3796906
Beschreibung
Quiz von Judeth Lucas, aktualisiert more than 1 year ago
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Erstellt von Judeth Lucas
vor mehr als 8 Jahre
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Frage 1
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The definition of communication is the [blank_start]process that people use[blank_end] to [blank_start]exchange ideas and information[blank_end], [blank_start]needs and desires[blank_end]/
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exchange ideas and information
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needs and desires
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process that people use
Frage 2
Frage
[blank_start]Form[blank_end], [blank_start]content[blank_end], and [blank_start]use[blank_end] are the components of language.
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Form
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content
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use
Frage 3
Frage
[blank_start]Articulation[blank_end], [blank_start]fluency[blank_end], and [blank_start]voice[blank_end] are the components of speech.
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Articulation
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fluency
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voice
Frage 4
Frage
Communication must include a [blank_start]receiver/sender[blank_end] and [blank_start]shared intent/means[blank_end]
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receiver/sender
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shared intent/means
Frage 5
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Which of the following are types of communication?
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ASL
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Phonology
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Verbal/Non-verbal
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Alphabet
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Receptive/Expressive
Frage 6
Frage
Language is composed of [blank_start]phonology[blank_end], [blank_start]morphology[blank_end], and [blank_start]syntax[blank_end].
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phonology
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morphology
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syntax
Frage 7
Frage
Phonology is
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the smallest unit of sound
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the study of the sound system of language
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the smallest unit of language that changes meaning
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the study of the meaning of words
Frage 8
Frage
Phonemes are distinguished by [blank_start]place[blank_end], [blank_start]voice[blank_end], and [blank_start]manner[blank_end].
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place
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voice
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manner
Frage 9
Frage
Phonotactic constraints are rules that specify which [blank_start]sounds can and cannot occur together[blank_end] and [blank_start]specific to every language[blank_end].
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sounds can and cannot occur together
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specific to every language
Frage 10
Frage
The study of words and how they are formed is called [blank_start]morphology[blank_end].
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morphology
Frage 11
Frage
A bound morpheme can stand on it's own.
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- True
- False
Frage 12
Frage
The study of the rules that govern how words are put together to make phrases and sentences.
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Phonology
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Morphology
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Syntax
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Pragmatics
Frage 13
Frage
The study of the meaning of words is
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Pragmatics
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Syntax
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Morphology
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Semantics
Frage 14
Frage
The use of language for communication purpose is called
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Pragmatics
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Semantics
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Syntax
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Phonology
Frage 15
Frage
Speech is produced by [blank_start]respiration[blank_end], [blank_start]phonation[blank_end], [blank_start]resonation[blank_end], and [blank_start]articulation[blank_end].
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respiration
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phonation
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resonation
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articulation
Frage 16
Frage
Respiration is produced by the [blank_start]diaphragm[blank_end].
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diaphragm
Frage 17
Frage
Phonation is produced by the [blank_start]larynx[blank_end].
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larynx
Frage 18
Frage
Resonation is created with air in the
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mouth, nasal cavities, & pharnyx.
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larynx, mouth, & voice box.
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pharnx, nasal cavities, & voice box.
Frage 19
Frage
The types of articulation are [blank_start]place[blank_end], [blank_start]manner[blank_end], and [blank_start]voice[blank_end].
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place
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manner
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voice
Frage 20
Frage
Language is lateralized in the
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left hemiphere.
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right hemisphere.
Frage 21
Frage
Interpretation of paralinguistic cues occurs in the
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left hemisphere.
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right hemisphere.
Frage 22
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The primary centers of the brain for language are the [blank_start]Broca's[blank_end] and [blank_start]Wernicke's[blank_end] area.
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Broca's
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Wernicke's
Frage 23
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Damage to the Broca and Wernicke areas causes [blank_start]aphasia[blank_end].
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aphasia
Frage 24
Frage
[blank_start]Myelination[blank_end] is the growth of sheathing around nerves that improves the transmission of messages.
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Myelination
Frage 25
Frage
[blank_start]Plasticity[blank_end] is the changes to the brain in response to injury.
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Plasticity
Frage 26
Frage
Label the Phonological Awareness Umbrella below.
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Onset-Rime
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Word Awareness
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Rhyme
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Alleration
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Syllable Awareness
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Phonemic Awareness
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Addition
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Deletion
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Substitution
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Segmentation
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Blending
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Identity
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Isolation
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Categorization
Frage 27
Frage
In 1954, who said language was dependent on cognition.
