Professional Documents
Culture Documents
Instant Download PDF Developmental Psychology From Infancy To Adulthood 4th Edition White Test Bank Full Chapter
Instant Download PDF Developmental Psychology From Infancy To Adulthood 4th Edition White Test Bank Full Chapter
Instant Download PDF Developmental Psychology From Infancy To Adulthood 4th Edition White Test Bank Full Chapter
https://testbankfan.com/product/developmental-psychology-from-
infancy-to-adulthood-4th-edition-white-solutions-manual/
https://testbankfan.com/product/psychology-from-inquiry-to-
understanding-4th-edition-lilienfeld-test-bank/
https://testbankfan.com/product/psychology-from-inquiry-to-
understanding-4th-edition-lilienfeld-solutions-manual/
https://testbankfan.com/product/child-development-from-infancy-
to-adolescence-an-active-learning-approach-1st-edition-levine-
test-bank/
Developmental Psychology 1st Edition Keil Test Bank
https://testbankfan.com/product/developmental-psychology-1st-
edition-keil-test-bank/
https://testbankfan.com/product/cdn-ed-developmental-psychology-
childhood-and-adolescence-4th-edition-shaffer-test-bank/
https://testbankfan.com/product/psychology-from-inquiry-to-
understanding-3rd-edition-lilienfeld-test-bank/
https://testbankfan.com/product/psychology-from-inquiry-to-
understanding-canadian-3rd-edition-lynn-test-bank/
https://testbankfan.com/product/psychology-from-inquiry-to-
understanding-australia-2nd-edition-lilienfeld-test-bank/
Chapter 7: Language development
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the
question.
A) productivity
B) pragmatics
C) receptive language
D) expressive language
Answer: C
A-Head: The components of language
Learning Obj.: 7.1 Define the various components of human language
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
2) A rising tone at the end of a statement indicates it is a question. This use of tone to change the meaning
is called: 2) _______
A) inflection
B) intonation
C) morphemes
D) production
Answer: B
A-Head: The components of language
Learning Obj.: 7.1 Define the various components of human language
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
4) Language processing is represented in the left hemisphere of the cerebral cortex for: 4) _______
A) everyone
B) the majority of left-handed people only
C) the majority of right- and left-handed people
D) the majority of right-handed people only
Answer: C
A-Head: Language and the brain
Learning Obj.: 7.2 Explain the relationship between language development and the development of the brain
Graduate Attribute: 1 Core knowledge and understanding
Diff: 3
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
5) Dysfluent and halting speech that lacks grammatical structure and inflections is characteristic of those with
damage to: 5) _______
A) research has provided poor support for the critical period hypothesis
B) bilingual studies do not support the critical period hypothesis
C) children must be exposed to a language early in life in order for them to master it
D) research has identified specific features of children's cognitive system that make them good language
learners
Answer: C
A-Head: Language and the brain
Learning Obj.: 7.2 Explain the relationship between language development and the development of the brain
Graduate Attribute: 1 Core knowledge and understanding
Diff: 3
A) Noam Chomsky
B) Lenneberg
C) B. F. Skinner
D) none of these answers is correct
Answer: A
A-Head: Theories of language development
Learning Obj.: 7.3 Explain the major theories of language development
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
9) The characteristic rhythm, tempo and intonation patterns of a spoken language are referred to as:
9) _______
A) phonology
B) pragmatics
C) inflection
D) prosody
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
Answer: D
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
10) A speech synthesiser is used to gradually change one speech sound into a related one. It is often used to
study what ability? 10) ______
A) phonemic awareness
B) prosody
C) categorical perception
D) none of these answers is correct
Answer: C
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
11) Researchers studying infants' categorical perception of speech sound conclude that this ability is likely:
11) ______
A) due to experience
B) due to combined innate ability and experience
C) too difficult to determine since this ability does not emerge until children are older
D) an innate ability
Answer: B
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
12) Child-directed speech (CDS) assists language acquisition in the following way(s): 12) ______
13) Infants first use gestures as a form of communication at what age? 13) ______
A) 6 months
B) 12 to 18 months
C) 8 to 10 months
D) 12 months
Answer: C
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
14) Around what age are infants capable of identifying and remembering new spoken words? 14) ______
A) 9–10 months
B) 11–12 months
C) 7–8 months
D) 5–6 months
Answer: C
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.5 Explain the major phenomena and mechanisms of early word learning
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
15) 'Mummy eat', 'Doggie woof' and 'All gone' are examples of: 15) ______
A) underextension
B) elegraphic speech
C) overextension
D) holophrases
Answer: B
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.5 Explain the major phenomena and mechanisms of early word learning
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
16) By the time they start school, children have learnt the meanings of how many words on average?
