Deck 10: Language Development in Special Populations

Question 1

The phonological, semantic and syntactic development of deaf children develops in:

A) a sequence and at a rate that is different from hearing children.
B) a sequence and at a rate that is slower than hearing children.
C) the same sequence but at a different rate than hearing children.
D) a different sequence but at the same rate as hearing children.

Answer 1

C

Question 2

The oralist method developed:

A) in response to hearing parents' communicative needs.
B) in order to teach children to use speech reading for comprehension and spoken language for language expression.
C) as a result of few people's knowledge of sign language.
D) None of these answers are true.

Answer 2

D

Question 3

Research on children using American Sign Language as their first language indicates that:

A) the children have fewer vocabulary words than their hearing peers at the same level.
B) the children have greater vocabulary words than their hearing peers at the same level.
C) deaf children make the same errors and learn language elements in the same sequence as hearing children.
D) deaf children make more errors, such as pronoun reversal, than hearing peers at the same level.

Answer 3

C

Question 4

Research on language acquisition for deaf children demonstrates that deaf children:

A) require special education.
B) acquire language when provided access to communication, whether through oral/auditory input, sign language, or a combination.
C) are deprived of language.
D) have lower intelligence scores.

Question 5

Studies that compare babbling by infants who are deaf to infants who are hearing indicate that deaf babies:

A) do not babble.
B) babble, but the tonal quality and loudness varies from hearing babies.
C) babble past the age that children normally acquire their first words.
D) babble just like hearing babies until the age of uttering first words.

Question 6

Infants and young children with intermittent hearing loss due to such conditions as otitis media have:

A) little or no language delay in later years.
B) significant language delay in most circumstances.
C) the probability of being at a significantly higher risk of language delay in later years.
D) continued problems throughout their developmental stages.

Question 7

Research on sign language development in infants demonstrates that:

A) infants' sign language is highly context-bound and constrained by social routines.
B) deaf infants of deaf parents learn language at an early age.
C) deaf infants of deaf parents learn language at a slower pace than hearing children of hearing parents.
D) deaf infants of deaf parents learn language at a faster rate than hearing children of hearing parents.

Question 8

Studies of how children in special populations learn language:

A) sheds light on how normally developing children acquire language.
B) relates to studies about cognitive development.
C) provides insight on how aspects of human development relate to language development.
D) All of these answers are true.

Question 9

Hearing children who are exposed to sign language at prelinguistic stages:

A) begin to use sign language at earlier ages than hearing children who are not exposed.
B) use spoken language earlier than hearing children who are not exposed.
C) use spoken language later than hearing children who are not exposed.
D) have lower levels of literacy when they are older.

Question 10

Cochlear implants are ____________________________.

A) a hearing aid device implanted behind the child's ear
B) a device approved for use with adults who are postlingually deaf.
C) a radio implanted in the child's cochlear.
D) a device that stimulates the auditory nerve and converted to neural signals

Question 11

Research on using sign language as a complement to oral communication from birth:

A) clearly indicates that sign language confuses learning language through speech.
B) has unclear results.
C) builds on objective and unbiased long-term research.
D) indicates the need for continued research.

Question 12

Research on language development for deaf students who are in oral programs demonstrates:

A) 15-55% of the people achieve speech intelligibility.
B) 10-20% of the people achieve speech intelligibility.
C) such programs deprive students of language development.
D) None of these answers are true.

Question 13

Prelingually, deaf children:

A) lose hearing in infancy before they acquire language.
B) comprise the largest proportion of the deaf population.
C) lose their hearing before two years of age.
D) refers to children who rely on sign language.

Question 14

Petitto (1987) studied language development in deaf individuals and found that:

A) language is a property of the human brain and is separate from functions of hearing and speech.
B) children exposed to sign language from birth learn language in a similar pattern to hearing children.
C) deaf children's use of gesture at the prelinguistic stage does not relate to use of gesture in sign language.
D) All of these statements are true.

