Ch.9 Language Development Test Bank Docx

Chapter 09

Test Bank

1. Language is a form of communication—spoken, written, or signed—that is based on a system ofA. words.B. ideas.C. symbols.D. sounds.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Language2. Cases like the Wild Boy of Aveyron cause us to wonder whether language isA. infinitely generative or not.B. due more to heredity or environment.C. based on abstract or concrete symbols.D. more a question of phonology or syntax.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: LanguageTopic: Middle and Late Childhood3. Each language consists of a finite set of words, but speakers of a language can create and comprehend a countless number of meaningful sentences without any limit. This is an example ofA. pragmatics.B. infinite generativity.C. organizational rules.D. phonemes.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: LanguageTopic: Middle and Late Childhood4. The ability to produce and comprehend an endless number of meaningful sentences with a finite set of words and rules is referred to asA. pragmatics.B. infinite generativity.C. organizational rules.D. phonemes.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: LanguageTopic: Middle and Late Childhood5. The basic unit of sound that affects meaning in a language is aA. morpheme.B. letter.C. syllable.D. phoneme.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Phonology6. The sound represented by “ch” in church or change is an example of aA. morpheme.B. letter.C. syllable.D. phoneme.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Phonology7. Morphology refers toA. the units of meaning involved in word formation.B. the way words are combined to form acceptable phrases and sentences.C. rules regarding how sounds are perceived as different, and which sound sequences may occur in the language.D. the meaning of words and sentences.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Morphology8. Which of the following statements about morphemes is TRUE?A. Some words consist of a single morpheme.B. Some words are made up of more than one morpheme.C. Morphemes can mark tense and number.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Morphology9. Two-year-old Aiden asks his mom if she "bringed" his favorite toy with her. His use of "ed" on the end of the word “bring” to make it past tense indicates an understanding ofA. morphology.B. pragmatics.C. phonology.D. phonemes.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define language and describe its rule systems.Topic: Early ChildhoodTopic: Morphology10. Three-year-old Aspen said to her mother, "Me went to the park. Is you went too?" She is displaying errors inA. pragmatics.B. syntax.C. phonology.D. semantics.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define language and describe its rule systems.Topic: Middle and Late ChildhoodTopic: Syntax11. The fact that changes in word order can change the meaning of a sentence is an example ofA. semantics.B. syntax.C. phonology.D. pragmatics.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Syntax12. Which of the following statements regarding syntax is NOT true?A. All languages have syntactical rules.B. The adjective must precede the noun in a sentence for all languages.C. For any language that we know of, users cannot process subjects and objects arranged in too complex a fashion in a sentence.D. There are some universal properties of syntax across all languages.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Syntax13. In English, we say "white house" (adjective precedes noun), but in Spanish one would say "casa blanca" (noun precedes adjective). This example illustrates different rules ofA. semantics.B. syntax.C. phonology.D. pragmatics.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Syntax14. The sentence “The plan persuaded the passenger to buy the ticket for a first-class seat.” is problematic at the _______ level.A. semanticB. syntacticC. phonologicalD. pragmaticAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Semantics15. The sentence "The pencil sang a lovely tune" is ______, but __________.A. syntactically correct; semantically incorrectB. semantically correct; syntactically incorrectC. phonologically correct; syntactically incorrectD. morphologically incorrect; semantically correctAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: AnalyzeDifficulty Level: ModerateLearning Objective: Define language and describe its rule systems.Topic: SemanticsTopic: Syntax16. The appropriate use of language in different contexts is part ofA. syntax.B. semantics.C. pragmatics.D. morphology.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define language and describe its rule systems.Topic: Pragmatics17. Twelve-year-old Cade is able to produce all of the sounds of speech and construct complete, accurate, meaningful sentences but struggles with taking turns in a discussion, recognizing humor and figurative language. He is having communication difficulty in the area ofA. phonology.B. semantics.C. morphology.D. pragmatics.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define language and describe its rule systems.Topic: AdolescenceTopic: Pragmatics18. When 6-year-old Sebastian asks the waitress in a restaurant for a fork, he says “Give me a fork.” This illustrates a violation of rules inA. semantics.B. syntax.C. phonology.D. pragmatics.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define language and describe its rule systems.Topic: Middle and Late ChildhoodTopic: Pragmatics19. Which of the following statements is NOT true about an infant's use of gestures?A. A lack of pointing is one characteristic of children with autism.B. Frequent use of gestures indicates a future language delay.C. Infants start using gestures at about 8 to 12 months of age.D. Gesturing is a sign of healthy communication development.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: GesturesTopic: Infancy20. In a baby's first year of life, what vocalization stage comes after crying?A. cooingB. gesturesC. babblingD. first wordsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Babbling and Other VocalizationsTopic: Infancy21. What is the function of early vocalization (crying, cooing, and babbling) for infants?A. to practice making soundsB. to attract attentionC. to communicateD. