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Child Development - A Thematic Approach
, Fifth Edition
Danuta Bukatko - College of the Holy Cross
Marvin W. Daehler - University of Massachusetts, Amherst
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| | Concept/Application Questions
Chapter 7:
Language
- Lauren, who is six months old, can detect the difference between ma and pa. The sounds that distinguish ma and pa are called
- prosodic features.
- pragmatics.
- phonemes.
- semantics.
- Research with infants has shown that soon after birth, they
- prefer music over human voices.
- cannot distinguish speech sounds from other sounds.
- prefer human voices over other sounds.
- prefer a stranger's voice over their own mothers' voices.
- The role of nurture in human language ability is indicated by the infant's
- ability to babble.
- ability to distinguish among phonemes in many languages.
- ability to distinguish between his or her native language and other languages.
- preference for high-pitched speech.
- Ten-month-old Carlton has started to say "dadadadada." This vocalization is called
- a word.
- reduplicated babbling.
- categorical perception.
- spectral analysis.
- The use of gestures and the use of language to communicate may begin in young children at about the same time, suggesting that
- the ability to recognize that one thing can stand for another or to symbolize
underlies the emergence of both.
- the child now recognizes the need to communicate, but when reinforcement
for gestures is not sustained, quickly shifts to spoken language.
- parents reinforce the use of both in the child's earliest efforts to communicate.
- gestures and spoken language are not interchangeable, and both must be acquired
for early language to be effective.
- Eduardo is just beginning to say words and has learned the names for many
objects. He is displaying a(n) _____________________ style in his vocabulary.
- referential
- expressive
- action
- pragmatic
- Brooke has reached the two-word stage of language development. Her utterances include such phrases as "Want cookie," "Doggie run," and "Go bye-bye." Brooke's speech can be categorized as
- prosodic.
- telegraphic.
- reflective.
- metalinguistic.
- When later syntactic development takes place, for example, when the child begins to produce negatives and questions,
- few regularities are found in the order in which the child expresses such
utterances or the types of situations in which they are applied.
- the child has already begun to understand and produce passive voice constructions.
- reinforcement plays a more central role than it did in the earliest phases of language acquisition with respect to the order in which such utterances
are produced.
- a fairly consistent developmental progression occurs in how these utterances
are ordered and to what kinds of situations they are applied.
- The fact that Cassandra, a preschooler, yells out to her teacher "Give me that toy!" suggests that she may still have some learning to do with respect to
- pragmatics.
- prosody.
- turn taking.
- referential communication.
- Billy is able to understand that the characteristics of a word and the concept
to which that word refers are independent of each other. For example, he
no longer thinks that the word feather is lighter than the word truck. We expect Billy to be
- about two years old.
- about three or four years old.
- about six or seven years old.
- no younger than twelve years old.
- Larissa's grandfather recently had a stroke. Although he clearly understands what
people are saying, he has great difficulty forming sentences. Larissa's grandfather most likely suffered damage to
- Wernicke's area in the right hemisphere.
- Wernicke's area in the left hemisphere.
- Broca's area in the right hemisphere.
- Broca's area in the left hemisphere.
- Support for the hypothesis that there is a critical period for language acquisition comes from studies of
- syntax errors in preschoolers.
- adults with physical damage to the left hemisphere.
- infant lateralization of speech.
- children who were first exposed to language late in life.
- Learning theorists explain language acquisition as the result of
- biological predispositions for language.
- brain lateralization.
- reinforcement and imitation of selected vocalizations.
- the cognitive level of the child.
- Toshiko has recently shown evidence of the cognitive ability to symbolize. According to Piaget, Toshiko should
- already have a vocabulary of at least fifty words.
- shortly begin to develop the semiotic function.
- shortly begin to learn her first words.
- no longer exhibit telegraphic speech.
- Which of the following is a characteristic of motherese?
- Parents' use of turnabouts.
- Parents' use of positive reinforcement.
- Parents' use of inflections.
- Parents' use of pivot words.
- Hannah's mother spent considerably more time conversing with her when she was an
infant than Sheila's mother did with Sheila. At two years of age, Hannah is likely to
- have a larger vocabulary than Sheila.
- have a smaller vocabulary than Sheila.
- have a vocabulary similar in size to Sheila's.
- understand more words than Sheila but produce fewer words.
- Cross-cultural studies on child-parent interactions have shown that
- use of motherese is unique to American parents.
- use of motherese is universal, used by parents of all cultures.
- motherese, although used by parents of many cultures, is not essential for
the emergence of language.
- children of cultures in which the parents do not use motherese show severely
disrupted language acquisition.
- Which of the following statements best summarizes the relationship between
the development of language and the development of cognition?
- Language development comes before and promotes cognitive development.
- Cognitive development comes before and promotes language development.
- Both language development and cognitive development influence each other.
- Language development and cognitive development are independent of each other.
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