Question 15

Cochlear implant surgery is suitable for:

A) children with varied aspects of hearing loss.
B) the majority of children with prelingual hearing loss.
C) a small group of children with prelingual hearing loss.
D) children with little residual hearing.

Question 16

American Sign Language is:

A) used in the American countries for most of the Deaf Community.
B) a full language with its own syntax and lexicon.
C) is made up of a number of gestures and facial expressions.
D) used in English speaking countries

Question 17

It is important to study language development in special populations because:

A) it improves understanding of brain disorders.
B) special education laws require it.
C) it provides a basis for developing educational and remedial programs for such children.
D) it is interesting.

Question 18

Goldin-Meadow (1997) suggests that home signs demonstrate:

A) a lack of exposure to American Sign Language.
B) deaf children's creativity.
C) selective use of language comprehension skills.
D) natural tendency to develop language.

Question 19

Sign language refers to:

A) language used by children who are deaf.
B) all forms of manual communication.
C) gestural communication.
D) manual language used in the deaf community.

Question 20

Deaf children of deaf parents typically have:

A) lower levels of reading scores than deaf children of hearing parents.
B) higher levels of reading scores than deaf children of hearing parents.
C) higher levels of reading when raised with oral communication.
D) lower levels of reading when raised with oral communication.

Question 21

Two areas of language development that are strengths for children with Down syndrome are:

A) narrative discourse and conversation.
B) lexical development and communicative development.
C) communicative development and narrative discourse.
D) communicative development and pragmatic development.

Question 22

In identifying a child with SLI, a commonly used criterion is that the child is at least ______________ behind in productive language and ______________ behind in comprehension.

A) two years; one year
B) one year; one year
C) one year; six months
D) six months; one year

Question 23

In individuals with autism, researchers suggest that echolalia:

A) is composed of meaningless expressions.
B) can only be taken literally.
C) changes depending on the information to be conveyed.
D) can be used to convey communicative functions.

Question 24

Researchers studying children with Down syndrome:

A) agree that the course of grammatical development after adolescence is similar across the population.
B) found that some individuals plateau at learning vocabulary because the focus of their schooling transitions from education to vocational development.
C) have differing views on their language development at adolescence.
D) report that expressive language generally plateaus at age 12.

Question 25

Individuals with autism:

A) tend to have difficulties with literal interpretations of communications.
B) become more skilled at conversation at older ages.
C) produce more descriptions of ongoing events as they get older.
D) usually address a small or limited number of topics in conversation.

Question 26

Children who are described as having specific language impairment (SLI) have:

A) cognitive delays or disorders.
B) sensory delays or disorders.
C) limited language development in a variety of areas.
D) All of these answers are true.

Question 27

SLI children represent a(n):

A) homogenous group.
B) heterogeneous group
C) all-inclusive group.
D) selected group.

Question 28

When children with Williams Syndrome speak, they:

A) use syntactically complex sentences and rich vocabulary.
B) tell complex and coherent stories.
C) All of these answers are true.
D) None of these answers are true.

Question 29

The relationship between the degree of mental retardation and its affect on language development is:

A) the degree of mental retardation is an accurate predictor of language growth.
B) if cognitive skills are delayed so are language skills.
C) that the degree of mental retardation does not predict the course of language development.
D) None of these answers are true.

Question 30

For individuals with autism, the area most affected is:

A) communicative competence
B) linguistic competence
C) recall
D) repetition

Question 31

The chatterbox syndrome among individuals with mental retardation:

A) demonstrates a fluent and grammatically accurate understanding of language.
B) brings up questions among researchers about the connections between language and cognition.
C) demonstrates that language and cognition are not connected.
D) demonstrates a clear picture of the relationship between age and language level.

Question 32

Studies of children who have blindness and their use of phonology in language learning indicates:

A) there is little difference between these children and children who are sighted.
B) eye gaze limits their articulatory abilities.
C) more errors are made in use of highly visible sounds such as /b/, /m/, and /f/.
D) None of these answers are true.

