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Language Development
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Questions in this quiz (36)
1Symbols are [blank_start]representation systems[blank_end] for [blank_start]thoughts[blank_end]/[blank_start]feelings[blank_end]/[blank_start]knowledge[blank_end] and are used to [blank_start]communicate[blank_end] in language.
- Arepresentation systems
- Bthoughts
- Cfeelings
- Dknowledge
- Ecommunicate
2Mastery of basic language structure occurs by what age?
- A5 yrs
- B4 yrs
- C8 yrs
- D6 yrs
- E7 yrs
3Language is [blank_start]hierarchical[blank_end] and involves [blank_start]comprehension[blank_end] + [blank_start]production[blank_end].
- Ahierarchical
- Bcomprehension
- Cproduction
4Components of language include:
-r[blank_start]ecursion[blank_end]
-g[blank_start]enerativity[blank_end]
-p[blank_start]honemes[blank_end]
-m[blank_start]orphemes[blank_end]
-s[blank_start]yntax[blank_end]
-m[blank_start]etalinguistic[blank_end] k[blank_start]nowledge[blank_end]- Aecursion
- Benerativity
- Chonemes
- Dorphemes
- Eyntax
- Fetalinguistic
- Gnowledge
5Steps in learning language:
-P[blank_start]honological[blank_end] development (birth - [blank_start]adolescence[blank_end]) - mastery of sound system
-S[blank_start]emantic[blank_end] development (birth - [blank_start]death[blank_end]) - learning [blank_start]meaning[blank_end]-[blank_start]expression[blank_end] system (w/ words, mostly [blank_start]nouns[blank_end]), segmenting
-S[blank_start]yntatic[blank_end] development (pronouns at 3 yrs, slows at [blank_start]5[blank_end]-[blank_start]6[blank_end] yrs) - learning how words/morphemes can be [blank_start]combined[blank_end], [blank_start]telegraphic[blank_end] speech
-P[blank_start]ragmatic[blank_end] development - understanding [blank_start]typical[blank_end] use of language- Ahonological
- Bemantic
- Cyntatic
- Dadolescence
- Edeath
- Fnouns
- Gmeaning
- Hexpression
- I5
- J6
- Kcombined
- Ltelegraphic
- Mragmatic
- Ntypical
6In humans, language development is [blank_start]species[blank_end]-[blank_start]specific[blank_end] (only normal in humans) and [blank_start]species[blank_end]-[blank_start]universal[blank_end] (all infants achieve it).
- Aspecies
- Bspecific
- Cspecies
- Duniversal
7The human brain has f[blank_start]unctional[blank_end] l[blank_start]ocalization[blank_end] - 90% of R handers have [blank_start]L[blank_end] hemisphere specialization, where the [blank_start]L[blank_end] hemisphere has increased activity when exposed to [blank_start]normal[blank_end] speech. Also, the L cortex is responsible for [blank_start]timing[blank_end], whereas the R cortex is responsible for [blank_start]pitch[blank_end].
- Aunctional
- Bocalization
- CL
- DL
- Enormal
- Ftiming
- Gpitch
8The [blank_start]R[blank_end] hemisphere shows increased activity in response to non-speech sounds.
- AR
- BL
- CR/L
9The critical development period for language is around
- A3 years old
- B4 years old
- C5 years old
- D6 years old
- E10 years old
10Evidence for a critical development period include:
-G[blank_start]enie[blank_end]
-b[blank_start]rain[blank_end] [blank_start]damaged[blank_end] adults - more [blank_start]permanent[blank_end] impairment than kids
-d[blank_start]eaf[blank_end] [blank_start]adults[blank_end] - [blank_start]childhood[blank_end] exposure is imperative
-s[blank_start]econd[blank_end] [blank_start]language[blank_end] [blank_start]learners[blank_end] - grammar knowledge depends on [blank_start]age[blank_end] not years of exposure- Aenie
- Brain
- Cdamaged
- Dpermanent
- Eeaf
- Fadults
- Gchildhood
- Hecond
- Ilanguage
- Jlearners
- Kage
11Children are better at learning language because they store in smaller [blank_start]chunks[blank_end]. This is called the "[blank_start]less-is-more[blank_end]" hypothesis. Analysis/learning is superior because [blank_start]morphemes[blank_end] are small, despite the p[blank_start]erceptual[blank_end] and m[blank_start]emory[blank_end] limitations.
