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1[blank_start]Wernickle's area[blank_end] interprets auditory code
- AWernickle's area
2Language is localized in the [blank_start]left side[blank_end] of the brain for right handed people.
- Aleft side
3The ability or skill will not develop correctly if the sensory stimulation is not present before a certain age is known as the [blank_start]critical period[blank_end]
- Acritical period
4The experiment done by [blank_start]Jane Werker[blank_end] tested infants with [blank_start]speech contrasts[blank_end] used in native language vs. those used in [blank_start]non-native[blank_end].
- AJane Werker
- Bspeech contrasts
- Cnon-native
5Infants discriminate all phonemes by [blank_start]10 to 12 months[blank_end] of age.
- A10 to 12 months
6When [blank_start]parsing[blank_end] the speech stream there are [blank_start]no breaks[blank_end] in the speech pattern.
- Ano breaks
- Bparsing
7[blank_start]Prosody[blank_end]: the patterns of stress and intonation in a language.
- AProsody
8Comprehension [blank_start]precedes[blank_end] production.
- Aprecedes
9[blank_start]Holophrastic period[blank_end] describes how infants use their limited vocabulary in single word phrasing.
- AHolophrastic period
10[blank_start]Telegraphic speech[blank_end] is during the two-word stage of language acquisition.
- ATelegraphic speech
11[blank_start]Quines problem[blank_end] is the problem of reference.
- AQuines problem
12Factors that aid in word learning are [blank_start]Whole-object bias[blank_end], [blank_start]shape bias[blank_end], [blank_start]fast mapping[blank_end], [blank_start]mutual exclusivity[blank_end], [blank_start]social pragmatics[blank_end], [blank_start]linguistic context[blank_end]
- AWhole-object bias
- Bshape bias
- Cfast mapping
- Dmutual exclusivity
- Esocial pragmatics
- Flinguistic context
13[blank_start]Whole object bias[blank_end] - word refers to the whole object, not part of action or property.
- AWhole object bias
14[blank_start]shape bias[blank_end]- generalize a novel word to an object
- Ashape bias
15[blank_start]fast mapping[blank_end]- infants can pick up words very fast
- Afast mapping
16[blank_start]mutual exclusivity[blank_end] - assumption that a given entity has only one name
- Amutual exclusivity
17[blank_start]social pragmatics[blank_end]- paying attention to social cues. Toddlers use [blank_start]speakers gaze[blank_end] to determine referent of a novel word.
- Asocial pragmatics
- Bspeakers gaze
18[blank_start]linguistic context[blank_end] - the syntactic form, (noun verb) influences interpretation.
- Alinguistic context
19[blank_start]Dual representation[blank_end]- children understanding of symbolic meaning in an object.
- ADual representation
20[blank_start]Scale error[blank_end] is a serious attempt made by a child to perform a task that is patently impossible because of the extreme differences in the size of the objects involved.
- AScale error
21Sclae model studies done by [blank_start]DeLoache[blank_end] show that [blank_start]2.5[blank_end] year olds fail by [blank_start]3[blank_end] year old succeed.
- ADeLoache
- B2.5
- C3
22What study showed the intended representations? [blank_start]lollipop vs. Balloon[blank_end]
- Alollipop vs. Balloon
23The [blank_start]Mark and Bloom[blank_end] study shows that kids drawings are representational.
- AMark and Bloom
24[blank_start]Quinn and Eimas[blank_end] study shows that kids can differentiate between basic level objects
- AQuinn and Eimas
25The cats vs. dogs test was done on [blank_start]3 and 4 months[blank_end] of age
- A3 and 4 months
26[blank_start]Concepts[blank_end] are general ideas or understanding that can be used to group together similar things. They help us [blank_start]simplify the world[blank_end] and [blank_start]think more efficiently[blank_end]. They are (two things) [blank_start]inductively rich[blank_end] and [blank_start]natural[blank_end].
- AConcepts
- Bsimplify the world
- Cthink more efficiently
- Dinductively rich
- Enatural
27The [blank_start]Mandler and McDonough[blank_end] study engaged actions unique to vehicles and animals.
- AMandler and McDonough
28Object hierarchy: 1. [blank_start]genera[blank_end]l 2. [blank_start]Medium[blank_end] 3. [blank_start]Specific[blank_end] or 1.[blank_start]superordinate[blank_end] 2. [blank_start]basic[blank_end] 3. [blank_start]subordinate[blank_end]
- Agenera
- BMedium
- CSpecific
- Dsuperordinate
- Ebasic
- Fsubordinate
29[blank_start]Inheritance[blank_end] - kids know that traits are passed down from one generation to the next.
- AInheritance
30[blank_start]essentialism[blank_end] - The view that living things have an essence inside them that makes them what they are.
- Aessentialism
31[blank_start]Dead reckoning[blank_end] - pointing to an arbitrary point in space
- ADead reckoning
32[blank_start]Egocentric encoding[blank_end]- knowing the location of something in relation to oneself
- AEgocentric encoding
33[blank_start]Alocentric encoding[blank_end]- knowing where things are in relation to carinal direction
- AAlocentric encoding
34A major finding of the [blank_start]Wynn experiment[blank_end] (infant arithmetic) was they can distinguish between [blank_start]ratios of 1:2[blank_end] but not [blank_start]2:3.[blank_end]
- AWynn experiment
- Bratios of 1:2
- C2:3.
35Counting principles: [blank_start]one to one correspondence[blank_end], [blank_start]stable order[blank_end], [blank_start]cardinality[blank_end], [blank_start]order irrelevance[blank_end], [blank_start]abstraction[blank_end].
- Aone to one correspondence
- Bstable order
- Ccardinality
- Dorder irrelevance
- Eabstraction
Information
- Description
- Quiz on Untitled, created by Maddie Geddes on 07/03/2016.
- Author
- Maddie Geddes
- Language
- English
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