Chapter 10: Language

Chapter 10: Language Multiple-Choice Questions 10.1-1. The research by Bellin and colleagues using fMRI indicated that when we respond to human speech rather than to other sounds a. only the left temporal lobe shows a contrastive response to these types of sound. b. only the right temporal lobe shows a contrastive response to these types of sound. c. both right and left temporal lobes showed a contrastive response to these types of sound. d. both right and left temporal lobes are shown to analyze the details of speech information rather than patterns. e. regions showing the largest difference in response were located in the parietal lobe. Difficulty: 2 Question ID: 10.1-1 Page Ref: 279 Topic: Speech Comprehension and Production Skill: Factual Answer: d. both right and left temporal lobes are shown to analyze the details of speech information rather than patterns. 10.1-2. The word "fin" contains __________ phonemes. a. 0 b. 1 c. 2 d. 3 e. 4 Difficulty: 1 Question ID: 10.1-2 Page Ref: 278 Topic: Speech Comprehension and Production Skill: Applied Answer: d. 3 10.1-3. The basic elements of speech are called a. memes. b. morphemes. c. phonemes. d. grammemes. e. monemes. Difficulty: 1 Question ID: 10.1-3 Page Ref: 278 Topic: Speech Comprehension and Production Skill: Factual Answer: c. phonemes. contact: 10.1-4. The vibration of the vocal cords is called a. speaking. b. voicing. c. sounding. d. articulating. e. pronouncing. Difficulty: 1 Question ID: 10.1-4 Page Ref: 278 Topic: Speech Comprehension and Production Skill: Factual Answer: b. voicing. 10.1-5. Voice-onset time is a. the delay between seeing a written word and saying that word. b. the reaction time to a verbal stimulus. c. the delay between hearing a word pronounced and saying that word. d. a distinction we can detect between phonemes. e. the delay between seeing a word and writing a word. Difficulty: 1 Question ID: 10.1-5 Page Ref: 278 Topic: Speech Comprehension and Production Skill: Conceptual Answer: d. a distinction we can detect between phonemes. 10.1-6. Ganong's research on phoneme perception involved computerized synthesis of novel sounds and showed that speech recognition is based on a. units of sound smaller than phonemes. b. individual phonemes. c. two-phoneme combinations. d. combinations larger than phonemes. e. units that do not include phonemes. Difficulty: 2 Question ID: 10.1-6 Page Ref: 279 Topic: Speech Comprehension and Production Skill: Factual Answer: d. combinations larger than phonemes. 10.1-7. __________ are the smallest units of speech that convey meaning. a. Memes b. Morphemes c. Phonemes d. Grammemes e. Monemes Difficulty: 1 Question ID: 10.1-7 Page Ref: 279 Topic: Speech Comprehension and Production Skill: Factual Answer: b. Morphemes 10.1-8. Sanders and colleagues' study used the N100 response to the sound of a string of nonsense syllables. The results indicated a. that a segment of a spoken string of letters could be recognized as a "word." b. bottom-up processing of the continuous speech was occurring. c. the importance of context in understanding speech. d. that the participants could organize the letters as syllables but not as words. e. that participants were unable to comprehend anything meaningful in the string. Difficulty: 2 Question ID: 10.1-8 Page Ref: 279-280 Topic: Speech Comprehension and Production Skill: Conceptual Answer: a. that a segment of a spoken string of letters could be recognized as a "word." 10.1-9. Which of the following statements is TRUE? a. The influence of context on speech recognition is an example of bottom-up processing. b. The perception of a phoneme depends in part on the sound that follows it. c. Psychologically, phonemes are the basic unit of meaning. d. Discrimination of phonemes is not affected by voicing. e. The presence of an N100 wave is uncorrelated with the recognition of spoken words. Difficulty: 2 Question ID: 10.1-9 Page Ref: 279 Topic: Speech Comprehension and Production Skill: Conceptual Answer: b. The perception of a phoneme depends in part on the sound that follows it. 10.1-10. Consider the syllable hfis. Although you probably have never heard this syllable before, you would likely understand its meaning if you heard it in a sentence, such as "Margo caught a huge hfis below the dam today." This example reflects the importance of __________ in speech perception. a. hearing b. semantics c. voicing d. context e. articulation Difficulty: 2 Question ID: 10.1-10 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Applied Answer: d. context 10.1-11. Top-down processing in speech perception is demonstrated by the a. effect of context on our perception of words and word meaning. b. ability to understand words out of context. c. inflection of the vocal cords. d. principles of combining words to form phrases. e. discrimination of phonemes. Difficulty: 2 Question ID: 10.1-11 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: a. effect of context on our perception of words and word meaning. 10.1-12. Syntactical rules are a. the patterns of rhythm and emphasis used by a speaker. b. principles for understanding contextual variations in the perception of phonemes. c. principles for combining words to form phrases, clauses, or sentences. d. conventions that people have formally agreed to follow so that they can be understood when speaking or writing symbolically. e. rules for establishing the meaning of words and phrases. Difficulty: 1 Question ID: 10.1-12 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: c. principles for combining words to form phrases, clauses, or sentences. 10.1-13. Which of the following statements is FALSE? a. Our understanding of syntax is automatic. b. Syntactical rules are learned implicitly. c. Learning syntax and learning word meaning involve different brain mechanisms. d. Syntax is a synonym for semantics. e. Syntax is a synonym for grammar. Difficulty: 2 Question ID: 10.1-13 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: d. Syntax is a synonym for semantics. 10.1-14. Which of the following was NOT cited in the textbook as being a syntactical cue? a. Word order b. Prosody c. Function words d. Semantics e. Word meaning Difficulty: 1 Question ID: 10.1-14 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: d. Semantics 10.1-15. In English, the __________ of a sentence tells the reader or listener who did what to whom. a. word class b. word order c. prosody d. intonation e. semantics Difficulty: 1 Question ID: 10.1-15 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: b. word order 10.1-16. Function words, wording meaning, and prosody are types of a. affixes. b. semantic cues. c. content structures. d. syntactical cues. e. verbal cues. Difficulty: 1 Question ID: 10.1-16 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: d. syntactical cues. 10.1-17. Which of the following words is NOT a function word? a. At b. Some c. And d. Big e. The Difficulty: 2 Question ID: 10.1-17 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Applied Answer: d. Big 10.1-18. The word "the" is a(n) a. function word. b. affix. c. content word. d. suffix. e. connection word. Difficulty: 1 Question ID: 10.1-18 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: a. function word. 10.1-19. Orange, happily, carpet, and hit are examples of a. content words. b. function words. c. affixes. d. prosody. e. contextual words. Difficulty: 2 Question ID: 10.1-19 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Applied Answer: a. content words. 10.1-20. Content words express a. meaning. b. the relations between function words. c. the type of sentence a group of words forms. d. the context of a sentence. e. order. Difficulty: 1 Question ID: 10.1-20 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: a. meaning. 