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Babbling and Other VocalizationsTopic: Infancy22. Research about the ability of infants to distinguish human speech sounds indicates thatA. young infants are capable of distinguishing only the sounds they hear in their native language.B. the ability to distinguish all speech sounds increases as infants grow older through the first year.C. infants are able to differentiate sound differences in their own language in the first half of the first year, and sound differences in other languages in the second half of the first year.D. infants are able to differentiate sound differences in languages other than their own in the first half of the first year, and lose this ability in the second half of the first year.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: InfancyTopic: Recognizing Language Sounds23. According to Kuhl's research, at birth, infants are "citizens of the world," able to recognize sounds regardless of the syllables’ language. At what age do infants get better at perceiving the changes in sounds in their own language?A. 3–6 monthsB. 6–9 monthsC. 6–12 monthsD. 12–18 monthsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: InfancyTopic: Recognizing Language Sounds24. Research on the ability of infants to understand words indicates that infantsA. understand words only after they can produce them.B. do not understand words until around 13 months of age.C. understand words well before they can produce them.D. start to understand words well before 3 months of age.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: First WordsTopic: Infancy25. Which of the following statements about language development is TRUE?A. Infants speak words before they understand them.B. Infants understand words before they speak them.C. Infants produce more nouns than verbs in their first words across all languages in the world.D. Infants use verbal communication before nonverbal communication.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: First WordsTopic: Infancy26. A child's first words mainly consist ofA. familiar colors, names, food, places.B. important people, animals, vehicles, simple grammatical words.C. familiar shapes, places, greeting terms, body parts, clothes.D. important people, familiar animals, vehicles, food, body parts, greeting terms.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: First WordsTopic: Infancy27. A rapid increase in an infant's vocabulary that usually begins at around 18 is known asA. a vocabulary spurt.B. underextension.C. overextension.D. telegraphic speech.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: First WordsTopic: Infancy28. Natalie has just turned 2 years old. About how many words are in her speaking vocabulary?A. 50B. 100C. 200D. 350Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: First WordsTopic: Infancy29. Jenny is at the zoo with her family. She points to each animal and says "doggie." This illustratesA. a vocabulary spurt.B. telegraphic speech.C. overextension.D. underextension.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: First WordsTopic: Infancy30. At what age can Emily expect her child to say, "Get shoes"?A. 8 to 12 monthsB. 12 to 18 monthsC. 18 to 24 monthsD. not until after 24 monthsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: InfancyTopic: Two-Word Utterances31. Telegraphic speech is characterized byA. two-word utterances only.B. short, complete sentences.C. a sequence of succinct single syllable words.D. short, precise words without grammatical markers.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: InfancyTopic: Two-Word Utterances32. Anthony holds up his glass and says, "Milk gone." These types of utterances are referred to asA. overextension.B. underextension.C. a vocabulary spurt.D. telegraphic speech.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: InfancyTopic: Two-Word Utterances33. Berko's study demonstrated children's understanding of morphological rules. It is impressive to note that the children in the studyA. used morphological rules from utterances they had heard and applied them to words that they have never heard before.B. were able to answer correctly without understanding or using morphological rules.C. were unable to apply rules to fictional words.D. based their responses on past instances of hearing the words used in the study.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy34. When a child struggles with speech and language development, the professional who provides therapeutic intervention is a(n)A. pediatrician.B. elocutionist.C. speech therapist.D. English tutor.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy35. As children move beyond two-word utterances, they begin using plural and possessive nouns, appropriate verb endings, prepositions, articles, and various forms of the verb "to be." This is evidence that the childrenA. are increasing their vocabulary.B. have well-established phonology.C. know morphological rules.D. know pragmatic rules.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy36. Children's ability to make an initial connection between a word and its referent after only a limited exposure to the word is calledA. telegraphic speech.B. an overextension.C. an underextension.D. fast mapping.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy37. Preschool children learn and apply syntax rules. The grammatical error we observe in the question "When we are going outside?" is an example of difficulty with masteringA. placement of a wh- word at the beginning of a sentence.B. auxiliary-inversion rule.C. overgeneralization.D. fast mapping.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy38. Between 18 months and 6 years of age, young children learn aboutA. 1 word every waking hour.B. 10 words weekly.C. 30 words daily.D. 30 words weekly.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy39. According to Berninger, children who enter elementary school with a small vocabulary are at risk for developingA. behavior problems.B. speech problems.C. reading problems.D. writing problems.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy40. A pragmatic characteristic of a 4-year-old is that theyA. increase the length of sentences across all situations.B. can only talk about people and things that are here and now, but not those that are elsewhere or of different time periods.C. change their speech style to accommodate the listener.D. maintain the same speech style in all situations.