- Achunks
- Bless-is-more
- Cmorphemes
- Derceptual
- Eemory
12Bilingual children learn to distinguish speech sounds faster than monolinguals.
- ATrue
- BFalse
13Monolingual children are better at deciphering unknown languages based on looking at people's mouths because their knowledge is more specialized.
- ATrue
- BFalse
14Comprehension vocabulary [blank_start]decreases[blank_end] with increased language mixing by the children's parents.
- Adecreases
- Bincreases
15Benefits of being bilingual include:
-Better on [blank_start]executive[blank_end] function/[blank_start]cognitive[blank_end] control
-[blank_start]Toddlers[blank_end] have better cognitive [blank_start]flexibility[blank_end]
-[blank_start]Alzheimer[blank_end] symptoms [blank_start]delayed[blank_end]- Aexecutive
- Bcognitive
- CToddlers
- Dflexibility
- EAlzheimer
- Fdelayed
16Some issues of full immersion with a second language include:
-Difficulty mastering [blank_start]basic[blank_end] subject matter
-Not as [blank_start]exciting[blank_end] to participate
-May lose [blank_start]original[blank_end] [blank_start]language[blank_end] [blank_start]proficiency[blank_end]- Aoriginal
- Blanguage
- Cproficiency
- Dexciting
- Ebasic
17e.g. Bunny = animal as a whole or a fluffy tail
This is called the [blank_start]Quinean[blank_end] [blank_start]problem[blank_end] of [blank_start]reference[blank_end] - all words are [blank_start]ambiguous[blank_end], and one must associate words with meaning (babies recognize familiar speech patterns).- AQuinean
- Bproblem
- Creference
- Dambiguous
18At [blank_start]6 mos[blank_end], babies know the meaning of [blank_start]less[blank_end] frequent words and understand [blank_start]where to look[blank_end]. They also recognize [blank_start]if something is said wrong[blank_end].
- A6 mos
- B5 mos
- C7 mos
- D1 yr
- Eless
- Fmore
- Gwhere to look
- Hproblems with sentences
- Iif something is said wrong
- Jtheir names
19[blank_start]Productive[blank_end] vocabulary starts at [blank_start]10[blank_end]-[blank_start]15[blank_end] mos. It usually includes [blank_start]nouns[blank_end], e.g. names, objects, events, personally [blank_start]important[blank_end] stuff
- AProductive
- B10
- C15
- Dnouns
- Eimportant
20Early word production is limited by:
-Unclear pronunciation e.g. will [blank_start]exclude[blank_end] parts, s[blank_start]ubstitute[blank_end], r[blank_start]eorder[blank_end]
-Caregivers' [blank_start]object[blank_end]-[blank_start]labelling[blank_end]- Aexclude
- Bubstitute
- Ceorder
- Dobject
- Elabelling
21Word production usually begins with the [blank_start]holophrastic[blank_end] period, where [blank_start]single[blank_end] words are used for a whole idea (and are sometimes [blank_start]strung[blank_end] together). Infants also use [blank_start]overextension[blank_end], where [blank_start]1[blank_end] word is used to represent a [blank_start]whole[blank_end] [blank_start]group[blank_end].