10.1-21. Function is to __________ as content is to __________. a. apple; but b. suffix; prefix c. meaning; prosody d. deep; surface e. syntax; meaning Difficulty: 3 Question ID: 10.1-21 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Conceptual Answer: e. syntax; meaning 10.1-22. In spoken English, the sentences, "This is all." and "This is all?" would differ only in vocal inflection. This is an example of a. priming. b. fixation. c. deep structure. d. prosody. e. semantics. Difficulty: 2 Question ID: 10.1-22 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Applied Answer: d. prosody. 10.1-23. __________ is reflected in written language by punctuation marks. a. Priming b. Deep structure c. Prosody d. Fixation e. An affix Difficulty: 1 Question ID: 10.1-23 Page Ref: 280-281 Topic: Speech Comprehension and Production Skill: Factual Answer: c. Prosody 10.1-24. __________ refers to the use of stress, rhythm, and changes in pitch that accompany language use. a. Prosody b. Deep structure c. Semantics d. Fixation e. Priming Difficulty: 1 Question ID: 10.1-24 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: a. Prosody 10.1-25. The meaning of a sentence is reflected in its __________ structure. a. surface b. deep c. grammatical d. semantical e. phonetical Difficulty: 1 Question ID: 10.1-25 Page Ref: 281 Topic: Speech Comprehension and Production Skill: Factual Answer: b. deep 10.1-26. The sentences, "The girl patted her dog on his head." and "The dog was patted on his head by the girl." have __________ surface structure and __________ deep structure. a. the same; a different b. the same; the same c. a different; a different d. a different; the same e. compound; simple Difficulty: 2 Question ID: 10.1-26 Page Ref: 281 Topic: Speech Comprehension and Production Skill: Applied Answer: d. a different; the same 10.1-27. The specific form that a sentence takes is called its __________ structure, and the meaning of a specific sentence is called its __________ structure. a. syntactical; semantic b. surface; deep c. semantic; syntactical d. deep; surface e. compound; simple Difficulty: 2 Question ID: 10.1-27 Page Ref: 281 Topic: Speech Comprehension and Production Skill: Conceptual Answer: b. surface; deep 10.1-28. Deep is to __________ as surface is to __________. a. word order; syntax b. prosody; word class c. syntax; semantics d. function; content e. semantics; syntax Difficulty: 3 Question ID: 10.1-28 Page Ref: 280-281 Topic: Speech Comprehension and Production Skill: Conceptual Answer: e. semantics; syntax 10.1-29. According to Schank and Abelson, our knowledge about the world and situations we may encounter is organized as a. scripts. b. semantics. c. deep structures. d. syntaxes. e. surface features. Difficulty: 1 Question ID: 10.1-29 Page Ref: 281 Topic: Speech Comprehension and Production Skill: Factual Answer: a. scripts. 10.1-30. Lonnie was telling Brooklyn about a trip he took on the Ocoee River in Tennessee. Lonnie said, "The rapid called Slice and Dice was...," but before he could finish the sentence Brooklyn said, "I know exactly what you mean." Brooklyn's understanding of what Lonnie was saying represents the use of a. scripts. b. bottom-up processing. c. prosody. d. priming. e. connectors. Difficulty: 2 Question ID: 10.1-30 Page Ref: 281 Topic: Speech Comprehension and Production Skill: Applied Answer: a. scripts. 10.1-31. When you visit a restaurant that you've never been to before, you still have an idea of what will happen there because of your restaurant a. syntax. b. structure. c. cues. d. script. e. content. Difficulty: 1 Question ID: 10.1-31 Page Ref: 281 Topic: Speech Comprehension and Production Skill: Applied Answer: d. script. 10.1-32. A person who has a serious problem in articulating words is most likely to be suffering from a. Broca's aphasia. b. Wernicke's aphasia. c. isolation aphasia. d. phonological dyslexia. e. surface dyslexia. Difficulty: 1 Question ID: 10.1-32 Page Ref: 282 Topic: Speech Comprehension and Production Skill: Factual Answer: a. Broca's aphasia. 10.1-33. __________ often results from damage to Broca's area, located in the __________. a. Phonological dyslexia; right lower frontal lobe b. Surface dyslexia; left temporal cortex c. Isolation aphasia; right temporal cortex d. Agrammatism; left lower frontal lobe e. Wernicke's aphasia; right parietal cortex Difficulty: 2 Question ID: 10.1-33 Page Ref: 282 Topic: Speech Comprehension and Production Skill: Factual Answer: d. Agrammatism; left lower frontal lobe 10.1-34. Agrammatism is the inability to a. recognize spoken words. b. comprehend deep structure. c. produce and comprehend speech that is syntactically complex. d. recognize the cues for grammatical features of a sentence. e. speak any language other than one's first language. Difficulty: 2 Question ID: 10.1-34 Page Ref: 282 Topic: Speech Comprehension and Production Skill: Factual Answer: c. produce and comprehend speech that is syntactically complex. 10.1-35. Neural circuits for the articulation of words are most likely to be located in a. the auditory cortex. b. the motor cortex. c. the parietal cortex. d. Wernicke's area. e. Broca's area. Difficulty: 2 Question ID: 10.1-35 Page Ref: 282 Topic: Speech Comprehension and Production Skill: Factual Answer: e. Broca's area. 10.1-36. Patients with Broca's aphasia often a. display no comprehension deficits. b. display comprehension deficits that parallel those in speech production. c. display speech production deficits in their first language but not in other languages they may acquire. d. display comprehension deficits far more severe than their production deficits. e. produce speech that is heavy-laden with function words. Difficulty: 2 Question ID: 10.1-36 Page Ref: 282-283 Topic: Speech Comprehension and Production Skill: Conceptual Answer: b. display comprehension deficits that parallel those in speech production. 10.1-37. Dronkers' examination of MRI and CT scans showed that the Broca's aphasia may be accompanied by damage to the __________ cortex, which lies close to the motor areas for the lips and face. a. insular b. parietal c. temporal d. occipital e. sensory association Difficulty: 2 Question ID: 10.1-37 Page Ref: 283 Topic: Speech Comprehension and Production Skill: Factual Answer: a. insular 10.1-38. Separate research projects using neuroimaging to observe participants engaged in syntaxrelated tasks, concluded that Broca's aphasia is a consequence of damage to a. Broca's area alone. b. a variety of brain areas in the frontal cortex. c. the corresponding area in the right-frontal cortex. d. the left parietal cortex. e. the right parietal cortex. Difficulty: 2 Question ID: 10.1-38 Page Ref: 283 Topic: Speech Comprehension and Production Skill: Conceptual Answer: b. a variety of brain areas in the frontal cortex. 10.1-39. The brain structure that has been implicated in the recognition of spoken words is __________ area. a. Broca's b. Wernicke's c. the isolation d. the verbal association e. the insular Difficulty: 1 Question ID: 10.1-39 Page Ref: 283-284 Topic: Speech Comprehension and Production Skill: Factual Answer: b. Wernicke's 10.1-40. A person who has a serious problem in the production of meaningful speech and the comprehension of speech may be suffering from a. Broca's aphasia. b. Wernicke's aphasia. c. isolation aphasia. d. phonological dyslexia. e. agrammatism. Difficulty: 2 Question ID: 10.1-40 Page Ref: 284 Topic: Speech Comprehension and Production Skill: Factual Answer: b. Wernicke's aphasia. 10.1-41. Wernicke's area is located in the auditory association cortex of the a. left temporal lobe. b. right temporal lobe. c. left frontal lobe. d. right frontal lobe. e. insula. Difficulty: 1 Question ID: 10.1-41 Page Ref: 283-284 Topic: Speech Comprehension and Production Skill: Factual Answer: a. left temporal lobe. 10.1-42. Suppose that a person approaches you on campus and says, "Oy've stent here walls and my gosh thay roped fourteen. We jus' took it to the bank and arranjen iss pedic." This person seems most likely to be suffering from a. Broca's aphasia. b. Wernicke's aphasia. c. isolation aphasia. d. phonological dyslexia. e. agrammatism. Difficulty: 2 Question ID: 10.1-42 Page Ref: 284 Topic: Speech Comprehension and Production Skill: Applied Answer: b. Wernicke's aphasia. 