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Midterm Study Guide

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Judeth Lucas
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Judeth Lucas
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Resumen del Recurso

Pregunta 1

Pregunta
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]/
Respuesta
  • exchange ideas and information
  • needs and desires
  • process that people use

Pregunta 2

Pregunta
[blank_start]Form[blank_end], [blank_start]content[blank_end], and [blank_start]use[blank_end] are the components of language.
Respuesta
  • Form
  • content
  • use

Pregunta 3

Pregunta
[blank_start]Articulation[blank_end], [blank_start]fluency[blank_end], and [blank_start]voice[blank_end] are the components of speech.
Respuesta
  • Articulation
  • fluency
  • voice

Pregunta 4

Pregunta
Communication must include a [blank_start]receiver/sender[blank_end] and [blank_start]shared intent/means[blank_end]
Respuesta
  • receiver/sender
  • shared intent/means

Pregunta 5

Pregunta
Which of the following are types of communication?
Respuesta
  • ASL
  • Phonology
  • Verbal/Non-verbal
  • Alphabet
  • Receptive/Expressive

Pregunta 6

Pregunta
Language is composed of [blank_start]phonology[blank_end], [blank_start]morphology[blank_end], and [blank_start]syntax[blank_end].
Respuesta
  • phonology
  • morphology
  • syntax

Pregunta 7

Pregunta
Phonology is
Respuesta
  • the smallest unit of sound
  • the study of the sound system of language
  • the smallest unit of language that changes meaning
  • the study of the meaning of words

Pregunta 8

Pregunta
Phonemes are distinguished by [blank_start]place[blank_end], [blank_start]voice[blank_end], and [blank_start]manner[blank_end].
Respuesta
  • place
  • voice
  • manner

Pregunta 9

Pregunta
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].
Respuesta
  • sounds can and cannot occur together
  • specific to every language

Pregunta 10

Pregunta
The study of words and how they are formed is called [blank_start]morphology[blank_end].
Respuesta
  • morphology

Pregunta 11

Pregunta
A bound morpheme can stand on it's own.
Respuesta
  • True
  • False

Pregunta 12

Pregunta
The study of the rules that govern how words are put together to make phrases and sentences.
Respuesta
  • Phonology
  • Morphology
  • Syntax
  • Pragmatics

Pregunta 13

Pregunta
The study of the meaning of words is
Respuesta
  • Pragmatics
  • Syntax
  • Morphology
  • Semantics

Pregunta 14

Pregunta
The use of language for communication purpose is called
Respuesta
  • Pragmatics
  • Semantics
  • Syntax
  • Phonology

Pregunta 15

Pregunta
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].
Respuesta
  • respiration
  • phonation
  • resonation
  • articulation

Pregunta 16

Pregunta
Respiration is produced by the [blank_start]diaphragm[blank_end].
Respuesta
  • diaphragm

Pregunta 17

Pregunta
Phonation is produced by the [blank_start]larynx[blank_end].
Respuesta
  • larynx

Pregunta 18

Pregunta
Resonation is created with air in the
Respuesta
  • mouth, nasal cavities, & pharnyx.
  • larynx, mouth, & voice box.
  • pharnx, nasal cavities, & voice box.

Pregunta 19

Pregunta
The types of articulation are [blank_start]place[blank_end], [blank_start]manner[blank_end], and [blank_start]voice[blank_end].
Respuesta
  • place
  • manner
  • voice

Pregunta 20

Pregunta
Language is lateralized in the
Respuesta
  • left hemiphere.
  • right hemisphere.

Pregunta 21

Pregunta
Interpretation of paralinguistic cues occurs in the
Respuesta
  • left hemisphere.
  • right hemisphere.

Pregunta 22

Pregunta
The primary centers of the brain for language are the [blank_start]Broca's[blank_end] and [blank_start]Wernicke's[blank_end] area.
Respuesta
  • Broca's
  • Wernicke's

Pregunta 23

Pregunta
Damage to the Broca and Wernicke areas causes [blank_start]aphasia[blank_end].
Respuesta
  • aphasia

Pregunta 24

Pregunta
[blank_start]Myelination[blank_end] is the growth of sheathing around nerves that improves the transmission of messages.
Respuesta
  • Myelination

Pregunta 25

Pregunta
[blank_start]Plasticity[blank_end] is the changes to the brain in response to injury.
Respuesta
  • Plasticity

Pregunta 26

Pregunta
Label the Phonological Awareness Umbrella below.
Image:
1f947fd1-4bce-4428-9b94-39f1dfcc4ab4 (image/jpeg)
Respuesta
  • Onset-Rime
  • Word Awareness
  • Rhyme
  • Alleration
  • Syllable Awareness
  • Phonemic Awareness
  • Addition
  • Deletion
  • Substitution
  • Segmentation
  • Blending
  • Identity
  • Isolation
  • Categorization