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Piaget
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Vygotsky
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Pinker
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MacWhinney
Frage 28
Frage
In 1962, who said language and cognition are interdependent?
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Piaget
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Vygotsky
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Pinker
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MacWhinney
Frage 29
Frage
In 1994, who said language and cognition develop interdependently?
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Piaget
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Vygotsky
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Pinker
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MacWhinney
Frage 30
Frage
In 1998, who said that both language and cognition depended on social interaction, language input, and neurological development.
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Piaget
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Vygotsky
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Pinker
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MacWhinney
Frage 31
Frage
The behavioral model of language development was made by [blank_start]B.F. Skinner[blank_end]. Language is learned through [blank_start]imitation and reinforcement[blank_end], learned [blank_start]like other behaviors[blank_end], parents reinforce [blank_start]meaning not structure[blank_end], [blank_start]comprehension[blank_end] precedes [blank_start]production[blank_end]. It is limited by it's wrong prediction about [blank_start]word acquisitions[blank_end] and how to explain [blank_start]novel utterances[blank_end].
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B.F. Skinner
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imitation and reinforcement
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like other behaviors
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meaning not structure
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comprehension
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production
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word acquisitions
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novel utterances
Frage 32
Frage
The Nativist/ Syntactic model was created by [blank_start]Noam Chomsky[blank_end]. Language is an [blank_start]inborn ability[blank_end] in humans meaning we have a [blank_start]language acquisition device[blank_end]. It is limited by the role of [blank_start]input[blank_end] and other [blank_start]parts of language[blank_end].
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Noam Chomsky
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inborn ability
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language acquisition device
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input
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parts of language
Frage 33
Frage
The Semantic-Cognitive model was created by [blank_start]Louis Bloom[blank_end]. [blank_start]Meaning[blank_end] precedes [blank_start]structure[blank_end] and the same utterance can [blank_start]have multiple meanings[blank_end]. It is limited by the relationship of [blank_start]cognition and language[blank_end].
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Louis Bloom
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structure
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Meaning
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have multiple meanings
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cognition and language
Frage 34
Frage
The Social Interactionist model is created by [blank_start]Ninnio[blank_end] & [blank_start]Snow[blank_end] & [blank_start]Tomasello[blank_end]. The need to communicate precedes [blank_start]language structures[blank_end] and parents alter [blank_start]their language[blank_end] for their children. It is limited by not accounting for [blank_start]specific structures[blank_end] and it doesn't account for the [blank_start]child's role[blank_end].
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Ninnio
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Snow
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Tomasello
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language structures
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their language
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specific structures
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child's role
Frage 35
Frage
The Information Processing model was created by [blank_start]Bates[blank_end] & [blank_start]MacWhinney[blank_end]. Language structure emerges from [blank_start]communicative functions[blank_end] and competition eliminates [blank_start]unsuccessful forms[blank_end]. It is limited by [blank_start]research evidence[blank_end].
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Bates
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MacWhinney
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communicative functions
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unsuccessful forms
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research evidence
Frage 36
Frage
The Emergentist model was created by [blank_start]MacWhinney[blank_end]. Language emerges from [blank_start]interaction between input and biology[blank_end]. It's limited by [blank_start]evidence[blank_end].
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MacWhinney
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interaction between input and biology
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evidence
Frage 37
Frage
[blank_start]Prelocutionary[blank_end], [blank_start]illocutionary[blank_end], and [blank_start]locutionary[blank_end] are the stages of communicative development.
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Prelocutionary
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illocutionary
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locutionary
Frage 38
Frage
Non-intentional communication that relies on a partner for interpretation occurs in the
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locutionary stage
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prelocutionary stage
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illocutionary stage
Frage 39
Frage
Intentional communication using non-linguistic & paralinguistic models occurs in the
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Prelocutionary stage
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Locutionary stage
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Illocutionary stage
Frage 40
Frage
Intentional communication using words to convey a message occurs in the
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Locutionary stage
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Illocutionary stage
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Prelocutionary stage
Frage 41
Frage
During this stage of sound awareness, children have figure-ground awareness
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awareness
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location
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discrimination
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meaning
Frage 42
Frage
During this stage of response to sound, children turn their head towards the sound.