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy41. Chad's parents live on the poverty line. Research has shown consistently that all of the following are important home experiences for Chad's language development EXCEPTA. the quality of his mother's language and literacy skills.B. his mother’s use of diverse vocabulary when talking to him.C. providing effective instruction and support.D. the amount of time his mother spends talking to him.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy42. According to Hart and Risley, which group of parents talked less to their young children, talked less about past events, and provided less elaboration?A. single parentsB. welfare parentsC. middle-class parentsD. professional parentsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy43. Which of the following would have the LEAST positive influence on a young child's vocabulary development?A. the mother's use of diverse vocabularyB. the mother's talkativenessC. the mother's literacy skillsD. the mother's language skillsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Vocabulary44. In social situations, 4- to 5-year-olds will typicallyA. speak the same to peers as they would to a 2-year-old.B. speak the same to adults as they would to a peer.C. avoid speaking to adults.D. use shorter sentences when speaking to a 2-year-old.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Vocabulary45. All of the following are among the six key principles in young children’s vocabulary development (as detailed by Harris, Golinkoff, & Hirsh-Pasek) EXCEPTA. that children learn words for things and events that interest them.B. that children best learn the words they hear most often.C. that children learn words best in contexts that are meaningful.D. that children learn words best when grammar is not practiced along with vocabulary.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy46. In which of the following countries would the rates of dyslexia be expected to be highest?A. countries where the alphabet script is more phonetically pronouncedB. English-speaking countries, such as the United States and the United KingdomC. countries where the GDP is in the bottom 10 percent of the worldD. countries where people have to use at least three languages in their daily communicationAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy47. The fact that letters represent sounds in language refers toA. the whole-language approach.B. the alphabetic principle.C. fast mapping.D. overextension.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Early Literacy48. By 7 years of age, children start responding to the stimulus word “dog” with other words like “cat” or “sheep,” or responding to the stimulus word “talk” with “run” or “jump.” This is evidence that children at this age have begun toA. memorize a large size of vocabulary without internal organizations.B. be confused about words with similar meanings.C. categorize their vocabulary by phonological features.D. categorize their vocabulary by parts of speech.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Vocabulary49. Metalinguistic awareness improves considerably in the elementary school years and allows children toA. think about their language.B. understand what words are.C. define words.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Metalingustic AwarenessTopic: Middle and Late Childhood50. Which language approach stresses that reading instruction should parallel a child's natural language learning?A. metalinguisticB. alphabetic principleC. phonicsD. whole-languageAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Reading51. An elementary school class reads a magazine article on insects and sings "The Ugly Bug Ball" with a word chart poster. Later, the students cut out words from a newspaper that might describe bugs and use them to write a poem. Among the methods used to teach reading, this is an example ofA. a metalinguistic approach.B. a phonics approach.C. an alphabetic principle approach.D. the whole-language approach.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Reading52. Marquessa is teaching her son to read by sounding out each letter in a word before allowing him to read storybooks. What approach is she using?A. whole-languageB. phonicsC. overgeneralizationD. underextensionAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Reading53. Cecilia begins teaching children to read by having them learn to make sounds that go with each letter of the alphabet. Which language approach is Cecilia taking?A. whole-languageB. phonicsC. information-processingD. underextensionAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Reading54. Research comparing the approaches of whole-language and phonics has shown thatA. the whole-language approach produces superior reading skills.B. the phonics approach is better used as support for a strategy that emphasizes the whole-language approach.C. children can benefit from both approaches, but that phonics should be emphasized.D. whichever approach is used at home will be most effective in school instruction.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Reading55. Which of the following is true of writing in the early elementary years?A. Some letter reversals are to be expected and do not predict literacy problems.B. Writing requires a significant amount of practice.C. Children often invent spellings based on the sounds they hear.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Writing56. Studies show which of the following about the quality of students' writing?A. College instructors report that the majority of high school graduates have superior writing skills.B. Teachers report that their college education program inadequately prepared them to teach writing.C. Seventy percent of U.S. students in fourth grade are high-achieving writers, but sharply decline in writing skills by twelfth grade.D. High school students’ writing assignments primarily involve analysis and interpretation, and the majority of their writing requires at least 10 paragraphs for each assignment.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Writing57. Mrs. Nakayama's students have above-average writing skills. Which of the following statements most likely describes this teacher's classroom environment?A. Students have peer assistance.B. Mrs. Nakayama spends a significant amount of time teaching planning, drafting, and revising.C. Students set writing goals.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Writing58. When Juan moved to the United States from Mexico, he spoke only Spanish. After some time, he spoke Spanish and English. Now he only speaks English. This is an example ofA. the dual-language approach.B. subtractive bilingualism.C. the whole-language approach.D. the bilingual approach.