16) ______
A) several thousand
B) several dozen
C) several hundred
D) fewer than 100
Answer: A
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.5 Explain the major phenomena and mechanisms of early word learning
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
17) A child who demonstrates an understanding of a word after hearing it only once demonstrates:
17) ______
A) fast mapping
B) they have entered the period of vocabulary explosion
C) Chomsky's Language Acquisition Device
D) both A and C are correct
Answer: A
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.5 Explain the major phenomena and mechanisms of early word learning
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
18) Which of the following is an example of a constraint on early word learning? 18) ______
A) whole-object assumption
B) mutual exclusivity
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
C) both A and B are correct
D) syntactic bootstrapping
Answer: C
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.5 Explain the major phenomena and mechanisms of early word learning
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
19) When a child says 'I runned home' they demonstrate: 19) ______
20) A child says to his parents, 'The mans eated their breakfast.' According to the Environmental approaches,
his parents may respond: 20) ______
A) by recasting the phrase (e.g. 'Yes, the men were really hungry so they ate all their breakfast.')
B) by using an expansion (e.g. 'That's right. The men ate their breakfast.')
C) by asking a clarification question
D) All of these answers are correct
Answer: D
A-Head: Grammatical development during childhood
Learning Obj.: 7.6 Describe the major milestones in grammatical development
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
21) The ‘Whorfian hypothesis’ suggests that you cannot think about an object, event or relation unless you
have a _______ for it. 21) ______
A) schema
B) concept map
C) word
D) memory
Answer: C
A-Head: Language and thought
Learning Obj.: 7.8 Explain the relationship between language and thought
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
22) Children can learn concepts before they have acquired labels for those concepts. This finding
demonstrates: 22) ______
24) Which of the following is believed to not be an important factor in one's reading comprehension?
24) ______
A) age
B) working memory capacity
C) ability to make inferences
D) none of these answers are correct
Answer: D
A-Head: Reading
Learning Obj.: 7.9 Identify the major factors that lead to proficient reading
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
TRUE/FALSE. Write 'T' if the statement is true and 'F' if the statement is false.
25) It is well agreed that, in language development, production precedes comprehension. 25) ______
Answer: F
A-Head: The components of language
Learning Obj.: 7.1 Define the various components of human language
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
26) One of the first challenges for children learning their native language is to distinguish, recognise and then
reproduce the phonemes. 26) ______
Answer: T
A-Head: The components of language
Learning Obj.: 7.1 Define the various components of human language
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
27) Rules that govern word order are called grammar. 27) ______
Answer: F
A-Head: The components of language
Learning Obj.: 7.1 Define the various components of human language
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
28) An example of an inflection is adding 'ed' onto the word 'jump' to form the past tense of 'jumped'.
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
28) ______
Answer: T
A-Head: The components of language
Learning Obj.: 7.1 Define the various components of human language
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
29) For most right-handed people, the majority of language is represented in the right hemisphere of the
cerebral cortex. 29) ______
Answer: F
A-Head: Language and the brain
Learning Obj.: 7.2 Explain the relationship between language development and the development of the brain
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
30) Adults rarely achieve full fluency of a second language unless it is acquired as a child. 30) ______
Answer: T
A-Head: Language and the brain
Learning Obj.: 7.2 Explain the relationship between language development and the development of the brain
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
31) The perceptual and information-processing limitations of young children help them to learn languages.
31) ______
Answer: T
A-Head: Language and the brain
Learning Obj.: 7.2 Explain the relationship between language development and the development of the brain
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
32) Most children do not begin to combine words into larger units until approximately 18 months to 2 years
of age. 32) ______
Answer: T
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
33) Research findings suggest that infants are born with an ability to perceive the sounds of any human
language. 33) ______
Answer: T
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
34) Evidence suggests that parents speak to their infants in a way that is likely to be very helpful for early
language acquisition. 34) ______
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
Answer: T
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
35) Child-directed speech often entails the use of exaggerated facial expressions with normal emotional tone.