10.1-43. The meaningless speech that is symptomatic of Wernicke's aphasia is referred to as a. vocal jumble. b. Wernicke's vocalization. c. word salad. d. aphonology. e. pseudospeech. Difficulty: 1 Question ID: 10.1-43 Page Ref: 284 Topic: Speech Comprehension and Production Skill: Factual Answer: c. word salad. 10.1-44. Like Broca's aphasia, Wernicke's aphasia a. involves a single deficit. b. is a production disorder. c. is a recognition disorder. d. involves multiple deficits. e. is a frontal lobe disorder. Difficulty: 1 Question ID: 10.1-44 Page Ref: 284 Topic: Speech Comprehension and Production Skill: Factual Answer: d. involves multiple deficits. 10.1-45. Studies using PET scanners to study the neural activity of people with no cerebral damage have shown that the sound of words activates a. the primary auditory cortex and Wernicke's area. b. the right anterior temporal lobe. c. Broca's area. d. both frontal lobes. e. the primary motor cortex. Difficulty: 2 Question ID: 10.1-45 Page Ref: 284 Topic: Speech Comprehension and Production Skill: Factual Answer: a. the primary auditory cortex and Wernicke's area. 10.1-46. With the exception of the __________ language, most modern languages use an alphabetic writing system. a. Latin b. Roman c. Chinese d. Aleutian e. Greek Difficulty: 1 Question ID: 10.1-46 Page Ref: 285 Topic: Reading Skill: Factual Answer: c. Chinese 10.1-47. When we read, we receive information from the visual environment a. continuously as the eyes scan the page. b. only during brief periods of inflection. c. only when we have finished reading a complete sentence. d. only during brief periods of eye fixation. e. only when we have finished reading a complete thought. Difficulty: 1 Question ID: 10.1-47 Page Ref: 285 Topic: Reading Skill: Factual Answer: d. only during brief periods of eye fixation. 10.1-48. The average duration of a fixation is about __________ milliseconds. a. 100 b. 250 c. 500 d. 1000 e. 2500 Difficulty: 1 Question ID: 10.1-48 Page Ref: 285 Topic: Reading Skill: Factual Answer: b. 250 10.1-49. While reading, we generally fixate more often on __________ words. a. content b. function c. familiar d. interesting e. longer Difficulty: 1 Question ID: 10.1-49 Page Ref: 286 Topic: Reading Skill: Factual Answer: a. content 10.1-50. Which of the following words is MOST likely to produce a fixation? a. And b. But c. The d. Boy e. Or Difficulty: 2 Question ID: 10.1-50 Page Ref: 286 Topic: Reading Skill: Applied Answer: d. Boy 10.1-51. Fixation time __________ as the uniqueness of a word __________. a. decreases; decreases b. increases; decreases c. decreases; increases d. remains unchanged; increases e. remains unchanged; decreases Difficulty: 2 Question ID: 10.1-51 Page Ref: 286 Topic: Reading Skill: Conceptual Answer: a. decreases; decreases 10.1-52. Fixation time __________ as the predictability of a word __________. a. decreases; decreases b. increases; increases c. decreases; increases d. remains unchanged; increases e. remains unchanged; decreases Difficulty: 2 Question ID: 10.1-52 Page Ref: 286 Topic: Reading Skill: Conceptual Answer: c. decreases; increases 10.1-53. In terms of scanning text, one difference between a good reader and a poor reader is that the good reader a. fixates on more function words. b. makes fixations in both forward and backward directions. c. takes more time to scan each word. d. makes fixations in a forward direction. e. makes fixations in a random manner. Difficulty: 1 Question ID: 10.1-53 Page Ref: 286 Topic: Reading Skill: Factual Answer: d. makes fixations in a forward direction. 10.1-54. Reading that involves decoding the sounds that letters or groups of letters make is called __________ reading. a. sight b. whole-word c. partial word d. phonetic e. functional Difficulty: 1 Question ID: 10.1-54 Page Ref: 287 Topic: Reading Skill: Factual Answer: d. phonetic 10.1-55. Reading familiar, reasonably short words is known as __________ reading. a. phonetic b. whole-word c. partial-word d. functional e. phonological Difficulty: 1 Question ID: 10.1-55 Page Ref: 287 Topic: Reading Skill: Conceptual Answer: b. whole-word 10.1-56. Inexperienced readers tend to use __________ while experienced readers tend to use __________. a. phonetic recognition; whole-word recognition b. rapid fixations; slow fixations c. saccades; fixations d. partial-word recognition; whole-word recognition e. phonetic recognition; partial-word recognition Difficulty: 1 Question ID: 10.1-56 Page Ref: 287 Topic: Reading Skill: Factual Answer: a. phonetic recognition; whole-word recognition 10.1-57. Whole-word is to __________ as phonetic is to __________. a. inexperience; experience b. sound; sight c. regular; irregular d. syntax; semantics e. familiar; unfamiliar Difficulty: 2 Question ID: 10.1-57 Page Ref: 287 Topic: Reading Skill: Conceptual Answer: e. familiar; unfamiliar 10.1-58. Whole-word recognition is a. a slower process than phonetic recognition. b. common in inexperienced readers. c. most likely to occur with familiar words. d. a bottom-up process. e. most useful for languages that have few irregularities. Difficulty: 2 Question ID: 10.1-58 Page Ref: 287 Topic: Reading Skill: Factual Answer: c. most likely to occur with familiar words. 10.1-59. While reading her psychology textbook, River comes across words that she has never seen before, such as exacerbate and reserpine. She notices that on these sorts of unfamiliar words she must stop and try to pronounce the words several times. For unfamiliar words, River is using the method of reading known as __________ reading. a. limited fixation b. phonetic c. whole-word d. partial-word e. functional Difficulty: 2 Question ID: 10.1-59 Page Ref: 287 Topic: Reading Skill: Applied Answer: b. phonetic 10.1-60. Demetrius is teaching his young son, Henry, how to read. Henry frequently encounters new words. Demetrius is mostly likely using the __________ reading method to teach Henry how to read. a. partial-word b. whole-word c. phonetic d. limited fixation e. functional Difficulty: 2 Question ID: 10.1-60 Page Ref: 287 Topic: Reading Skill: Applied Answer: c. phonetic 10.1-61. If we were not able to readily use the __________ reading method, then we would have considerable difficulty in reading irregularly spelled words. a. limited fixation b. partial-word c. phonetic d. whole-word e. functional Difficulty: 1 Question ID: 10.1-61 Page Ref: 287 Topic: Reading Skill: Factual Answer: d. whole-word 10.1-62. People who have problems reading may suffer from a disorder known as a. aphasia. b. agrammatism. c. dyslexia. d. Wernicke's aphasia. e. Broca's dysphasia. Difficulty: 1 Question ID: 10.1-62 Page Ref: 287 Topic: Reading Skill: Factual Answer: c. dyslexia. 