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: BilingualismTopic: Middle and Late Childhood59. José's basic academic subjects are taught in his native language of Spanish in his first year. Six months later, English starts to be used in the instruction, while Spanish is still used but with decreasing proportions. This is an example ofA. the dual-language approach.B. subtractive bilingualism.C. the English-only approach.D. the whole-language approach.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: BilingualismTopic: Middle and Late Childhood60. Which of the following is an example of the dual-language approach in a U.S. school?A. Ron's first language is English, and he is taking a Spanish course in middle school.B. Maria's first language is Spanish. She has a teacher who speaks Spanish during some of her classes and English in others during her initial years at school.C. Lynn's first language is English, and she takes a Spanish class to learn Spanish for her own interest.D. Anibal's first language is Spanish. He is taking a Spanish literature class taught in Spanish in addition to his regular classes, which are taught in English.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: BilingualismTopic: Middle and Late Childhood61. When is the easiest time to learn a second language?A. early childhoodB. late childhoodC. adolescenceD. variable across different language systemsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Second-Language Learning62. Children who are fluent in two languages perform better than their monolingual counterparts on tests in which of the following areas?A. analytical reasoningB. concept formationC. cognitive flexibility and complexityD. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Second-Language Learning63. Researchers have found it generally takes immigrant children how long to become proficient in speaking English?A. 1 yearB. 2 yearsC. 3 to 5 yearsD. 7 to 10 yearsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Second-Language Learning64. Increased sophistication in word use (metaphors, satire, dialect, etc.) is characteristic of language development duringA. middle childhood.B. late childhood.C. adolescence.D. adulthood.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: AdolescenceTopic: Language65. An implied comparison between two unlike things is aA. metaphor.B. satire.C. caricature.D. contrast.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: AdolescenceTopic: Language66. The use of irony, derision, or wit to expose folly or wickedness is known asA. metaphor.B. contrast.C. satire.D. dialect.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: AdolescenceTopic: Language67. You see your friend and say "Sup dude?" this is an example ofA. metaphor.B. caricature.C. satire.D. dialect.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: AdolescenceTopic: Language68. Which of the following is NOT a reason that adolescents tend to be better writers than younger children?A. They are better at organizing ideas before writing.B. They can distinguish between general and specific points.C. They are better at stringing together sentences that make sense.D. They have reached the peak level of their vocabulary development.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: AdolescenceTopic: Language69. Young adolescents often speak a dialect with their peers that is characterized byA. unintelligible speech.B. obscenity.C. jargon and slang.D. language patterns unique to adults.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: AdolescenceTopic: Language70. Language development during the adult years varies greatly among individuals primarily depending onA. gender.B. voice quality.C. the level of education and social and occupational roles.D. geographical location.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: LanguageTopic: Middle Adulthood71. Sixty-five-year-old Ruth stops speaking to search her memory for the name of her daughter’s dog, which she is confident she knows well. This is an example ofA. metaphor.B. dementia.C. the tip-of-the-tongue phenomenon.D. satire.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: LanguageTopic: Late Adulthood72. Vocabulary typically continues to increase at least untilA. adolescence.B. early adulthood.C. middle adulthood.D. late adulthood.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: Late AdulthoodTopic: Vocabulary73. When does the "tip-of-the-tongue phenomenon" become readily apparent?A. adolescenceB. early adulthoodC. middle adulthoodD. late adulthoodAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: LanguageTopic: Late Adulthood74. All of the following is true of speech in older adults EXCEPT that it is typicallyA. lower in volume.B. slower.C. less fluent.D. less than adequate for everyday communication.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how language develops through the life span.Topic: LanguageTopic: Late Adulthood75. A soldier suffers brain damage from an injury and is no longer able to speak or understand what others say. He is most likely suffering fromA. LAD.B. Broca's disorder.C. aphasia.D. Wernicke's disorder.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Brain's RoleTopic: Middle Adulthood76. Broca's and Wernicke's areas are predisposed for language functioning and are located in which part of the brain?A. occipital lobeB. temporal lobeC. right hemisphereD. left hemisphereAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Brain's Role77. After suffering brain damage in a car accident, John can understand language but is no longer able to form words. In which area of the brain did he most likely suffer damage?A. LADB. Wernicke'sC. Broca'sD. occipitalAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Brain's Role78. Which area of the brain's left hemisphere is involved in language comprehension?A. LADB. Broca'sC. aphasicD. Wernicke'sAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Brain's Role79. As theorized by Noam Chomsky, the LAD is responsible forA. speech production.B. language comprehension.C. language disorder.D. child language acquisition.