Pregunta 27

Pregunta
In 1954, who said language was dependent on cognition.
Respuesta
  • Piaget
  • Vygotsky
  • Pinker
  • MacWhinney

Pregunta 28

Pregunta
In 1962, who said language and cognition are interdependent?
Respuesta
  • Piaget
  • Vygotsky
  • Pinker
  • MacWhinney

Pregunta 29

Pregunta
In 1994, who said language and cognition develop interdependently?
Respuesta
  • Piaget
  • Vygotsky
  • Pinker
  • MacWhinney

Pregunta 30

Pregunta
In 1998, who said that both language and cognition depended on social interaction, language input, and neurological development.
Respuesta
  • Piaget
  • Vygotsky
  • Pinker
  • MacWhinney

Pregunta 31

Pregunta
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].
Respuesta
  • B.F. Skinner
  • imitation and reinforcement
  • like other behaviors
  • meaning not structure
  • comprehension
  • production
  • word acquisitions
  • novel utterances

Pregunta 32

Pregunta
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].
Respuesta
  • Noam Chomsky
  • inborn ability
  • language acquisition device
  • input
  • parts of language

Pregunta 33

Pregunta
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].
Respuesta
  • Louis Bloom
  • structure
  • Meaning
  • have multiple meanings
  • cognition and language

Pregunta 34

Pregunta
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].
Respuesta
  • Ninnio
  • Snow
  • Tomasello
  • language structures
  • their language
  • specific structures
  • child's role

Pregunta 35

Pregunta
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].
Respuesta
  • Bates
  • MacWhinney
  • communicative functions
  • unsuccessful forms
  • research evidence

Pregunta 36

Pregunta
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].
Respuesta
  • MacWhinney
  • interaction between input and biology
  • evidence

Pregunta 37

Pregunta
[blank_start]Prelocutionary[blank_end], [blank_start]illocutionary[blank_end], and [blank_start]locutionary[blank_end] are the stages of communicative development.
Respuesta
  • Prelocutionary
  • illocutionary
  • locutionary

Pregunta 38

Pregunta
Non-intentional communication that relies on a partner for interpretation occurs in the
Respuesta
  • locutionary stage
  • prelocutionary stage
  • illocutionary stage

Pregunta 39

Pregunta
Intentional communication using non-linguistic & paralinguistic models occurs in the
Respuesta
  • Prelocutionary stage
  • Locutionary stage
  • Illocutionary stage

Pregunta 40

Pregunta
Intentional communication using words to convey a message occurs in the
Respuesta
  • Locutionary stage
  • Illocutionary stage
  • Prelocutionary stage

Pregunta 41

Pregunta
During this stage of sound awareness, children have figure-ground awareness
Respuesta
  • awareness
  • location
  • discrimination
  • meaning

Pregunta 42

Pregunta
During this stage of response to sound, children turn their head towards the sound.
Respuesta
  • awareness
  • location
  • discrimination
  • meaning

Pregunta 43

Pregunta
During this stage of response to sound, children differentiate sounds.
Respuesta
  • awareness
  • location
  • discrimination
  • meaning

Pregunta 44

Pregunta
During this stage of response to sound, children begin to understand what sound represents.
Respuesta
  • awareness
  • location
  • discrimination
  • meaning

Pregunta 45

Pregunta
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].
Respuesta
  • discriminate
  • vegetative
  • reflexively

Pregunta 46

Pregunta
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].
Respuesta
  • coo
  • vowel-like
  • more controlled

Pregunta 47

Pregunta
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].
Respuesta
  • babble
  • vocal
  • over speech
  • prolonged variations

Pregunta 48

Pregunta
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].
Respuesta
  • reduplicated
  • jargon
  • some words

Pregunta 49

Pregunta
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].
Respuesta
  • non-reduplicated
  • protowords
  • language

Pregunta 50

Pregunta
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.
Respuesta
  • 1.0
  • 2.0
  • 12
  • 26

Pregunta 51

Pregunta
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.
Respuesta
  • 2.0
  • 3.0
  • 27
  • 30

Pregunta 52

Pregunta
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.
Respuesta
  • 3.75
  • 4.5
  • 41
  • 46

Pregunta 53

Pregunta
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.
Respuesta
  • 2.5
  • 3.0
  • 31
  • 34

Pregunta 54

Pregunta
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.
Respuesta
  • 3.0
  • 3.75
  • 35
  • 40

Pregunta 55

Pregunta
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.
Respuesta
  • 4.5
  • +
  • 47
  • +

Pregunta 56

Pregunta
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.
Respuesta
  • True
  • False

Pregunta 57

Pregunta
In the school years _______ is developed, noticed by inflectional prefixes, derivational suffixes, and reflexes.
Respuesta
  • Morphology
  • Semantics
  • Syntax
  • Pragmatics
  • Metalinguistic ability

Pregunta 58

Pregunta
In the school years, ________ is developed and seen by figurative language and irony.
Respuesta
  • Morphology
  • Semantics
  • Syntax
  • Pragmatics
  • Metalinguistic ability.