10.1-63. A specific deficit in reading ability that is caused by brain damage after a person has already learned to read is called __________ dyslexia. a. developmental b. delayed c. maturational d. acquired e. phonological Difficulty: 1 Question ID: 10.1-63 Page Ref: 287 Topic: Reading Skill: Factual Answer: d. acquired 10.1-64. Sharalu is in the second grade and is having problems learning to read. Her scores on an intelligence test show that she is above average in intelligence. Sharalu is most likely to be suffering from a(n) __________ dyslexia. a. acquired b. developmental c. articulatory d. maturational e. delayed Difficulty: 1 Question ID: 10.1-64 Page Ref: 287 Topic: Reading Skill: Applied Answer: b. developmental 10.1-65. Surface dyslexia is a specific reading disorder involving the inability to use __________ reading. a. phonetic b. semantic c. partial-word d. whole-word e. functional Difficulty: 1 Question ID: 10.1-65 Page Ref: 287 Topic: Reading Skill: Factual Answer: d. whole-word 10.1-66. A person with phonological dyslexia has difficulty reading using the __________ method. a. partial-word b. whole-word c. surface d. phonetic e. functional Difficulty: 1 Question ID: 10.1-66 Page Ref: 288 Topic: Reading Skill: Conceptual Answer: d. phonetic 10.1-67. In surface dyslexia the individual has difficulty with __________ reading, whereas in phonological dyslexia the difficulty is with __________ reading. a. whole-word; phonetic b. partial-word; whole-word c. phonetic; whole-word d. whole-word; partial-word e. partial-word; phonetic Difficulty: 2 Question ID: 10.1-67 Page Ref: 287-288 Topic: Reading Skill: Conceptual Answer: a. whole-word; phonetic 10.1-68. After an injury to her brain, Celeste cannot read nearly as well as she once could. Celeste appears to be suffering a form of __________ dyslexia. a. developmental b. acquired c. invasive d. common e. functional Difficulty: 1 Question ID: 10.1-68 Page Ref: 287 Topic: Reading Skill: Applied Answer: b. acquired 10.1-69. In which type of acquired dyslexia is the individual able to maintain a high level of meaningful reading if she or he had an excellent vocabulary before its onset? a. Developmental b. Surface c. Phonological d. Direct e. Functional Difficulty: 1 Question ID: 10.1-69 Page Ref: 288 Topic: Reading Skill: Applied Answer: c. Phonological 10.1-70. __________ dyslexia is a reading disorder in which people can read words aloud without understanding their meaning. a. Surface b. Direct c. Phonological d. Semantic e. Acquired Difficulty: 1 Question ID: 10.1-70 Page Ref: 288 Topic: Reading Skill: Factual Answer: b. Direct 10.1-71. Hamasi recently suffered from a stroke. As a consequence, he has lost the ability to communicate verbally. However, he can read many familiar words, although he does not appear to understand their meaning. He is most likely to be diagnosed with __________ dyslexia. a. surface b. phonological c. semantic d. direct e. retrograde Difficulty: 2 Question ID: 10.1-71 Page Ref: 288 Topic: Reading Skill: Applied Answer: d. direct 10.1-72. Damage to __________ area appears to be associated with the __________ dyslexias. a. Broca's; developmental b. Wernicke's; developmental c. Broca's; acquired d. Wernicke's; acquired e. Broca's; surface Difficulty: 2 Question ID: 10.1-72 Page Ref: 289 Topic: Reading Skill: Factual Answer: b. Wernicke's; developmental 10.1-73. Research by Galaburda and colleagues indicates that developmental dyslexias may involve an inability to combine a. information from phonetic and whole-word reading. b. semantic and syntactic information. c. information from both Broca's area and Wernicke's area. d. the surface and deep structure of speech. e. reading and comprehension. Difficulty: 2 Question ID: 10.1-73 Page Ref: 289 Topic: Reading Skill: Factual Answer: c. information from both Broca's area and Wernicke's area. 10.1-74. Research by Petersen and colleagues involved PET scans and strings of familiar and unfamiliar letters. Meaningful strings were associated with activation of the primary visual cortex and a particular region of a. the visual association cortex. b. Broca's area. c. Wernicke's area. d. the insular cortex. e. the motor cortex. Difficulty: 2 Question ID: 10.1-74 Page Ref: 289 Topic: Reading Skill: Factual Answer: a. the visual association cortex. 10.1-75. Abstract content words are probably first learned a. through images. b. as adjectives that modify less abstract content words. c. by direct references to auditory memories. d. by direct references to visual memories. e. by direct references to somatosensory memories. Difficulty: 2 Question ID: 10.1-75 Page Ref: 296 Topic: Language Acquisition by Children Skill: Factual Answer: b. as adjectives that modify less abstract content words. 10.1-76. According to the phenomenon of semantic priming, if you first heard the phrase peanut butter, which of the following words would be the easiest to read? a. Knife b. Can c. Spoon d. Jelly e. Jar Difficulty: 2 Question ID: 10.1-76 Page Ref: 296 Topic: Language Acquisition by Children Skill: Applied Answer: d. Jelly 10.1-77. The phenomenon that involves a facilitating effect on the recognition of words having meanings related to a word previously encountered is known as __________ priming. a. syntactical b. semantic c. direct d. categorical e. phonetic Difficulty: 1 Question ID: 10.1-77 Page Ref: 296 Topic: Language Acquisition by Children Skill: Factual Answer: b. semantic 10.1-78. Semantic priming appears to involve a. understanding of both written and spoken information. b. understanding of written information only. c. the recognition of words out of their normal context. d. the activation of related concepts stored in memory. e. understanding of spoken information only. Difficulty: 1 Question ID: 10.1-78 Page Ref: 296 Topic: Language Acquisition by Children Skill: Factual Answer: d. the activation of related concepts stored in memory. 10.1-79. Semantic priming has been used to study a. context effects. b. memories of abstract phonological concepts. c. how children first learn to communicate with others. d. how symbolic communication is acquired by non-human animals. e. the processes involved in developmental dyslexia. Difficulty: 3 Question ID: 10.1-79 Page Ref: 297 Topic: Language Acquisition by Children Skill: Factual Answer: a. context effects. 10.1-80. Zola's research involved eye tracking while participants read sentences. Fixations were longer when a word occurred with another word a. that it was usually associated with. b. with which it had several letters in common. c. that had the same meaning. d. it was not usually associated with. e. that it sounded like. Difficulty: 2 Question ID: 10.1-80 Page Ref: 297 Topic: Language Acquisition by Children Skill: Factual Answer: d. it was not usually associated with. 10.1-81. Which of the following pairs of words would you likely spend the MOST time fixating on the word chair if you read them in a sentence? a. Arm chair b. High chair c. Broken chair d. Kitchen chair e. Rocking chair Difficulty: 3 Question ID: 10.1-81 Page Ref: 296-297 Topic: Language Acquisition by Children Skill: Conceptual Answer: c. Broken chair 10.1-82. Which two types of memory processes are involved in reading, according to semantics priming studies? a. Phonological and semantic memory b. Semantic priming and memories of our mental models c. Auditory and echoic memories for the sounds of words d. Visual and iconic memories for the sight of words e. Implicit and explicit memories based on past experience Difficulty: 3 Question ID: 10.1-82 Page Ref: 297 Topic: Language Acquisition by Children Skill: Conceptual Answer: b. Semantic priming and memories of our mental models 10.1-83. Which of the following is NOT a characteristic of the cognitive structures that are involved in a language acquisition device and the device itself? a. There is a critical period for the learning of any language. b. Reinforcement is necessary for the learning of language. c. Children test hypotheses about the rules of grammar. d. The device by itself provides a source of motivation for learning a language. e. The device assures that there are some grammatical rules that children will never entertain. Difficulty: 1 Question ID: 10.1-83 Page Ref: 290 Topic: Language Acquisition by Children Skill: Factual Answer: b. Reinforcement is necessary for the learning of language. 10.1-84. Characteristics of all languages are called a. language constants. b. fundamental units of language. c. language universals. d. universal phonology. e. metalinguistic features. Difficulty: 1 Question ID: 10.1-84 Page Ref: 290 Topic: Language Acquisition by Children Skill: Factual Answer: c. language universals. 