- Aholophrastic
- Bsingle
- Cstrung
- Doverextension
- E1
- Fwhole
- Ggroup
22Around [blank_start]50[blank_end] words are learned after an infant's first words until [blank_start]18[blank_end] mos, then a [blank_start]spurt[blank_end] is experienced. Influences of this include:
-F[blank_start]amily[blank_end]: caregiver [blank_start]vocabulary[blank_end] → words heard → words known, parent [blank_start]SES[blank_end] (e.g. maternal speech differences - n[blank_start]umber[blank_end]/l[blank_start]ength[blank_end], r[blank_start]ichness[blank_end], c[blank_start]omplexity[blank_end])
-S[blank_start]chool[blank_end]: reduced growth when [blank_start]low[blank_end]-skilled kids put with [blank_start]low[blank_end]-skilled peers - helped with a good teacher
-A[blank_start]dults[blank_end]: emphasizing new words (stressing, capping off a sentence, focusing on labelling, repetition), [blank_start]naming[blank_end] games, maintenance of [blank_start]spatial[blank_end] position- A50
- B18
- Cspurt
- Damily
- Echool
- Fdults
- Gvocabulary
- HSES
- Iumber
- Jength
- Kichness
- Lomplexity
- Mlow
- Nlow
- Onaming
- Pspatial
23Children contribute to their word learning by:
-C[blank_start]lues[blank_end]: context, shape (not fooled by size/colour/texture), repeated [blank_start]correspondence[blank_end] between words heard/objects seen (c[blank_start]ross[blank_end]-s[blank_start]ituational[blank_end] word learning - narrows down), gestures/non-verbal sounds (20-[blank_start]26[blank_end] mos)
-F[blank_start]ast[blank_end] [blank_start]mapping[blank_end] - learn meaning by hearing new word vs. a [blank_start]known[blank_end] one
-A[blank_start]ssumptions[blank_end] - principles/constraints/biases to limit meaning possibilities
---M[blank_start]utual[blank_end] [blank_start]exclusivity[blank_end] - entity only has one name (used less by [blank_start]multilinguals[blank_end])
---W[blank_start]hole[blank_end]-[blank_start]object[blank_end] - assume word is for an [blank_start]entire[blank_end] object, not a part/property/action
-P[blank_start]ragmatic[blank_end] [blank_start]cues[blank_end] - [blank_start]social[blank_end] contexts e.g. adult’s attention focus
---I[blank_start]ntentionality[blank_end] - success of intended action, hesitant acceptance of [blank_start]conflicting[blank_end] info
-L[blank_start]inguistic[blank_end] [blank_start]context[blank_end] - use [blank_start]presentation[blank_end]/[blank_start]form[blank_end] to identify as a verb/count noun/mass noun/etc.
-G[blank_start]rammatical[blank_end] [blank_start]category[blank_end] - [blank_start]2[blank_end]/[blank_start]3[blank_end] yr olds use how word is [blank_start]introduced[blank_end]
-S[blank_start]yntatic[blank_end] [blank_start]bootstrapping[blank_end] - meaning from [blank_start]grammatical[blank_end] [blank_start]structure[blank_end] of entire sentence (e.g. who did what to whom)- Alues
- Bast
- Cmapping
- Dutual
- Eexclusivity
- Fhole
- Gobject
- Hragmatic
- Icues
- Jntentionality
- Kinguistic
- Lcontext
- Mrammatical
- Ncategory
- Oyntatic
- Pbootstrapping
- Qcorrespondence
- Rross
- Situational
- T26
- Uknown
- Vssumptions
- Wmultilinguals
- Xentire
- Ysocial
- Zconflicting
- AApresentation
- ABform
- AC2
- AD3
- AEintroduced
- AFgrammatical
- AGstructure
24Simple sentences are possibly by the end of 1 1/2 yrs - comprehension happens at the same time as production.
- ATrue
- BFalse
25Saying [blank_start]2[blank_end] words without [blank_start]essential[blank_end] elements (but in correct order) is called [blank_start]telegraphic[blank_end] speech.
- A2
- Bessential
- Ctelegraphic
263+ words are achieved at [blank_start]different times[blank_end]. [blank_start]4[blank_end] words are achieved by [blank_start]2 1/2 years[blank_end], and then progression is made towards complex sentences with more than [blank_start]1[blank_end] clause.
- Adifferent times
- B2 years
- C2 1/2 years
- D4
- E5
- F2 1/2 years
- G3 years
- H3 1/2 years
- I1 1/2 years
- Jdifferent times
- K1
- L2
- M3
27Children tend to use [blank_start]morphemes[blank_end] following general rules to e.g. make things plural or past-tense, which results in [blank_start]overregularization[blank_end] errors. However by [blank_start]8[blank_end] mos they show the ability to learn complex made-up grammar.
- Amorphemes
- Boverregularization
- C8
28Parents correct grammatical errors more than content errors.
- ATrue
- BFalse
29Kids' conversations are called [blank_start]collective[blank_end] [blank_start]monologues[blank_end] because they're disconnected. They use [blank_start]private[blank_end] [blank_start]speech[blank_end] to regulate and organize their [blank_start]thoughts[blank_end] to [blank_start]actions[blank_end].