Question 33

Early research on children with Williams Syndrome was initiated by:

A) Roger Brown in New England
B) The mother of a child identified with Williams Syndrome
C) The National Institute on Health
D) Linguists interested in atypical language development

Question 34

The notion of asynchrony in language development of children with SLI suggests that:

A) the different language subsystems may be delayed to differing degrees.
B) all subsystems of language must have equal delays.
C) children with SLI do not develop any language subsystems.
D) all subsystems of language must be in synchrony.

Question 35

The study of children with Down syndrome and Williams Syndrome sheds light on:

A) differences in language and cognition.
B) the relationship between language to cognition.
C) normally developing children's language.
D) normally developing children's cognition.

Question 36

Children with Down syndrome generally have difficulties with:

A) language more than with cognitive functioning.
B) production deficits.
C) producing intelligible speech.
D) All of these answers are true.

Question 37

An aspect of language that is affected in children who have blindness is:

A) humor
B) past tense
C) verbs that imply place and manner
D) topic initiation.

Question 38

Children who have blindness:

A) learn language in the same sequence, as do hearing children.
B) learn language at a slower pace than do hearing children.
C) have difficulties with language learning that requires joint attention.
D) have increased language comprehension skills.

Question 39

Some research indicates that children who have blindness have difficulties in acquiring use of ______________.

A) auxiliary verbs
B) nouns
C) complex language structures
D) clauses

Question 40

Research on individuals with Williams Syndrome indicates that:

A) cognition and language development are not related at all developmental stages.
B) cognition and language development is interrelated in early language development and separates at older ages.
C) lexical development precedes the cognitive development usually observed in normally developing children.
D) poor performance on grammar related to increased social and communicative skills.

Question 41

Describe the characteristics of Down syndrome and discuss how features of language development change over time as individuals develop.

Question 42

Compare and contrast language development in individuals who are lower functioning and those who are higher functioning with autism.

Question 43

Describe the salient issues regarding language development for individuals who are deaf or hard of hearing. Include discussion of cochlear implants.

Question 44

Research on nonlinguistic cognition of children with SLI indicates that:

A) most children have high IQ results on tests of such areas as symbolic functioning, mental imagery, hierarchical planning and hypothesis testing.
B) most children have low IQ results on tests of such areas as symbolic functioning, mental imagery, hierarchical planning and hypothesis testing
C) there is a familial connection among individuals identified with SLI.
D) there is no familial connection among individuals with SLI.

Question 45

Research on causes of SLI indicates that:

A) environment is the main factor affecting language development.
B) genetic makeup accounts for delay in language acquisition.
C) mothers of children with SLI are more directive than mothers of normally developing children.
D) mothers of the children have similar speech patterns and delays in language development.

Question 46

Describe how children with Williams Syndrome develop language. Discuss how this is different from individuals with Down syndrome.

Question 47

Language development for individuals identified with autism has particular characteristics. Describe these characteristics and their impact on the individual's functioning.

Question 48

Outcomes of studies on rapid auditory cues in infancy can be used to predict:

A) how children develop speech later in life.
B) very little about speech and language impairment.
C) how well the children develop language later.
D) how children discriminate vowel sounds later in life.

Question 49

Identify how children with Williams Syndrome develop grammatical, lexical and gender assignment skills. What are the implications for research?

Question 50

Compare and contrast issues concerning language development with children who are deaf with children who are blind.

Question 51

Analyze the implications of research on language development in deaf children, with or without having a cochlear implant.

Question 52

Research on the language faculty component of children with SLI indicates that:

A) most children have had brain damage.
B) many of the children demonstrate no brain damage.
C) reasons for the specific language impairment are not identifiable.
D) None of these answers are true.

Question 53

Causes for SLI could lie in such areas as:

A) poor environmental conditions conducive to language learning.
B) genetic factors.
C) poor eating habits.
D) low IQ.

Question 54

Compare and contrast how delays or impairments in language development as described in the text present the nature of the population of individuals in special populations.

Question 55

Tell how research on atypical language with individuals who have mental retardation informs the study of language acquisition. Discuss the implications for applied research.