10.1-85. Which of the following is NOT a language universal? a. Noun phrases b. Verb phrases c. Grammatical categories d. Phonological constants e. Syntactical rules Difficulty: 1 Question ID: 10.1-85 Page Ref: 290 Topic: Language Acquisition by Children Skill: Factual Answer: d. Phonological constants 10.1-86. The observation that languages share common features, may not reflect the existence of innate brain mechanisms so much as it reflects the a. realities of everyday life. b. fact that everybody has something to say. c. dynamic nature of language. d. existence of a set of vocal cords. e. fact that most people have similar ideas to express. Difficulty: 2 Question ID: 10.1-86 Page Ref: 290 Topic: Language Acquisition by Children Skill: Factual Answer: a. realities of everyday life. 10.1-87. Graham said, "I goed to school." What is the most likely reply of Graham's mother? a. "I went to school." b. "The past of the verb 'to go' is 'went.'" c. "No, that's not right." d. "You must not have listened when your teacher goed over verbs." e. "What did you do then?" Difficulty: 3 Question ID: 10.1-87 Page Ref: 291 Topic: Language Acquisition by Children Skill: Applied Answer: a. "I went to school." 10.1-88. Because his parents are deaf and use sign language, young Marcus's exposure to language is limited to the television and radio (he's not yet in preschool or school). Most likely, Marcus will a. learn to use language correctly from what he hears on the television and radio. b. not learn to speak from this limited exposure to language. c. skip the babbling stage of language development. d. actually become more advanced in his language use than his peers who have parents who hear. e. learn to speak, but will not easily learn the correct prosody. Difficulty: 2 Question ID: 10.1-88 Page Ref: 291 Topic: Language Acquisition by Children Skill: Applied Answer: b. not learn to speak from this limited exposure to language. 10.1-89. Which of the following characteristics of the language acquisition device has received the most experimental support? a. A critical period for language acquisition exists during childhood. b. Reinforcement is unnecessary for the learning of language. c. Children make and test hypotheses for how language should be used. d. The language acquisition device is composed of specific, innate brain mechanisms. e. Learning a second language is simpler after mastering the first language. Difficulty: 2 Question ID: 10.1-89 Page Ref: 291 Topic: Language Acquisition by Children Skill: Factual Answer: a. A critical period for language acquisition exists during childhood. 10.1-90. Evidence for the existence of an innate language acquisition device containing universal rules of grammar, comes from the research of Musso and colleagues. Their fMRI studies indicate that learning a novel but grammatical language triggers activity in __________, whereas learning a novel but ungrammatical language triggers activity in __________. a. Wernicke's area; Broca's area b. Broca's area; Wernicke's area c. large nonspecific areas in the brain; Broca's area d. Wernicke's area; large nonspecific areas in the brain e. Broca's area; large nonspecific areas in the brain Difficulty: 2 Question ID: 10.1-90 Page Ref: 291 Topic: Language Acquisition by Children Skill: Factual Answer: e. Broca's area; large nonspecific areas in the brain 10.1-91. Language development begins a. before birth. b. at birth. c. at around 3 months of age. d. at about 6 months of age. e. at around 1 year of age. Difficulty: 1 Question ID: 10.1-91 Page Ref: 292 Topic: Language Acquisition by Children Skill: Factual Answer: a. before birth. 10.1-92. Developmental psychologists have studied infants' abilities to discriminate between sounds by measuring a. the amount of time it takes them to habituate to a novel sound. b. a decrease in sucking after the presentation of a novel sound. c. an increase in sucking after the presentation of a novel sound. d. an increase in overall activity after the presentation of a novel sound. e. a decrease in overall activity after the presentation of a novel sound. Difficulty: 2 Question ID: 10.1-92 Page Ref: 292 Topic: Language Acquisition by Children Skill: Factual Answer: c. an increase in sucking after the presentation of a novel sound. 10.1-93. The babbling observed in infants a. reflects the adult speech that they hear. b. contains simple words. c. is their first attempt to communicate verbally. d. is unique to a culture. e. does not resemble the sounds of speech. Difficulty: 1 Question ID: 10.1-93 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: a. reflects the adult speech that they hear. 10.1-94. Infants start making cooing sounds at about the age of __________ month(s). a. 1 b. 2 c. 3 d. 4 e. 6 Difficulty: 1 Question ID: 10.1-94 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: a. 1 10.1-95. At about what age will an infant learn to recognize his or her name? a. 1-2 months b. 3-7 months c. 8-12 months d. 16 months e. 24 months Difficulty: 1 Question ID: 10.1-95 Page Ref: 292 Topic: Language Acquisition by Children Skill: Factual Answer: c. 8-12 months 10.1-96. Kuhl and colleagues studied infants' discrimination of vowel sounds in English and Swedish and found that infants learned not to pay attention to slight differences in the sounds in their own language. This occurred as early as the age of __________ month(s). a. 1 b. 3 c. 6 d. 9 e. 12 Difficulty: 2 Question ID: 10.1-96 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: c. 6 10.1-97. Kuhl and colleagues' research focused on an infant's ability to a. make different vowel sounds. b. discriminate between different vowel sounds. c. recognize an auditory stimulus (buzzers, clanks, clacks, etc.). d. recognize content and function words in adult speech. e. discriminate between sounds made by other infants. Difficulty: 2 Question ID: 10.1-97 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: b. discriminate between different vowel sounds. 10.1-98. In Kuhl and colleagues' study on infant recognition of vowel sounds, Swedish infants were found to pay __________ attention to __________ vowel sounds than to __________ vowel sounds. a. more; English; Swedish b. less; English; Swedish c. more; German; French d. less; Finnish; Swedish e. more; Swedish; Finnish Difficulty: 2 Question ID: 10.1-98 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: a. more; English; Swedish 10.1-99. A child starts to produce words when he or she is about __________ of age. a. 6 months b. 9 months c. 1 year d. 16 months e. 20 months Difficulty: 1 Question ID: 10.1-99 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: c. 1 year 10.1-100. The first sounds that children use to produce speech are a. different across cultures. b. similar across languages but different across cultures. c. similar across both language and cultures. d. different among Western and non-Western cultures. e. different among European and Asian cultures. Difficulty: 1 Question ID: 10.1-100 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: c. similar across both language and cultures. 10.1-101. The first vowel sound that a child makes is generally the a. soft "a" sound as in "father." b. soft "o" sound as in "mother." c. long "a" sound as in "grape." d. long "o" sound as in "boat." e. long "e" sound as in "meat." Difficulty: 1 Question ID: 10.1-101 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: a. soft "a" sound as in "father." 