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Chomsky's Language Acquisition Device (LAD)Topic: Infancy80. Chomsky's Language Acquisition Device suggests thatA. humans are biologically prewired to learn language at a certain time in a certain way.B. there is a physical structure in the brain exclusively for language acquisition.C. language acquisition is strictly influenced by environment.D. language is acquired and stored in the right hemisphere of the brain.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Chomsky's Language Acquisition Device (LAD)Topic: Infancy81. People argue that the Wild Boy of Aveyron never developed complete, efficient language skills even after years of intensive therapy because he had lived in total social isolation for years before he was found. The theory underlying this reasoning would support the statement thatA. language acquisition is only biologically based.B. language acquisition is only through the child’s own exploration and discovery.C. language acquisition is vitally dependent on appropriate social environments.D. there is no critical period for language learning.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Environmental InfluencesTopic: Middle and Late Childhood82. The Wild Boy of Aveyron was most likely not able to learn to communicate with language effectively becauseA. he did not have the LAD needed to learn language.B. he refused to communicate with other people.C. he had not lived in an environment that exposed him to normal human language before he was found.D. he had brain deficiencies in Broca’s area at birth.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Environmental InfluencesTopic: Middle and Late Childhood83. Behaviorists believe that language isA. learned with the LAD.B. a special skill that has emerged with biological evolution.C. a skill that is controlled by the left hemisphere of the brain.D. a complex learned skill, much like dancing or playing the piano.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Environmental InfluencesTopic: Middle and Late Childhood84. The fact that people create novel sentences, and that children learn the syntax of their native language even if they are not reinforced for doing so, are indications of weakness in which language acquisition view?A. biologicalB. critical periodC. LADD. behavioralAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Environmental Influences85. Which of the following provides evidence against the behavioral view of language development?A. Researchers haven't yet located the LAD in the brain.B. Parents reinforce proper grammar and punish improper grammar.C. Children say new things that they haven't ever heard before.D. The environment plays the most important role in language acquisition.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Environmental InfluencesTopic: Middle and Late Childhood86. Which statement is true of child-directed speech?A. It is generally automatic.B. It is spoken in a higher pitch with simple words and sentences.C. It captures the infant's attention and maintains communication.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Environmental Influences87. Three-year-old Ben says, "Car go fast." His father responds, "The car is going fast." His father’s correction is an example ofA. labeling.B. expanding.C. recasting.D. child-directed speech.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Environmental Influences88. Aman's son is looking at pictures in a book. Aman asks his son to name the objects he sees. Aman is teaching language by practicingA. labeling.B. expanding.C. recasting.D. child-directed speech.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Environmental Influences89. All of these are common strategies parents use to teach their children language EXCEPTA. recasting.B. expanding.C. redirecting.D. labeling.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Environmental Influences90. Two-year-old Mason hands a ball to his mother and says, "Ball." His mother says, "Yes. We can play ball." This is an example ofA. labeling.B. expanding.C. recasting.D. child-directed speech.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Environmental Influences91. In order to promote child language development, parents should avoid which of the following?A. child-directed speechB. recasting, expanding, and labelingC. drill and practiceD. guiding children's discovery of languageAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Environmental Influences92. An interactionist view of language emphasizes thatA. biology is primarily responsible for language development.B. environmental factors primarily determine language development.C. both biology and experience contribute to language development.D. LAD primarily determines language development.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Interactionist View93. Which of the following would be the most positive influence on a child's language development?A. drill and practiceB. paying attention to what children are trying to say and expand their utterancesC. giving the child more information than she needsD. emphasizing imitation and reinforcementAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Interactionist View94. Baron provided suggestions to parents to facilitate language development in toddlers. Which of the following is NOT one of her suggestions?A. Ask questions that encourage answers other than "Yes" and "No."B. Be an active conversational partner.C. Look at the child, and do not look or point at the object you are referring to.D. Remember to listen.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Interactionist View95. Which of the following is one of Baron's suggestions for facilitating language development?A. Try to be serious and not playful.B. Ask questions that require “Yes” or “No” answers.C. Resist making normative comparisons.D. Be firm in correcting children’s idiosyncrasies.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Interactionist View96. Max is slow in developing language skills. Which of the following should Max's parents NOT do?A. read to him and discuss the storiesB. label things in his environmentC. expand on what he talks aboutD. offer novel and abstract descriptions of thingsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Interactionist View97. Michael Tomasello (2003, 2006, 2011, 2014) emphasizes what beneficial aspect of language development between parents and young children?A. use of correct morphologyB. joint attentionC. using a wide variety of hand gesturesD. multilingual conversationAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Interactionist View98. Discuss the differences between morphology and semantics.