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awareness
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location
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discrimination
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meaning
Frage 43
Frage
During this stage of response to sound, children differentiate sounds.
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awareness
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location
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discrimination
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meaning
Frage 44
Frage
During this stage of response to sound, children begin to understand what sound represents.
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awareness
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location
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discrimination
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meaning
Frage 45
Frage
From 0-8 weeks, children can [blank_start]discriminate[blank_end] sounds, make [blank_start]vegetative[blank_end] sounds, and cry [blank_start]reflexively[blank_end].
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discriminate
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vegetative
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reflexively
Frage 46
Frage
From 8-20 weeks, children [blank_start]coo[blank_end] and laugh, make [blank_start]vowel-like[blank_end] sounds, and cry [blank_start]more controlled[blank_end].
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coo
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vowel-like
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more controlled
Frage 47
Frage
From 16 to 30 weeks, children [blank_start]babble[blank_end], have more [blank_start]vocal[blank_end] play, have increased control [blank_start]over speech[blank_end], and [blank_start]prolonged variations[blank_end].
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babble
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vocal
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over speech
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prolonged variations
Frage 48
Frage
From 25 to 50 weeks, children start [blank_start]reduplicated[blank_end] babbling, [blank_start]jargon[blank_end] speech, can can say [blank_start]some words[blank_end].
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reduplicated
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jargon
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some words
Frage 49
Frage
From 9 to 18 months, children start [blank_start]non-reduplicated[blank_end] babbling, start saying [blank_start]protowords[blank_end], and transition to [blank_start]language[blank_end].
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non-reduplicated
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protowords
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language
Frage 50
Frage
MLU stage 1 ranges from [blank_start]1.0[blank_end] to [blank_start]2.0[blank_end] for ages [blank_start]12[blank_end] to [blank_start]26[blank_end] months.
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1.0
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2.0
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12
-
26
Frage 51
Frage
MLU stage 2 ranges from [blank_start]2.0[blank_end] to [blank_start]3.0[blank_end] for ages [blank_start]27[blank_end] to [blank_start]30[blank_end] months.
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2.0
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3.0
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27
-
30
Frage 52
Frage
MLU stage 5 ranges from [blank_start]3.75[blank_end] to [blank_start]4.5[blank_end] for ages [blank_start]41[blank_end] to [blank_start]46[blank_end] months.
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3.75
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4.5
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41
-
46
Frage 53
Frage
MLU stage 3 ranges from [blank_start]2.5[blank_end] to [blank_start]3.0[blank_end] and from ages [blank_start]31[blank_end] to [blank_start]34[blank_end] months.
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2.5
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3.0
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31
-
34
Frage 54
Frage
MLU stage 4 ranges from [blank_start]3.0[blank_end] to [blank_start]3.75[blank_end] and from ages [blank_start]35[blank_end] to [blank_start]40[blank_end] months.
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3.0
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3.75
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35
-
40
Frage 55
Frage
MLU stage 6 ranges from [blank_start]4.5[blank_end] to [blank_start]+[blank_end] and from ages [blank_start]47[blank_end] to [blank_start]+[blank_end] months.
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4.5
-
+
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47
-
+
Frage 56
Frage
To calculate MLU you count the number of morphemes in 50 to 100 utterances, then divide the total number of morphemes by the number of utterances.
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- True
- False
Frage 57
Frage
In the school years _______ is developed, noticed by inflectional prefixes, derivational suffixes, and reflexes.
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Morphology
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Semantics
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Syntax
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Pragmatics
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Metalinguistic ability
Frage 58
Frage
In the school years, ________ is developed and seen by figurative language and irony.
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Morphology
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Semantics
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Syntax
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Pragmatics
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Metalinguistic ability.
Frage 59
Frage
In the school years, ________ is developed and noticed by adjective ordering, verb tenses, irregular verbs, and noun & verb tenses.
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morphology
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semantics
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syntax
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pragmatics
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metalinguistic ability
Frage 60
Frage
In the school years, __________ is developed and seen through conversational competences, use of narrative and understanding of indirect requests.
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morphology
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semantics
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syntax
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pragmatics
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metalinguistic ability
Frage 61
Frage
________ is going beyond language use to thinking about language for writing, reading, and spelling.
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morphology
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semantics
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syntax
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pragmatics
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metalinguistic ability
Frage 62
Frage
Language development in the school years implicates teaching through use for [blank_start]organizing[blank_end] and [blank_start]planning[blank_end] instruction and [blank_start]student-teacher[blank_end] interaction.
