping. 
D)  overregularization.

Question 3

Bilingualism is very confusing for children and, consequently, bilingual children show more cognitive deficits than monolingual children.

Accepted Answer

A) True 
 B)False

Question 4

School-age children are more likely to be polite to adults and demanding with peers.

Accepted Answer

A) True 
 B)False

Question 5

Two-year-old Michael already knows the meaning of the word dog. One day when he is at a park with his mother, they see a dog and his mother points to the dog and says, "That's a collie." Michael is likely to conclude that

Accepted Answer

A)  his mother does not know what a dog is. 
B)  all dogs are called collies. 
C)  a collie is a special type of dog. 
D)  collie refers to some part of the dog, such as its head or tail or neck. 
A)  his mother does not know what a dog is. 
B)  all dogs are called collies. 
C)  a collie is a special type of dog. 
D)  collie refers to some part of the dog, such as its head or tail or neck.

Question 6

When young children are learning new words, they

Accepted Answer

A)  require many presentations of the new word to learn the correct referent. 
B)  systematically consider all possible hypotheses about the connection between the word and the correct referent. 
C)  are more likely to learn an object's name when adults look at the object while saying its name. 
D)  do not use sentence cues. 
A)  require many presentations of the new word to learn the correct referent. 
B)  systematically consider all possible hypotheses about the connection between the word and the correct referent. 
C)  are more likely to learn an object's name when adults look at the object while saying its name. 
D)  do not use sentence cues.

Question 7

According to the cognitive approach, children learn grammar by all of the following EXCEPT

Accepted Answer

A)  relying on language-specific mechanisms. 
B)  noting regularities in speech. 
C)  participating in linguistically rich interactions. 
D)  using semantic bootstrapping. 
A)  relying on language-specific mechanisms. 
B)  noting regularities in speech. 
C)  participating in linguistically rich interactions. 
D)  using semantic bootstrapping.

Question 8

Infants as young as 1 month can discriminate different sounds.

Accepted Answer

A) True 
 B)False

Question 9

In the case of understanding metaphors, young children

Accepted Answer

A)  cannot understand even simple metaphors. 
B)  can understand simple metaphors, but not ones based on abstract relations. 
C)  can understand metaphors that are based on abstract relations. 
D)  develop this understanding very rapidly. 
A)  cannot understand even simple metaphors. 
B)  can understand simple metaphors, but not ones based on abstract relations. 
C)  can understand metaphors that are based on abstract relations. 
D)  develop this understanding very rapidly.

Question 10

Children sometimes have distinctive styles of learning language. Name and describe two styles of learning language.

Accepted Answer

A good answer will include the following

Question 11

Chimpanzees learn grammar as easily as young children.

Accepted Answer

A) True 
 B)False

Question 12

Which grammatical morpheme would you expect a child to learn last?

Accepted Answer

A)  adding -ed to indicate past tense 
B)  adding -s to indicate plural 
C)  adding -ing to denote ongoing action 
D)  the various form of the verb to be 
A)  adding -ed to indicate past tense 
B)  adding -s to indicate plural 
C)  adding -ing to denote ongoing action 
D)  the various form of the verb to be

Question 13

Your friends Kumi and Hugh have a 6-month-old son, Joe. Kumi is a native speaker of Japanese and Hugh is a native speaker of English. They are thinking about raising Joe to be bilingual but they are wondering if there are any benefits or drawbacks to this. What can you tell Kumi and Hugh about the impact of bilingualism on language development?

Accepted Answer

A good answer will be similar to the fol

Question 14

Much evidence supports the theory that children's acquisition of grammar is guided by innate mechanisms. Which of the following does NOT support this theory?

Accepted Answer

A)  Children sometimes imitate adult speech. 
B)  Only humans learn grammar readily. 
C)  Regions of the brain are specialized for processing language. 
D)  There is a critical period for learning language. 
A)  Children sometimes imitate adult speech. 
B)  Only humans learn grammar readily. 
C)  Regions of the brain are specialized for processing language. 
D)  There is a critical period for learning language.

Question 15

years old. How would you expect her language to be affected?

Accepted Answer

A)  Rita's language would probably be normal because language develops through innate processes. 
B)  Rita's language would probably be primitive when she was found, but with intensive language training she would eventually learn most of the rudiments of grammar. 
C)  Rita's language would probably be primitive when she was found, and even with intensive language training, her language mastery would be limited because she would be past the critical period for learning language. 
D)  Rita would probably have developed a complex language of her own and would be able to be taught a standard language as well as any 13-year-old could be taught a foreign language. 
A)  Rita's language would probably be normal because language develops through innate processes. 
B)  Rita's language would probably be primitive when she was found, but with intensive language training she would eventually learn most of the rudiments of grammar. 
C)  Rita's language would probably be primitive when she was found, and even with intensive language training, her language mastery would be limited because she would be past the critical period for learning language. 
D)  Rita would probably have developed a complex language of her own and would be able to be taught a standard language as well as any 13-year-old could be taught a foreign language.