Morphology: individual units of meaning in words or parts of words.Semantics: meaning in words or sentences. A word’s semantic features are required attributes related to meaning

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Define language and describe its rule systems.Topic: MorphologyTopic: Semantics99. Describe two examples of how pragmatic rules may vary across cultures.

1. Saying thank you.2. Conversing with others.3. Greetings.4. Interactions based on gender, socioeconomic status, age, and social level.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Define language and describe its rule systems.Topic: Pragmatics100. Compare the strengths of the whole-language approach and the phonics approach as methods of reading instruction.

Whole-language strengths: parallels natural language learning; reading materials are whole and meaningful; integration with other subjects; real-world material.

Phonics approach strengths: reading instruction teaches phonetics and basic rules; simplified materials. Children get mastery in correspondence rules and phoneme-alphabet relationships before moving on to more complex words and sentences.

While both approaches can benefit children learning to read, most experts now agree that emphasis in phonics is a key aspect in learning how to read and should not be skipped.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Middle and Late ChildhoodTopic: Reading101. Discuss the progression of writing development.

In early childhood years, the beginning of writing appears in scribbles at ages 2 and 3. From there, motor skills improve and children are able to form letters. Children may reverse letters and spellings as a natural part of the process of learning. Throughout the school years, students develop increasingly sophisticated methods of organizing ideas. In early elementary school, they narrate and describe or write short poems; in later elementary and middle school, they can combine narration with reflection and analysis.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Writing102. List four effective interventions for improving students' writing quality.