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organizing
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planning
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student-teacher
Frage 63
Frage
Phonological awareness is a good predictor of [blank_start]reading success[blank_end], a precursor to [blank_start]phonics[blank_end].
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reading success
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phonics
Frage 64
Frage
Phonological awareness is the ability to focus on and manipulate [blank_start]phonemes[blank_end] in [blank_start]spoken words[blank_end].
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phonemes
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spoken words
Frage 65
Frage
__________ is important for reading comprehension, as well as receptive and expressive knowledge.
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Narrative skills
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Semantic skills
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Syntactic Skills
Frage 66
Frage
_________ is a contributor to reading success and vocabulary skills.
Antworten
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Narrative Skills
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Semantic Skills
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Syntactic Skills
Frage 67
Frage
________ is seen through writing skills, through the beginning, middle, and end of a story; connection between the reader or listener; and stories becoming longer.
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Semantic skills
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Narrative skills
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Syntactic skills
Frage 68
Frage
Label the image below with the steps of the writing process.
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Pre-writing
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Writing
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Responding
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Revising
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Editing
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Publishing
Frage 69
Frage
Language and literacy implicates teaching through knowing which children are at risk for [blank_start]reading or writing difficulties[blank_end], students having reading and writing success, and teachers understanding the [blank_start]basis of literacy[blank_end].
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reading or writing difficulties
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basis of literacy
Frage 70
Frage
Between the ages of __________ a child knows 50-200 words and can understand simple concepts and directions.
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1-2 years
-
2-3 years
-
3-4 years
-
4-5 years
Frage 71
Frage
Between the ages of __________ children know 500 to 700 words and understand concept pairs.
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1-2 years
-
2-3 years
-
3-4 years
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4-5 years
Frage 72
Frage
Between the ages of ___________ children understand 1000+ words and "wh" questions. They also understand multi-step directions and comprehend stories.
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1-2 years
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2-3 years
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3-4 years
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4-5 years
Frage 73
Frage
Between the ages of _________ children understand 2500 to 3000 words and has increased conceptional knowledge. They also can have a conversation about their life.
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1-2 years
-
2-3 years
-
3-4 years
-
4-5 years
Frage 74
Frage
During the ages of ________ children use up to 200 words can over/underextend meanings.
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1-2 years
-
2-3 years
-
3-4 years
-
4-5 years
Frage 75
Frage
During the ages of ___________ child use up to 570 words, have increased grammatical structure , and can initiate topics.
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1-2 years
-
2-3 years
-
3-4 years
-
4-5 years
Frage 76
Frage
During the ages of _________ children combine 4+ words, can relay personal experiences, and so best talking about the here and now.
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1-2 years
-
2-3 years
-
3-4 years
-
4-5 years
Frage 77
Frage
During the ages of __________ children can talk in lengthy, detailed sentences, can tell simple stories, and are more confident to initiate topics.
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1-2 years
-
2-3 years
-
3-4 years
-
4-5 years
Frage 78
Frage
From the ages of ________ children know object permanence and start to use basic toys appropriately.
Antworten
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9-12 months
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1-2 years
-
24-30 months
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3-4 years
-
5 years
Frage 79
Frage
From the age of ________ children know the function of toys, use autosymbolic play, ask for adult help in unknown situations, and combines two toys in play.
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9-12 months
-
1-2 years
-
24-30 months
-
3-4 years
-
5 years
Frage 80
Frage
During the ages of _______ children use daily experiences in play and use realistic props.
Antworten
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9-12 months
-
1-2 years
-
24-30 months
-
3-4 years
-
5 years
Frage 81
Frage
During the age of ________ children can sequence events, replay experienced events with different outcomes, can build 3-dimension objects, and use problem solving skills.
Antworten
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9-12 months
-
1-2 years
-
24-30 months
-
3-4 years
-
5 years
Frage 82
Frage
At ________ old children use imaginative and cooperative play, do not need concrete props, and plans and organizes toys and people.
Antworten
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9-12 months
-
1-2 years
-
24-30 months
-
3-4 years
-
5 years
Frage 83
Frage
At [blank_start]5 years[blank_end] old, children love jokes and riddles, can state basic information about themselves, and understand time concepts.
Antworten
-
5 years
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