Pregunta 59

Pregunta
In the school years, ________ is developed and noticed by adjective ordering, verb tenses, irregular verbs, and noun & verb tenses.
Respuesta
  • morphology
  • semantics
  • syntax
  • pragmatics
  • metalinguistic ability

Pregunta 60

Pregunta
In the school years, __________ is developed and seen through conversational competences, use of narrative and understanding of indirect requests.
Respuesta
  • morphology
  • semantics
  • syntax
  • pragmatics
  • metalinguistic ability

Pregunta 61

Pregunta
________ is going beyond language use to thinking about language for writing, reading, and spelling.
Respuesta
  • morphology
  • semantics
  • syntax
  • pragmatics
  • metalinguistic ability

Pregunta 62

Pregunta
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.
Respuesta
  • organizing
  • planning
  • student-teacher

Pregunta 63

Pregunta
Phonological awareness is a good predictor of [blank_start]reading success[blank_end], a precursor to [blank_start]phonics[blank_end].
Respuesta
  • reading success
  • phonics

Pregunta 64

Pregunta
Phonological awareness is the ability to focus on and manipulate [blank_start]phonemes[blank_end] in [blank_start]spoken words[blank_end].
Respuesta
  • phonemes
  • spoken words

Pregunta 65

Pregunta
__________ is important for reading comprehension, as well as receptive and expressive knowledge.
Respuesta
  • Narrative skills
  • Semantic skills
  • Syntactic Skills

Pregunta 66

Pregunta
_________ is a contributor to reading success and vocabulary skills.
Respuesta
  • Narrative Skills
  • Semantic Skills
  • Syntactic Skills

Pregunta 67

Pregunta
________ is seen through writing skills, through the beginning, middle, and end of a story; connection between the reader or listener; and stories becoming longer.
Respuesta
  • Semantic skills
  • Narrative skills
  • Syntactic skills

Pregunta 68

Pregunta
Label the image below with the steps of the writing process.
Image:
e168ee23-58f4-478b-a589-d4f74f01aab1.gif (image/gif)
Respuesta
  • Pre-writing
  • Writing
  • Responding
  • Revising
  • Editing
  • Publishing

Pregunta 69

Pregunta
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].
Respuesta
  • reading or writing difficulties
  • basis of literacy

Pregunta 70

Pregunta
Between the ages of __________ a child knows 50-200 words and can understand simple concepts and directions.
Respuesta
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Pregunta 71

Pregunta
Between the ages of __________ children know 500 to 700 words and understand concept pairs.
Respuesta
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Pregunta 72

Pregunta
Between the ages of ___________ children understand 1000+ words and "wh" questions. They also understand multi-step directions and comprehend stories.
Respuesta
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Pregunta 73

Pregunta
Between the ages of _________ children understand 2500 to 3000 words and has increased conceptional knowledge. They also can have a conversation about their life.
Respuesta
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Pregunta 74

Pregunta
During the ages of ________ children use up to 200 words can over/underextend meanings.
Respuesta
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Pregunta 75

Pregunta
During the ages of ___________ child use up to 570 words, have increased grammatical structure , and can initiate topics.
Respuesta
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Pregunta 76

Pregunta
During the ages of _________ children combine 4+ words, can relay personal experiences, and so best talking about the here and now.
Respuesta
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Pregunta 77

Pregunta
During the ages of __________ children can talk in lengthy, detailed sentences, can tell simple stories, and are more confident to initiate topics.
Respuesta
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Pregunta 78

Pregunta
From the ages of ________ children know object permanence and start to use basic toys appropriately.
Respuesta
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Pregunta 79

Pregunta
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.
Respuesta
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Pregunta 80

Pregunta
During the ages of _______ children use daily experiences in play and use realistic props.
Respuesta
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Pregunta 81

Pregunta
During the age of ________ children can sequence events, replay experienced events with different outcomes, can build 3-dimension objects, and use problem solving skills.
Respuesta
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Pregunta 82

Pregunta
At ________ old children use imaginative and cooperative play, do not need concrete props, and plans and organizes toys and people.
Respuesta
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Pregunta 83

Pregunta
At [blank_start]5 years[blank_end] old, children love jokes and riddles, can state basic information about themselves, and understand time concepts.
Respuesta
  • 5 years
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