Question 16

Children with expressive language-learning styles

Accepted Answer

A)  have vocabularies that primarily consist of the names of objects, people, and actions. 
B)  have vocabularies that consist of many social phrases. 
C)  use language as an intellectual tool. 
D)  have vocabularies that contain few question words, such as "what." 
A)  have vocabularies that primarily consist of the names of objects, people, and actions. 
B)  have vocabularies that consist of many social phrases. 
C)  use language as an intellectual tool. 
D)  have vocabularies that contain few question words, such as "what."

Question 17

Vowel-like utterances such as "oooooooo" and "ahhhhhhh" are referred to as

Accepted Answer

A)  babbling. 
B)  intonation. 
C)  infant-directed speech. 
D)  cooing. 
A)  babbling. 
B)  intonation. 
C)  infant-directed speech. 
D)  cooing.

Question 18

Infants who are younger than 6 months of age

Accepted Answer

A)  do not need to experience speech sounds in their environment to be able to discriminate them. 
B)  must experience speech sounds in their environment to be able to discriminate them. 
C)  can discriminate only the sounds found in their native language. 
D)  cannot discriminate any speech sounds which explains why they cannot talk. 
A)  do not need to experience speech sounds in their environment to be able to discriminate them. 
B)  must experience speech sounds in their environment to be able to discriminate them. 
C)  can discriminate only the sounds found in their native language. 
D)  cannot discriminate any speech sounds which explains why they cannot talk.

Question 19

What is infant-directed speech and how is it related to infant language development?

Accepted Answer

A good answer will be similar to the fol

Question 20

Name and briefly describe the four different elements of language.

Accepted Answer

A good answer will be similar to the fol

Children assume that a name refers to a whole object and not the parts of an object.

Defining a word too narrowly is known as

Bilingualism is very confusing for children and, consequently, bilingual children show more cognitive deficits than monolingual children.

School-age children are more likely to be polite to adults and demanding with peers.

Two-year-old Michael already knows the meaning of the word dog. One day when he is at a park with his mother, they see a dog and his mother points to the dog and says, "That's a collie." Michael is likely to conclude that

When young children are learning new words, they

According to the cognitive approach, children learn grammar by all of the following EXCEPT

Infants as young as 1 month can discriminate different sounds.

In the case of understanding metaphors, young children

Children sometimes have distinctive styles of learning language. Name and describe two styles of learning language.

Chimpanzees learn grammar as easily as young children.

Which grammatical morpheme would you expect a child to learn last?

Much evidence supports the theory that children's acquisition of grammar is guided by innate mechanisms. Which of the following does NOT support this theory?

years old. How would you expect her language to be affected?

Children with expressive language-learning styles

Vowel-like utterances such as "oooooooo" and "ahhhhhhh" are referred to as

Infants who are younger than 6 months of age

What is infant-directed speech and how is it related to infant language development?

Name and briefly describe the four different elements of language.

The Science of Child Development

Genetic Bases of Child Development

Prenatal Development, Birth, and the Newborn

Growth and Health

Perceptual and Motor Development

Theories of Cognitive Development

Cognitive Processes and Academic Skills

Intelligence and Individual Differences in Cognition

Emotional Development

Understanding Self and Others

Moral Understanding and Behavior

Gender and Development

Family Relationships

Influences Beyond the Family

Filters

Exam 9: Language and Communication

Children assume that a name refers to a whole object and not the parts of an object.

Defining a word too narrowly is known as

Bilingualism is very confusing for children and, consequently, bilingual children show more cognitive deficits than monolingual children.

School-age children are more likely to be polite to adults and demanding with peers.

Two-year-old Michael already knows the meaning of the word dog. One day when he is at a park with his mother, they see a dog and his mother points to the dog and says, "That's a collie." Michael is likely to conclude that

When young children are learning new words, they

According to the cognitive approach, children learn grammar by all of the following EXCEPT

Infants as young as 1 month can discriminate different sounds.

In the case of understanding metaphors, young children

Children sometimes have distinctive styles of learning language. Name and describe two styles of learning language.

Chimpanzees learn grammar as easily as young children.

Which grammatical morpheme would you expect a child to learn last?

Much evidence supports the theory that children's acquisition of grammar is guided by innate mechanisms. Which of the following does NOT support this theory?

years old. How would you expect her language to be affected?

Children with expressive language-learning styles

Vowel-like utterances such as "oooooooo" and "ahhhhhhh" are referred to as

Infants who are younger than 6 months of age

What is infant-directed speech and how is it related to infant language development?

Name and briefly describe the four different elements of language.

The Science of Child Development

Genetic Bases of Child Development

Prenatal Development, Birth, and the Newborn

Growth and Health

Perceptual and Motor Development

Theories of Cognitive Development

Cognitive Processes and Academic Skills

Intelligence and Individual Differences in Cognition

Emotional Development

Understanding Self and Others

Moral Understanding and Behavior

Gender and Development

Family Relationships

Influences Beyond the Family

Filters