1. strategy instruction2. summarization3. peer assistance4. setting goals

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: Middle and Late ChildhoodTopic: Writing103. Describe the effects of and arguments for dual-language ELL instruction.

If dual-language instruction is given to a non-native English speaker, initial instruction is mostly conducted in the child’s native language. As schooling continues, English instruction is introduced and the proportion of instruction in the child’s native language decreases. It typically takes 3 to 5 years for a child to develop speaking proficiency in the new language (in this case, English). As well as preserving a child’s native proficiency and encouraging bilingualism, research has shown that bilingual students have more advanced information-processing abilities.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe how language develops through the life span.Topic: BilingualismTopic: Middle and Late Childhood104. Explain three ways that family characteristics are linked to children's language and literacy development.

1. Effective instruction and support at home can help develop language skills in children.2. Children whose mothers have and use a higher level of vocabulary seem to have better language development.3. A higher socioeconomic level correlates with better language development.4. Research on linkage between language development and how often a parent speaks to their child has been inconclusive.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe how language develops through the life span.Topic: Early ChildhoodTopic: Environmental Influences105. What is the tip-of-the-tongue phenomenon?

This phenomenon is the confidence felt by individuals that they can remember something but can't quite seem to retrieve it from memory.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how language develops through the life span.Topic: LanguageTopic: Late Adulthood106. What is a language acquisition device?

The language acquisition device is a biological endowment that enables children to detect certain language categories such as phonology, syntax, and semantics. Although it is biologically endowed, LAD is a theoretical construct, not necessarily a physical structure of the brain.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Chomsky's Language Acquisition Device (LAD)Topic: Infancy107. Describe two problems involved with the behavioral view of language learning.

1. It does not explain how people create novel sentences.2. Evidence indicates that children learn the syntax of their native language even if they are not reinforced for doing so.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Environmental Influences108. Describe the concept of an interactionist view of language.

An interactionist view emphasizes that both biology and experience contribute to language development. Meaningful and consistent interaction with a caregiver can greatly facilitate a child's language acquisition. Rich verbal environments lead to many positive outcomes.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Interactionist View109. Describe three ways that a parent can facilitate language development in infants and toddlers.

1. Be an active conversational partner.2. Talk in a slowed-down and unselfconscious pace and style with infants.3. Narrate your daily activities.4. Remember to listen.5. Play games.6. Adjust to your child's idiosyncrasies.7. Expand and elaborate language abilities and horizons with infants and toddlers.8. Resist making normative comparisons.

Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Discuss the biological and environmental contributions to language skills.Topic: Early ChildhoodTopic: Interactionist View

Category # of Questions

Accessibility: Keyboard Navigation 109

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 50

APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 106

APA Outcome: 1.3: Describe applications of psychology 17

APA Outcome: 4.1: Demonstrate effective writing for different purposes 8

Bloom's Taxonomy: Analyze 3

Bloom's Taxonomy: Apply 23

Bloom's Taxonomy: Remember 51

Bloom's Taxonomy: Understand 32

Difficulty Level: Basic 59

Difficulty Level: Difficult 14

Difficulty Level: Moderate 36

Learning Objective: Define language and describe its rule systems. 20

Learning Objective: Describe how language develops through the life span. 61

Learning Objective: Discuss the biological and environmental contributions to language skills. 28

Topic: Adolescence 7

Topic: Babbling and Other Vocalizations 2

Topic: Bilingualism 4

Topic: Brain's Role 4

Topic: Chomsky's Language Acquisition Device (LAD) 3

Topic: Early Childhood 36

Topic: Early Literacy 13

Topic: Environmental Influences 13

Topic: First Words 6

Topic: Gestures 1

Topic: Infancy 17

Topic: Interactionist View 8

Topic: Language 15

Topic: Late Adulthood 5

Topic: Metalingustic Awareness 1

Topic: Middle Adulthood 2

Topic: Middle and Late Childhood 26

Topic: Morphology 4

Topic: Phonology 2

Topic: Pragmatics 4

Topic: Reading 6

Topic: Recognizing Language Sounds 2

Topic: Second-Language Learning 3

Topic: Semantics 3

Topic: Syntax 5

Topic: Two-Word Utterances 3

Topic: Vocabulary 4

Topic: Writing 5