35) ______
Answer: F
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
36) Cooing emerges at approximately four months of age, and reduplicated babbling is typically evident at
seven months of age. 36) ______
Answer: F
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.4 Describe the key changes in language development that take place in the first 12–18
months of life
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
37) The period of 'vocabulary explosion' ends at approximately six years of age. 37) ______
Answer: T
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.5 Explain the major phenomena and mechanisms of early word learning
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
38) When children use the grammatical structure of a sentence to infer the meaning of a novel word, it is
termed 'Semantic bootstrapping'. 38) ______
Answer: F
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.5 Explain the major phenomena and mechanisms of early word learning
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
39) With increasing language experience, overregularisation errors decrease. 39) ______
Answer: T
A-Head: Language acquisition: Preverbal period
Learning Obj.: 7.5 Explain the major phenomena and mechanisms of early word learning
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
40) Young children learn grammar at a rapid rate partly because their parents often give them explicit
instructions regarding grammatical rules. 40) ______
Answer: F
A-Head: Grammatical development during childhood
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
Learning Obj.: 7.6 Describe the major milestones in grammatical development
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
41) Young children may take conversational turns, but often focus on different themes and topics.
41) ______
Answer: T
A-Head: Pragmatic development
Learning Obj.: 7.7 Describe the major changes that take place in pragmatic development
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
42) Language development continues into adolescence, even though the basic elements have been mastered
by approximately six years of age. 42) ______
Answer: T
A-Head: Pragmatic development
Learning Obj.: 7.7 Describe the major changes that take place in pragmatic development
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
43) Jokes and puns begin to be appreciated during primary school years as they gain a better understanding
of the potential ambiguities of words and sentences. 43) ______
Answer: T
A-Head: Pragmatic development
Learning Obj.: 7.7 Describe the major changes that take place in pragmatic development
Graduate Attribute: 1 Core knowledge and understanding
Diff: 3
44) The ‘Whorfian hypothesis’ suggests that the way we think about the world determines the way we use
language. 44) ______
Answer: F
A-Head: Language and thought
Learning Obj.: 7.8 Explain the relationship between language and thought
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
45) It is possible to have complete understanding of a concept even if the relevant vocabulary for that
concept is not present, as supported by research on numerical concepts. 45) ______
Answer: T
A-Head: Reading
Learning Obj.: 7.9 Identify the major factors that lead to proficient reading
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
46) At the logographic stage of reading, children begin to learn the rules that govern how letters and letter
combinations can be translated into the more familiar units of spoken language. 46) ______
Answer: F
A-Head: Reading
Learning Obj.: 7.9 Identify the major factors that lead to proficient reading
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
47) Phonemic awareness is an early reading skill and is a crucial part of the reading process. 47) ______
Answer: T
A-Head: Reading
Learning Obj.: 7.9 Identify the major factors that lead to proficient reading
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
48) One factor that is thought to affect the development of reading comprehension is the capacity of an
individual's knowledge. 48) ______
Answer: T
A-Head: Reading
Learning Obj.: 7.9 Identify the major factors that lead to proficient reading
Graduate Attribute: 1 Core knowledge and understanding
Diff: 2
ESSAY. Write your answer in the space provided or on a separate sheet of paper.
49) Identify and discuss three areas of the brain that are important for language development.
50) Compare and contrast the nativist approach to other approaches of language development.
51) Parents who speak a language other than English in the home are often concerned about the influence of
the second language on their development of English. What suggestions can be made from research evidence
to parents in such a situation to promote positive language development in their children?
52) Name and describe the three major stages of reading development as outlined by Frith (1985).
A-Head: Reading
Learning Obj.: 7.9 Identify the major factors that lead to proficient reading
Graduate Attribute: 1 Core knowledge and understanding
Diff: 1
53) Many school-aged children do not have well-developed phonemic awareness skills. Discuss how 'phonics'
methods attempt to improve the reading skills of students. Does research evidence support their efficacy?
A-Head: Reading
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
Learning Obj.: 7.9 Identify the major factors that lead to proficient reading
Graduate Attribute: 1 Core knowledge and understanding
Diff: 3
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
1) C
2) B
3) B
4) C
5) D
6) C
7) A
8) A
9) D
10) C
11) B
12) D
13) C
14) C
15) B
16) A
17) A
18) C
19) B
20) D
21) C
22) D
23) D
24) D
25) F
26) T
27) F
28) T
29) F
30) T
31) T
32) T
33) T
34) T
35) F
36) F
37) T
38) F
39) T
40) F
41) T
42) T
43) T
44) F
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
45) T
46) F
47) T
48) T
Copyright © 2016 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781486018277, White, Developmental Psychology 4e
Another random document with
no related content on Scribd:
— Minä pelkään sellaisia esineitä. Sattuu vielä laukeamaan!