10.1-102. The first consonant sound that a child makes is usually a(n) a. p or b. b. c or k. c. t or th. d. s or z. e. m or n. Difficulty: 1 Question ID: 10.1-102 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: a. p or b. 10.1-103. Young children produce __________, unique strings of phonemes that serve word-like functions. a. pronemes b. babbling c. protowords d. cooing e. simple sentences Difficulty: 1 Question ID: 10.1-103 Page Ref: 293 Topic: Language Acquisition by Children Skill: Conceptual Answer: c. protowords 10.1-104. Molly is a little more than a year old. Whenever she wants some water, she says, "Wawa." Which of the following best describes Molly's language ability? a. Molly has just entered the babbling stage of language development. b. Molly simply ignores the sound of ter in the word water. c. Molly can hear the sound ter in water, but cannot yet pronounce it. d. Molly is in the two-word stage of language development. e. Molly is using a protoword. Difficulty: 3 Question ID: 10.1-104 Page Ref: 293-294 Topic: Language Acquisition by Children Skill: Applied Answer: c. Molly can hear the sound ter in water, but cannot yet pronounce it. 10.1-105. The grammar of language in the two-word stage is a. universal across cultures. b. different among European and English cultures. c. different among Western and non-Western cultures. d. unique to every culture. e. different among European and Asian cultures. Difficulty: 1 Question ID: 10.1-105 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: a. universal across cultures. 10.1-106. The two-word stage begins when children are about __________ months of age. a. 8 to 12 b. 12 to 16 c. 18 to 20 d. 22 to 24 e. 26 to 28 Difficulty: 1 Question ID: 10.1-106 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: c. 18 to 20 10.1-107. The term __________ speech is sometimes applied to the two-word stage of language development to suggest the relative absence of __________. a. clipped; content words b. telegraphic; content words c. clipped; function words d. telegraphic; function words e. monotone; prosody Difficulty: 2 Question ID: 10.1-107 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: d. telegraphic; function words 10.1-108. The term child-directed speech refers to the way __________ speak to __________. a. children; adults and inanimate objects (toys, etc.) b. children; adults c. children; children d. adults; children e. children; other adults with children Difficulty: 1 Question ID: 10.1-108 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: d. adults; children 10.1-109. Child-directed speech is also referred to as a. infantese. b. motherese. c. baby talk. d. protolanguage. e. adult babble. Difficulty: 1 Question ID: 10.1-109 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: b. motherese. 10.1-110. Jarol is explaining a picture book to his 18-month-old nephew. Which of the following is NOT likely to be exhibited in his speech? a. Very few abstract words b. Careful distinctions among similar sounds c. Exaggerated intonations d. Clear pronunciation e. An abundance of function words Difficulty: 2 Question ID: 10.1-110 Page Ref: 294 Topic: Language Acquisition by Children Skill: Applied Answer: e. An abundance of function words 10.1-111. Which of the following is NOT a characteristic of child-directed speech? a. Highly abbreviated form b. Careful distinctions among similar sounds c. Exaggerated intonations d. Clear pronunciation e. Few abstract words Difficulty: 2 Question ID: 10.1-111 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: a. Highly abbreviated form 10.1-112. Chantal, who is about 15 months old, asks her Aunt Kelsey to pick her up. She says, "Up, peaz." Her aunt replies, "Yes, I will pick you up please." Her aunt's reply is an example of which of the following aspects of child-directed speech? a. Pairing of words with objects that are familiar to the child b. Making careful distinctions between similar sounds c. Imitating the child's speech but in a more complex form d. Reference to a tangible object e. Speaking in a language that the child can understand Difficulty: 3 Question ID: 10.1-112 Page Ref: 294 Topic: Language Acquisition by Children Skill: Applied Answer: c. Imitating the child's speech but in a more complex form 10.1-113. Tomasello and Farrar found that infants who developed larger vocabularies had mothers who __________ early in life. a. read to them b. hugged and cuddled with them c. talked mostly about the objects their infants gazed at d. imitated their speech e. directed their attention to their infants Difficulty: 2 Question ID: 10.1-113 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: c. talked mostly about the objects their infants gazed at 10.1-114. Most often, children use __________ before they use __________. a. verbs; nouns b. function words; nouns c. inflection; content words d. content words; function words e. function words; content words Difficulty: 2 Question ID: 10.1-114 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: d. content words; function words 10.1-115. Children's first form of sentence lengthening is the a. use of prepositional phrases. b. increased use of verbs. c. expansion of object nouns into noun phrases. d. addition of articles. e. use of compound nouns. Difficulty: 2 Question ID: 10.1-115 Page Ref: 295 Topic: Language Acquisition by Children Skill: Factual Answer: c. expansion of object nouns into noun phrases. 10.1-116. The words "hide" and "hiding" are an example of a. prosody. b. inflection. c. overgeneralization. d. overextension. e. underextension. Difficulty: 2 Question ID: 10.1-116 Page Ref: 295 Topic: Language Acquisition by Children Skill: Applied Answer: b. inflection. 10.1-117. Suffixes added to a word that change its semantic or syntactical function are called a. grammatical suffixes. b. function suffixes. c. inflections. d. progressive suffixes. e. semantic extensions. Difficulty: 1 Question ID: 10.1-117 Page Ref: 295 Topic: Language Acquisition by Children Skill: Factual Answer: c. inflections. 10.1-118. The child's word "goed" is an example of a. the inflection of a regular verb. b. the inflection of a function word. c. overextension. d. underextension. e. overgeneralization errors. Difficulty: 3 Question ID: 10.1-118 Page Ref: 295 Topic: Language Acquisition by Children Skill: Applied Answer: e. overgeneralization errors. 10.1-119. Children tend to first learn the names of things a. easiest to pronounce. b. that have the shortest pronunciation. c. that are loudest or most brightly colored. d. their parents gave them. e. they interact with or that change. Difficulty: 2 Question ID: 10.1-119 Page Ref: 295 Topic: Language Acquisition by Children Skill: Factual Answer: e. they interact with or that change. 10.1-120. In research where children were shown a pair of sneakers that were decorated with pictures of fish, Nicoladis found that children most frequently described the shoes using a. compound nouns. b. compound verbs. c. function words. d. prepositional phrases. e. single words that were inflected. Difficulty: 1 Question ID: 10.1-120 Page Ref: 295 Topic: Language Acquisition by Children Skill: Factual Answer: a. compound nouns. 10.1-121. Graham and colleagues used artificial words to name familiar objects. They measured time spent looking at pairs of pictures of objects. One of the pictures was identified by an artificial name. The researchers found that the children spent __________ time looking at __________. a. less; the picture with the artificial name b. less; the control picture c. more; the picture with the artificial name d. more; the control picture e. the same amount; both types of pictures Difficulty: 3 Question ID: 10.1-121 Page Ref: 296 Topic: Language Acquisition by Children Skill: Factual Answer: c. more; the picture with the artificial name 10.1-122. Nate, who is about 3 years old, calls his family dog Molly. However, all other dogs he calls "kitties." This is an example of a. underextension. b. overextension. c. an inflection. d. both overextension and underextension. e. prosody. Difficulty: 3 Question ID: 10.1-122 Page Ref: 296 Topic: Language Acquisition by Children Skill: Applied Answer: d. both overextension and underextension. 