Their storytelling abilities improve in [blank_start]preschool[blank_end] - they use brief references at [blank_start]3[blank_end] yrs and narratives at [blank_start]5[blank_end] yrs. They also go through [blank_start]pragmatic[blank_end] [blank_start]development[blank_end] - they understand how language is used to communicate and go beyond direct meaning (e.g. r[blank_start]hetoric[blank_end], s[blank_start]arcasm[blank_end]), including non-words (e.g. v[blank_start]ocal[blank_end] a[blank_start]ffect[blank_end]). This ability is relative to [blank_start]executive[blank_end] [blank_start]function[blank_end] (understanding others' [blank_start]perspectives[blank_end]).- Acollective
- Bmonologues
- Cprivate
- Dspeech
- Ethoughts
- Factions
- Gpreschool
- H3
- I5
- Jpragmatic
- Kdevelopment
- Lhetoric
- Marcasm
- Nocal
- Offect
- Pexecutive
- Qfunction
- Rperspectives
30What language skills show improvement during school age?
- AReflective
- BStorytelling
- CGrammatical
- DConversational
31Skinner - [blank_start]reinforcement/punishment[blank_end]
Chomsky - [blank_start]generativity[blank_end]- Areinforcement/punishment
- Bgenerativity
32[blank_start]Generativity[blank_end] is the ability to understand and produce [blank_start]novel[blank_end] sentences because of one's knowledge about [blank_start]language[blank_end] [blank_start]structure[blank_end]. Humans are born with [blank_start]Universal[blank_end] [blank_start]Grammar[blank_end], fixed principles/rules that act as [blank_start]fundamentals[blank_end].
- AGenerativity
- Bnovel
- Clanguage
- Dstructure
- EUniversal
- FGrammar
- Gfundamentals
33Current theories ask:
-Why are [blank_start]characteristics[blank_end] [blank_start]shared[blank_end] across languages?
-How is [blank_start]generalization[blank_end] possible?
2 key dimensions of differences/views:
1) [blank_start]Within[blank_end] child vs. [blank_start]environment[blank_end] (nature vs. nurture)
2) Underlying [blank_start]cognitive[blank_end]/[blank_start]neural[blank_end] [blank_start]mechanisms[blank_end] for just language (d[blank_start]omain[blank_end]-[blank_start]specific[blank_end]) vs. a lot of things ([blank_start]domain[blank_end]-[blank_start]general[blank_end])- Acharacteristics
- Bshared
- Cgeneralization
- DWithin
- Eenvironment
- Fcognitive
- Gneural
- Hmechanisms
- Ispecific
- Jgeneral
- Komain
- Ldomain
34Arguments for nature vs. nurture:
-Some [blank_start]environment[blank_end] variables are [blank_start]universal[blank_end]
-[blank_start]Communicative[blank_end] function increases necessity/influence - there are underlying regularities e.g. social [blank_start]context[blank_end], speaker [blank_start]intent[blank_end]
Arguments for domain-specific vs. domain-general:
-Specific, [blank_start]modularity[blank_end] hypothesis - [blank_start]innate[blank_end] language nodule
-Mechanics are [blank_start]encompassing[blank_end] (e.g. less-is-more used in music too)- Aenvironment
- Buniversal
- CCommunicative
- Dcontext
- Eintent
- Fmodularity
- Ginnate
- Hencompassing
35Computational modelling has differentiated important points of learning and outlined the existence of [blank_start]connectionism[blank_end] - how [blank_start]interconnected[blank_end] units work simultaneously, indicating [blank_start]general[blank_end]-[blank_start]purpose[blank_end] mechanisms.
- Aconnectionism
- Binterconnected
- Cgeneral
- Dpurpose
36The [blank_start]interactionist[blank_end] account emphasizes that we have an initial basis to learn language from [blank_start]birth[blank_end], and our need for [blank_start]social[blank_end] communication causes us to elaborate on this with a focus on [blank_start]words[blank_end] > [blank_start]grammar[blank_end].
- Ainteractionist
- Bbirth
- Csocial
- Dwords
- Egrammar
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- Description
- Psychology (PSYC 315) Quiz on Language Development, created by Christy W on 26/11/2017.
- Author
- Christy W
- Language
- English
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