— Vie.
— No?
‒ Markusha!
Kaikki tämä oli niin kummallista. Joivat, kilistivät laseja, puhuivat
kaikki yhtaikaa ja jotain omaansa. Se vihainen, jolla oli linnun
naama, kiihtyneesti kertoi jostain vieraasta joka oli ottanut hänet
lyhyemmäksi aikaa ja jonka kanssa taisi sitten riitaantua. Usein
pistivät väliin kirosanoja, mutta eivät lausuneet niitä
välinpitämättömästi kuten miehet tekevät, vaan aina erikoisen
purevasti.
— Rakkaani!
Näin istui hän, tämä kalpea, joka yhtäkkiä oli käynyt niin läheiseksi
kaikille näille hänen ympärillään hyöriville. Tyhjentyneessä, poroksi
palaneessa sielussaan ja hävitetyssä maailmassaan valkoisena
tulena välkkyi ja valaisi kirkkaasti hänen hehkuva tahtonsa yksin.
Tuntien valtansa mahdolliseksi kaikkea luomaan ja kaikki
hävittämään, terästyi hänen ruumiinsa rauhallisena.
— Ljubka! Juo!
— Meikäläisten malja!
Hän horjahti hiukan ja joi. Hän puhui vähän kankeasti, mutta lujalla
äänellä, selvästi lausuen joka sanan. Ei kukaan ymmärtänyt tätä
pontevaa puhetta, mutta hän itse tuo kalpea ja omituisesti äkäinen
mies alkoi miellyttää kaikkia.
— Pidä suusi kiinni, Manjka, saat vasten naamaasi! Hän jää minun
kanssani. Hän oli rehellinen.
— Olkaa vaiti.
— Teiltä on väkivallalla kunnia riistetty, mutta hän on luopunut siitä
vapaaehtoisesti. Hän antoi sen minun kunniastani! En tahdo mitään
tietää rehellisyydestä ja kunniallisuudesta. Te olette kaikki… vaan
hän on vielä viaton…
— Näemme! Eteenpäin!
*****
— Ovat.
— Ajattelen.
— Entä sitten?
Hän vaikeni. Ja siksi että hän vaikeni sekä siksi että hän oli ollut
heidän toverinsa, elänyt heidän kanssaan, muuttui hän äkkiä tytöstä
erityisen tärkeäksi, niin että alkoi tuntua pahalta maata hänen
kanssaan. Siirtyi loitommalle ja asetti kätensä niin etteivät ne
koskeneet häneen. Unohtaen vihansa hyviä kohtaan, kaikki
kyyneleensä ja kirouksensa, pitkät vuodet yksitoikkoista
yksinäisyyttä tässä luolassa, valtasi hänet pelko siitä etteivät ne ota
vastaan häntä niin kauniiseen elämään, joka on täynnä
itsekieltäymystä.
— Niin. Hyviä.
Niin kirkas oli hänen hymyilynsä että tuntui kuin olisi itse pimeyskin
alkanut hymyillä ja ikäänkuin olisivat tähdet tuikkineet. Saapui uusi
totuus tyttöön, eikä pelkoa, vaan ilon toi se tullessaan.
Hiljaisuus.
— Ne entiset.
Tuuli puhalsi nutun alle, takki oli leveä ja koko ruumis kellui
vaatteissa kuin keltuainen munassa — ikäänkuin olisi hän laihtunut
yhtäkkiä. Huolimatta kylmyydestä olivat kämmenet hikiset.
— Suu kiinni, Ljubka! — kiljasi päällikkö. Hän tunsi hyvin tytön, oli
pari, kolme yötä viettänyt tämän seurassa, ja nytkin uskoi hänen
puhuvan totta, mutta niin odottamaton oli tämä onnellinen loppu, että
ilosta teki mieli huutaa, jaella käskyjä, näyttää valtaansa.
— Nimenne?
— Teitä puhutellaan!…
— Jättäkää hänet. Hänhän ei rupea vastaamaan. Odottakaamme
prokuraattoria. Hän kyllä pakottaa puhumaan!
— Minähän…
— Et.
— Minun on kylmä.