Behavior NOT included in Caregiver Responsiveness

Establishing & maintaining a primary topic

NOT a feature of a sensitive period:

Period immediately following birth

Unique to a particular individual, this functional brain modification requires highly specific experience:

Experience-dependent neural plasticity

Child with a physical disability that limits mobility will likely have delayed receptive language based on:

Less access to incidental language learning

NOT one of the three major tasks for semantic development:

Building awareness of social cues

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Language Development Review

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Questions 83

Answers

1
The relationship between letters or combinations of letters and sounds:
Print awareness
Alphabetic principle
Phonological awareness
Phonetic map
2
Bloom's model focused on tension between desire to communciate intention, and the effort required to communicate:
Intentionality Model
Behaviorist Theory
Cognitive Theory
Interactionist Model
3
Language is learned through operant conditioning & shaping, with some verbal behaviors reinforced & others suppressed:
nteractionist Model
Cognitive Theory
Behaviorist Theory
Intentionality Model
4
Internalization of the rules of language that govern word structure:
Phonological Development
Pragmatic Development
Syntactic Development
Morphological Development
5
Language inventory taken during a play session while the mother and child play together:
Naturalistic observation
Phonemic inventory
Parent report measures
Informal language screening
6
Child who is hearing in a family with Deaf parents, for whom ASL is the native home language will likely demonstrate:
Language difference
Emotional delay
Language disorder
Cognitive delay
7
Infants' ability to group objects based on appearance rather than function:
Conceptual categorization
Perceptual categorization
Diversified categorization
Hierarchical categorization
8
An example of use of a contractible auxiliary would be:
Her dressses
She's walking
Mom’s dress
She walks
9
Assessment in which a child is asked to point to a named item is examining:
Language comprehension
Auditory acuity
Speech production
Communication competence
10
Age by which most children produce a sound in an adult-like manner:
Customary age of production
Age of onset
Age of mastery
Linguistic competence
11
Behavior NOT included in Caregiver Responsiveness
Expanding & extending the child’s utterances
Waiting and listening to the child
Establishing & maintaining a primary topic
Joining in play together
12
Two children of the same age will show variation in their language, both in the typical range:
Language Difference
Language Deviation
Language Disorder
Language Delay
13
The number of morphemes in: Kellie’s hamster is soft.
6
7
4
5
14
An infant who has begun using declarative pointing with no true words is at this level:
Pre-linguistic
Linguistic
Para-linguistic
Pseudo linguistic
15
NOT a feature of a sensitive period:
Period of rapid development in a specific area or skill
Defined period of time with a beginning and an end
Defined period of time with a beginning and an end
Period immediately following birth
16
Best holiday movie (Wainscott):
Elf
It's a Wonderful Life
How the Grinch Stole Christmas
Miracle on 34th Street
17
By the child’s second birthday, she will typically be:
Using single words consistently
Using declarative pointing
Using 3-4 word combinations
Using two word combinations
18
A child learning the word for “dog” and making a lexical connection to “bark” is using a:
Semantic connection
Syntactic connection
Pragmatic connection
Phonologic connection
19
Preschoolers develop this more full and complete understanding of a word with multiple exposures accross context:
Accurate mapping
Transitional mapping
Extended-mapping
Fast-mapping
20
The characteristic frequency, duration, and intensity of sounds.
Categorical characteristics
Prosodic characteristics
Phonemic characteristics
Onset characteristics
21
Based on the principle of high imaginably, this word would develop first.
cracker
eat
want
hungry
22
Well-known task is used to study children’s acquisition of grammatical morphemes:
Switch task
Habituation task
Wug test
Bloom's test
23
Examples of free morphemes would be:
/m/, /s/, /k/
cat, hat, fat
-able, un-, -ness
-s, -ed, ing
24
The site where two neurons meet:
Dendrite
Nucleolus
Axon
Synapse
25
This occurs when words and phrases have multiple meanings:
Lexical ambiguity
Metaphors
Similes
Elaborated phrases
26
This component of language operates independently of other components & is connected to executive function:
Syntax
Pragmatics
Phonology
Semantics
27
Unique to a particular individual, this functional brain modification requires highly specific experience:
Experience-based neural plasticity
Synaptic pruning
Synaptogenesis
Experience-dependent neural plasticity
28
Human cultures each have language, and all are equally complex. This refers to:
Specificity
Universality
Semanticity
Productivity
29
Child with a physical disability that limits mobility will likely have delayed receptive language based on:
Poor oral motor skills required for speech
Less access to incidental language learning
Inattentive caregivers
Limited cognitive capacity
30
Child uses language to give directions and direct others is an example of this language function:
Regulatory
Personal
Interactional
Instrumental
31
The following is NOT one of the three tenants of "30 Million Words":
Talk more
Take turns
Tune in
Track time
32
Infant reaching arms up toward a caregiver is likely demonstrating the pragmatic intent of:
Requesting action
Responding or acknowledging
Protesting or rejecting
Greeting
33
Toddler speech patterns and errors are systematic and rule-governed. This refers to:
Zone of proximal development
Linguistic differences
Phonological processes
Apraxia of speech
34
NOT one of the three major tasks for semantic development:
Organizing mental lexicon into an efficient network
Learning new word rapidly
Acquiring a mental lexicon
Building awareness of social cues
35
NOT a primary indicator of positive caregiving in a childcare setting:
Low adult-to-child ratio
Play-based curriculum
Small group size
Clean & safe environment
36
Acquiring the rules of language that govern the sound structure of syllables and words:
Pragmatic Development
Morphological Development
Syntactic Development
Phonological Development
37
A child producing “take” for the word “cake” is exhibiting:
Fronting
Stopping
Assimilation
Cluster reduction
38
Toddler actions such as holding a fist to an ear to indicate a phone are examples of:
Symbolic agents
Referential gestures
Linguistic linkages
Emergence of sign
39
Child’s general language skills are observed & compared to developmental milestones:
Screening
Evaluation
Progress monitoring
Parent report
40
Examples of grammatical morphemes would be:
-s, -ed, ing
cat, hat, fat
/m/, /s/, /k/
con-, un-, -less
41
The following would NOT be an example of phonological awareness:
Syllable counting
Initial sound identification
Rhyme detection
Accurate sound production
42
A small number of discrete language units that can be combined into a seemingly endless number of combinations.
Productivity
Semanticity
Universality
Specificity
43
Ability of infant to share focus on an item with a communication partner:
Attendance to social partner
External referent
Joint attention
Contextual communication
44
Theorist hypothesizing a series of cognitive stages that children must experience in a sequence:
Piget
Vygotsky
Bloom
Skinner
45
Theorist that believed language emerges through social interaction with adults and peers:
Skinner
Piaget
Vygotsky
Bloom
46
Child acquires two languages in succession, usually in the first three years of life:
Paralinguistic bilingualism
Simultaneous bilingualism
Pre-linguistic bilingualism
Sequential bilingualism
47
Receptive speech area of the brain:
Cerebellum
Primary Visual Cortex
Wernike's Area
Heschl's Gyrus
48
In the sequence of infant vocalizations, this stage occurs first:
Control of phonation
Reflexive vocalization
Basic canonical syllables
Use of Jargon
49
Ability to reply to counter arguments, state advantages & reasons to comply, & control discourse:
Persuasive discourse
Functional flexibility
Expository Discourse
Complex narrative
50
This lobe of the brain is responsible for auditory information and language comprehension:
Occipital
Frontal
Parietal
Temporal
51
The capacity to view language as an object of attention, and a contributor to children's emergent literacy:
Cognitive load
Oral language
Executive function
Metalinguistic ability
52
NOT an established hypothesis of the order in which preschoolers learn letter-names:
Letter-name pronunciation effect
Vowel preference reliance
Own-name advantage
Letter-order hypothesis
53
Preshooler says, "He needs the blue crayon because he wants to draw the sky."
Directive discourse
Organizing discourse
Logical discourse
Participatory discourse
54
Widely used tool provides a record of a young child’s receptive and expressive vocabulary:
Preschool Language Scale
MacAurthur Bates Communicative Inventory
Rossetti Scales of Development
Bracken Basic Concept Scale
55
Preschooler's ability to discuss people, places, objects, and events that are not immediately present:
Metalinguistic ability
Decontextualized language
Contextualized language
Intuitive ability
56
A primary professional organization for early childhood education:
National Education Association