10.1-123. Overextension is to underextension as __________ is to __________. a. verbs; nouns b. generalization; discrimination c. inflection; syntax d. semantics; syntax e. suffix; prefix Difficulty: 3 Question ID: 10.1-123 Page Ref: 296 Topic: Language Acquisition by Children Skill: Conceptual Answer: b. generalization; discrimination 10.1-124. Which of the following words would likely be added to a child's vocabulary before the other words? a. Truth b. Larger c. Toward d. Rock e. Around Difficulty: 2 Question ID: 10.1-124 Page Ref: 295 Topic: Language Acquisition by Children Skill: Conceptual Answer: d. Rock 10.1-125. Which of the following words would likely be added to a child's vocabulary after the other words? a. Coin b. Doll c. Truck d. Truth e. Ball Difficulty: 2 Question ID: 10.1-125 Page Ref: 295 Topic: Language Acquisition by Children Skill: Conceptual Answer: d. Truth 10.1-126. Washoe exhibited all of the following EXCEPT a. learned a sign language based on American Sign Language. b. was able to string three and four words together in short sentences. c. showed overextensions and underextensions in her language use. d. had a vocabulary of more than 130 signs. e. learned language faster than humans do. Difficulty: 1 Question ID: 10.1-126 Page Ref: 298 Topic: Language Acquisition by Children Skill: Factual Answer: e. learned language faster than humans do. 10.1-127. Research has shown that chimpanzees can use symbols to do each of the following EXCEPT a. obey instructions. b. represent real objects. c. produce language vocally. d. manipulate symbols logically. e. understand complex sentences. Difficulty: 2 Question ID: 10.1-127 Page Ref: 298 Topic: Language Acquisition by Children Skill: Conceptual Answer: c. produce language vocally. 10.1-128. When Savage-Rumbaugh and colleagues compared the language performance of Kanzi, a pygmy chimpanzee, with a 2-year-old human, they found that a. Kanzi's syntax was less complex, but his vocabulary was the same. b. the 2-year-old performed better on novel commands. c. they performed equally well. d. Kanzi's performance was better for novel forms of command. e. the 2-year-old had a larger vocabulary. Difficulty: 2 Question ID: 10.1-128 Page Ref: 298-299 Topic: Language Acquisition by Children Skill: Factual Answer: c. they performed equally well. 10.1-129. One important conclusion from research with non-human primates in the area of symbolic communication is that a. linguistic ability is a social behavior. b. the primates acquire such communication faster than humans do. c. social interaction with humans is not necessary. d. auditory symbols are more effective than visual symbols. e. spoken communication is ineffective. Difficulty: 1 Question ID: 10.1-129 Page Ref: 299 Topic: Language Acquisition by Children Skill: Factual Answer: a. linguistic ability is a social behavior. 10.1-130. The fundamental unit of speech is the __________, but the fundamental unit of meaning is the __________. a. phoneme; phrase b. syllable; word c. phoneme; morpheme d. spoken sound; written letter e. morpheme; phoneme Difficulty: 2 Question ID: 10.1-130 Page Ref: 278-279 Topic: Speech Comprehension and Production Skill: Conceptual Answer: c. phoneme; morpheme 10.1-131. Syntactical cues include each of the following EXCEPT a. prosody. b. word length. c. semantics. d. word order. e. function words. Difficulty: 1 Question ID: 10.1-131 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: b. word length. 10.1-132. Content words help us to determine the __________ of a sentence, and function words help us to determine its __________. a. meaning; syntax b. structure; semantics c. surface structure; deep structure d. meaning; implications e. syntax; meaning Difficulty: 2 Question ID: 10.1-132 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Factual Answer: a. meaning; syntax 10.1-133. The primary deficit of Wernicke's aphasia includes a. the loss of speech comprehension. b. an inability to speak fluently. c. the failure to understand concepts. d. the loss of whole-word reading skills. e. isolation aphasia. Difficulty: 1 Question ID: 10.1-133 Page Ref: 284 Topic: Speech Comprehension and Production Skill: Factual Answer: a. the loss of speech comprehension. 10.1-134. The speech of people with Broca's aphasia is a. fluent but meaningless. b. labored but meaningful. c. superficially grammatical. d. full of function words but contains few content words. e. commonly described as "word salad." Difficulty: 1 Question ID: 10.1-134 Page Ref: 282 Topic: Speech Comprehension and Production Skill: Factual Answer: b. labored but meaningful. 10.1-135. By using eye movements to study the reading process, researchers have learned that a. fixations in a forward and backward direction are characteristics of good readers. b. poor readers spend less time examining each word. c. punctuation does not usually affect reading speed. d. the amount of time we fixate on a word is proportional to its length, excluding familiarity variants. e. readers usually do not process sentences word by word. Difficulty: 1 Question ID: 10.1-135 Page Ref: 286 Topic: Reading Skill: Factual Answer: d. the amount of time we fixate on a word is proportional to its length, excluding familiarity variants. 10.1-136. Phonetic reading is a. preferred by experienced readers. b. faster than whole-word reading. c. essential for reading irregularly spelled words. d. used when reading unfamiliar words. e. based on morpheme-level processing. Difficulty: 2 Question ID: 10.1-136 Page Ref: 287 Topic: Reading Skill: Factual Answer: d. used when reading unfamiliar words. 10.1-137. People with surface dyslexia cannot a. sound out words. b. read using the whole-word method. c. understand the words they read. d. increase their vocabularies. e. understand complex spoken words. Difficulty: 1 Question ID: 10.1-137 Page Ref: 287 Topic: Reading Skill: Factual Answer: b. read using the whole-word method. 10.1-138. The phenomenon of semantic priming suggests that memories a. about different aspects of word meanings are linked together in the brain. b. established through direct experience rather than indirect experience are more complex. c. of the meanings of words are triggered only when explicit memory is active. d. for concrete and abstract content words are acquired in similar ways. e. for content and function words of a novel language are dependent on the language of origin. Difficulty: 1 Question ID: 10.1-138 Page Ref: 296-297 Topic: Language Acquisition by Children Skill: Factual Answer: a. about different aspects of word meanings are linked together in the brain. 10.1-139. According to its proponents, the language acquisition device a. is found in the brains of most species of primates. b. is responsible for the speech of children but not adults. c. works best in people who speak several languages. d. makes reinforcement unnecessary for learning a language. e. inhibits long-term potentiation during language learning. Difficulty: 1 Question ID: 10.1-139 Page Ref: 290 Topic: Language Acquisition by Children Skill: Factual Answer: d. makes reinforcement unnecessary for learning a language. 10.1-140. Research using a pacifier with a pressure-sensitive switch demonstrated that infants a. stop sucking when they hear a novel sound. b. suck more slowly as habituation occurs. c. can distinguish between angry and pleasant voices. d. cannot yet distinguish speech sounds. e. learn language faster the earlier they are weaned from their pacifiers. Difficulty: 1 Question ID: 10.1-140 Page Ref: 292 Topic: Language Acquisition by Children Skill: Factual Answer: b. suck more slowly as habituation occurs. 10.1-141. Infant babbling a. occurs after protowords form. b. reflects the sounds and rhythm of the adult speech the infant hears. c. suggests that very young infants cannot discriminate between vowel sounds. d. only occurs in the presence of a caregiver. e. precedes cooing, but only among infants in Western language cultures. Difficulty: 1 Question ID: 10.1-141 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: b. reflects the sounds and rhythm of the adult speech the infant hears. 