Exam 9: A: Language and Communication

According to the cognitive view, children learn language by searching across many examples stored in memory.

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

Infant-directed speech has exaggerated changes in pitch and loudness.

Deaf infants often babble in signs.

People can easily acquire language at any point in life.

Common early words include greetings and words for food and toys.

By three years of age, children understand that a comment should be followed by a response.

Adding -s and -ing are simple grammatical morphemes that are mastered at an early age.

Preschool children do not adjust their messages when their listeners lack critical information

Expressive children's vocabularies include a large percentage of words that are names of objects, people, or actions.

By 12 months of age, children of English-speaking parents cannot discriminate speech sounds that are not found in English.

Children learn general rules about grammatical morphemes.

The use of symbols is not related to language development.

If a child knows the word dinosaur and sees that one dinosaur is consistently called Dino, the child will conclude that Dino is the name of the dinosaur.

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

Phonemes include both consonant and vowel sounds.

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

If an object already has a name and another name is presented, children will assume that the new name denotes a subcategory of the original name.

Infants' early attempts to communicate include pointing, touching, or making noises.

During the stage of two-word speech, children use wh- words when asking questions.