Council for Exceptional Children
National Association for the Education of Young Children
American Academy of Pediatrics
57
The number of morphemes in: The girls liked hotdogs with mustard.
7
8
10
9
58
The nature of the infant's phonemic inventory is detrmined by the:
Intellectual development of the child
Gender of the child
Socio-economic status of the family
Native language of the family
59
Child is asked to repeat a target word. This would be appropriate when assessing:
Expressive vocabulary
Pragmatic skills
Receptive vocabulary
Speech production
60
As infants develop their early vocabulary, words in this hierarchical category appear first:
Superordinate level
Foundational level
Subordinate level
Basic level
61
Function of the myelin sheath:
Contributes to synaptic pruning
Transmits information across synaptic cleft
Promotes rapid relay of nerve impulses
Provides chemical stimulation to neurons
62
Toddler's ability to pick up words after only a few incidental exposures:
Brain plasticity
Fast-mapping
Bombardment
Theory of Mind
63
Language disorders resulting from other conditions, such as cognitive disability & autism spectrum disorders:
Late acquisition
Primary language impairment
Secondary language impairment
Disrupted acquisition
64
Human cultures each have language, and all are equally complex. This refers to:
Specificity
Universality
Semanticity
Productivity
65
Language primarily activated in this hemisphere:
Right
Primarily brainstem
Left
Distributed evenly
66
Vocal production consisting of repeating consonant-vowel pairs (as in da-da-da):
Reduplicated babbling
Variegated babbling
Non-reduplicated babbling
Jargon
67
In calculating a Mean Length of Utterance for a language sample, you would:
Divide total number of utterances of adult partner by number of child's
Divide total number of words used by number of unique words used.
Divide total number of morphemes by total number of true words
Divide total number of morphemes by total number of utterances
68
Measurement of lexical diversity, considering the total number of words & the number of different words in a sample:
Percentage of complex sentences
Type-token ratio
Percentage of intelligible utterances
Mean length of utterance
69
Children's sensitivity to the sound structure of words:
Auditory perception
Phonological awareness
Auditory discrimination
Print awareness
70
According to Brown, this morpheme would develop first:
Plural s
Present progressive -ing
Regular past tense -ed
Articles a & the
71
Difference between a child's actual developmental level and his level of potential development:
Egocentric level
Zone of proximal development
Naturalized development
Bootstrapping level
72
All children are born with general grammatical rules and categories reflects Chomsky's theory of:
Universal Grammar
Modular Theory
Usage-Based Theory
Competition Model
73
In the sentence, “The girl went to the store for milk” the AGENT is:
Girl
Milk
Store
Went
74
Maternal language for this activity contains a diverse array of syntax & vocabulary, & high level of abstraction:
Pretend play
Board games
Conversation
Storybook reading
75
The following is NOT a feature of a true word:
Used consistently and beyond the original context
Recognizable pronunciation similar to adult form
Initiated by child & produced with a clear purpose
Produced in novel combinations with other words
76
Child's spoken or written description of real or fictional event from the past, present or future:
Narrative
Sequential memory
Delayed recall
Formative
77
Semantic Development:
Uniquely human characteristic of language
Sound-based system of language
Learning & storage of word meanings
Ability to use language in a flexible & novel way
78
Children begin to use gesture-word combinations when:
Articulation is maturing and consonant production is in place
Developing decontextualized language
Transitioning from one word to two-word combinations
Pragmatic skills begin to emerge
79
Internalized representations of organizational structures of events, & critical cognitive framework for communication:
Self awareness
Conversational schema
Personal narrative
Neural nextwork
80
A speaker with more than one language alternates between languages based on communication partner:
Interlanguage
Language stabilization
Codeswitching
Intrautterance mixing
81
Use of phrases & clauses to coordinate phrases indicates:
Complex syntax
Complex morphology
Simple morphology
Simple syntax
82
Infants use cues based on familiarity with sounds of word & stress patterns to separate the speech stream:
Prosodic cues
Semantic cues
Phonotactic cues
Context cues
83
Lexical principle of words mapping whole objects is referred to as:
Conventionality
Reference
Object scope
Extendability

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