10.1-142. Protowords a. result when a child's caregivers use and encourage "baby talk." b. are preverbal attempts of young children to communicate with each other. c. are unique strings of phonemes invented by the child. d. support the hypothesis that children's speech is insensitive to context. e. are taught to children by their older siblings. Difficulty: 1 Question ID: 10.1-142 Page Ref: 293 Topic: Language Acquisition by Children Skill: Conceptual Answer: c. are unique strings of phonemes invented by the child. 10.1-143. When adults speak to children, they a. rarely make allowances for the age of the child. b. place the name of the object they are describing at the beginning of the sentence. c. use modifiers to convey subtle distinctions. d. pronounce words clearly and exaggerate intonation. e. emphasize function words much more than content words. Difficulty: 1 Question ID: 10.1-143 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: d. pronounce words clearly and exaggerate intonation. 10.1-144. Inflections are a. special affixes we add to words to change their syntactical or semantic function. b. innate grammatical rules. c. shortcuts for learning the meaning of abstract words. d. errors of underextension or overextension. e. phonetic complexities that contribute little to morpheme-level processing. Difficulty: 1 Question ID: 10.1-144 Page Ref: 295 Topic: Language Acquisition by Children Skill: Conceptual Answer: a. special affixes we add to words to change their syntactical or semantic function. 10.1-145. The Gardners taught Washoe a manual language a. to eliminate confounding variables such as prosody, accent, and tone of voice. b. because chimpanzees cannot produce the variety of speech sounds that humans can. c. to provide some control over vocabulary. d. to reduce the possibility that researchers would demonstrate the meaning of a word with their hands. e. because she suffered from Wernicke's aphasia. Difficulty: 1 Question ID: 10.1-145 Page Ref: 298 Topic: Language Acquisition by Children Skill: Factual Answer: b. because chimpanzees cannot produce the variety of speech sounds that humans can. 10.1-146. Research with Kanzi has shown that a. chimpanzees can respond to artificial symbols for words as well as to spoken sentences. b. chimpanzee language acquisition can occur faster than that in humans. c. the acquisition of sign language is confounded by the presence of human trainers. d. the acquisition of language by chimpanzees is limited to a very narrow set of contexts. e. chimpanzees can learn American Sign Language (ASL) as quickly as a 2-year-old human can. Difficulty: 2 Question ID: 10.1-146 Page Ref: 298 Topic: Language Acquisition by Children Skill: Factual Answer: a. chimpanzees can respond to artificial symbols for words as well as to spoken sentences. 10.1-147. Two-year-old Tommy's grandmother is concerned that he doesn't seem to speak much. According to Gallaway and Richards' work, which of the following is NOT likely to influence his language acquisition? a. Whether he is raised in affluence or poverty b. Which language his parents use to speak with him c. Whether he has older siblings who read to him d. Whether his daycare providers speak and sing to him e. Whether his parents smiled and responded to his cooing and babbling early on. Difficulty: 2 Question ID: 10.1-147 Page Ref: 292 Topic: Language Acquisition by Children Skill: Applied Answer: a. Whether he is raised in affluence or poverty Fill-in-the-Blank Questions 10.2-1. In the word "kitten," there are five __________ or basic elements of speech. Difficulty: 1 Question ID: 10.2-1 Page Ref: 278 Topic: Speech Comprehension and Production Skill: Applied Answer: phonemes 10.2-2. Some, from, and, and but are __________ words, and door, box, hop, and quickly are __________ words. Difficulty: 2 Question ID: 10.2-2 Page Ref: 280 Topic: Speech Comprehension and Production Skill: Applied Answer: function/content 10.2-3. "Joe caught the winning pass" and "The winning pass was caught by Joe" share the same __________ structure but not the same __________ structure. Difficulty: 1 Question ID: 10.2-3 Page Ref: 281 Topic: Speech Comprehension and Production Skill: Applied Answer: deep/surface 10.2-4. __________ area is the brain center responsible for a student understanding her professor's spoken lecture. Difficulty: 1 Question ID: 10.2-4 Page Ref: 283-284 Topic: Speech Comprehension and Production Skill: Applied Answer: Wernicke's 10.2-5. Agrammatism is a symptom of __________ aphasia. Difficulty: 1 Question ID: 10.2-5 Page Ref: 282 Topic: Speech Comprehension and Production Skill: Factual Answer: Broca's 10.2-6. To read "paraskevidekatriaphobia" a student would likely use __________ reading but to read "fear of Friday the 13th" he would likely use __________ reading. Difficulty: 1 Question ID: 10.2-6 Page Ref: 287 Topic: Reading Skill: Applied Answer: phonetic/whole-word 10.2-7. __________ dyslexia is reading without understanding, as __________ dyslexia is reading familiar but not unfamiliar words. Difficulty: 2 Question ID: 10.2-7 Page Ref: 288 Topic: Reading Skill: Conceptual Answer: Direct/phonological 10.2-8. __________ dyslexia is difficulty with "sight reading." Difficulty: 1 Question ID: 10.2-8 Page Ref: 287 Topic: Reading Skill: Factual Answer: Surface 10.2-9. In the acronym LAD, L stands for Language, A stands for __________ , and D stands for __________ . Difficulty: 1 Question ID: 10.2-9 Page Ref: 290 Topic: Language Acquisition by Children Skill: Factual Answer: Acquisition/Device 10.2-10. In prespeech language development, crying comes before __________ , and then __________ begins around 6 months of age. Difficulty: 1 Question ID: 10.2-10 Page Ref: 293 Topic: Language Acquisition by Children Skill: Factual Answer: cooing/babbling 10.2-11. The __________ stage is often called telegraphic speech due to the absence of function words. Difficulty: 1 Question ID: 10.2-11 Page Ref: 294 Topic: Language Acquisition by Children Skill: Factual Answer: two-word 10.2-12. Since the plural of woman is women and not womans, and the past tense of get is got, instead of getted, young children often make __________ errors as they begin mastering rules of English grammar. Difficulty: 1 Question ID: 10.2-12 Page Ref: 295 Topic: Language Acquisition by Children Skill: Applied Answer: overgeneralization 10.2-13. Referring to all airplanes as "jets" would be the error of __________ . Difficulty: 1 Question ID: 10.2-13 Page Ref: 296 Topic: Language Acquisition by Children Skill: Applied Answer: overextension 10.2-14. In support of top-down processing, semantic priming research has demonstrated the influence of __________ effects in reading. Difficulty: 1 Question ID: 10.2-14 Page Ref: 297 Topic: Language Acquisition by Children Skill: Factual Answer: context 10.2-15. Reading involves __________ -based processes to help us discern meanings of words and __________ -based processes, models that help us construct the narrative of what we read. Difficulty: 2 Question ID: 10.2-15 Page Ref: 297 Topic: Language Acquisition by Children Skill: Factual Answer: memory/explanation Essay Questions 10.3-1. How do humans recognize speech sounds? Difficulty: 1 Question ID: 10.3-1 Page Ref: 278-280 Topic: Speech Comprehension and Production Skill: Factual Answer: The answer should focus on the perception of phonemes and on the importance of context (top-down processing) in recognizing words in continuous speech. A strong answer will make reference to relevant brain-imaging. 10.3-2. Why is the syntax of a language important to our understanding of the meaning of speech? Difficulty: 2 Question ID: 10.3-2 Page Ref: 280-281 Topic: Speech Comprehension and Production Skill: Conceptual Answer: The answer should describe what syntax is and discuss the importance of syntactical rules in forming phrases and sentences and of syntactical cues in understanding the meaning of phrases and sentences. A strong answer will identify some of the cues and provide examples of them. 10.3-3. Describe what researchers have learned about brain mechanisms of speech production and comprehension by studying people who have either Broca's aphasia or W