Test Bank for Language Development From Theory to Practice, 3rd Edition

Test Bank Chapter 2: Building Blocks of Language Multiple Choice 1. Words that differ by only one phoneme, such as “low” and “row,” are called ______________________________. a. Minimal pairs b. Phonotactics c. Internal representations d. Maximal pairs 2. ______________________________ is/are the child’s acquisition of internal representation of the phonemes composing his or her native language. a. Phonological knowledge b. Phonological productions c. Prosody d. Phonotactic productions 3. Children’s phonological knowledge and production are sufficiently well developed by age ________________ year(s) to provide for fully intelligible speech. a. 1 ½ b. 2-3 c. 3-4 d. 6 4. A contributing factor to the struggle some children have in developing basic word-reading skills is underdeveloped ______________________________. a. Phoneme counting b. Phonological productions c. Phonemic awareness d. Phonological awareness 5. ______________________________ is the importance of a phoneme in the phonemic inventory of a language. a. Phonemic contrast b. Phonemic frequency c. Functional load d. Consonantal dominance 6. What is the earliest-appearing grammatical morpheme? a. Plural –s b. Present progressive –ing c. Past tense –ed d. –ly 7. When a child includes a grammatical morpheme in ___________ or more of obligatory contexts, he or she has mastered the morpheme. a. 50% b. 60% c. 75% d. 80% 8. Children who can readily switch between dialects may have heightened ____________________________, which can support reading development. a. Metalinguistic awareness b. Theory of mind c. Phonological awareness d. Executive function 9. One hallmark feature of SLI is difficulty with __________________________. a. Derivational morphemes b. Grammatical morphology c. Metalinguistic knowledge d. Semantic feature analysis 10. By age _____________, a child’s utterances are nearly as long as those of adults. a. 4 b. 5 c. 6 d. 8 11. The ________________________________is a calculation of the average number of morphemes per utterance. a. Type-token ratio b. Total number of words c. Morphological percentage d. Mean length of utterance 12. _______________________________ sentences make a statement. a. Declarative b. Interrogative c. Imperative d. Compound 13. A _______________________________ is a cluster of words organized around a bead. a. Conjunction b. Phrase c. Clause d. Sentence 14. The ________________________________ hypothesis emphasizes that the grammatical properties of children’s language use depend on exposure to the properties in childdirected speech. a. Nature versus nurture b. Learning-from-input c. Language disorder d. Syntactic complexity 15. Adolescents with Down syndrome produce sentences that average ____________ morphemes long. a. 4 b. 6 c. 8 d. 10 16. A child learns about _____________ new words per year between ages 1 and 7 years. a. 210 b. 380 c. 590 d. 860 17. ___________________________________ are words that refer to all members of a category. a. Categorical terms b. General nominals c. Specific nominals d. Modifiers 18. Children often do not acquire words that describe beliefs and mental states until about age ______________. a. 1 ½ b. 2 ½ c. 3 d. 6 19. In _________________________________, a great deal of contextual information is provided about a novel word either linguistically or extralinguistically. a. Inferential contexts b. Nonostensive word learning contexts c. Supralinguistic contexts d. Ostensive word learning contexts 20. Early gender differences in vocabulary learning often attenuate by around age __________. a. 5 b. 7 c. 8 d. 10 21. The term _______________________________ refers to stylistic variations in language that occur in different situational contexts. a. Communication function b. Protoconversation c. Context-specific d. Register Essay 1. 2. 3. 4. 5. 6. 7. 8. 9. Name three tasks that can be used to examine a child’s phonological awareness. What is the difference between bound morphemes and free morphemes? What are the three earliest developing wh-words. What is complex syntax? Describe beliefs about vocabulary growth in terms of the vocabulary spurt versus a linear growth. What is the difference between a lead-in and a follow-in? Explain the concept of spreading activation as it relates to semantic networks. What are the components of conversational schema? Why should practitioners consider the social and cultural contexts of language development when working with a child? ANSWER KEY Chapter 2: Building Blocks of Language Multiple Choice 1. A 2. A 3. C 4. D 5. C 6. B 7. C 8. A 9. B 10. C 11. D 12. A 13. B 14. B 15. A 16. D 17. B 18. C 19. D 20. B 21. D Essay 1. Syllable counting, rhyme detection, initial sound identification, initial sound elision, phoneme counting. 2. Bound morphemes must be bound or attached to other morphemes. Free morphemes can stand alone. 3. What, where, and why 4. The use of phrase and clause structures as well as conjunctive devices for organizing internal structures of sentences. 5. One long-standing belief is that children undergo a vocabulary spurt that begins near the end of the second year and continues for several years. The term spurt implies that children transition from a slow stage of development to a rapid stage of development with an inflection point differentiating the stages. Some researchers contend that relatively few children experience a vocabulary spurt. Rather, most show a continuous, linear increase in their vocabulary size. 6. In a lead-in, an adult labels an object or event that is outside of the child’s attentional focus. In a follow-in, an adult labels an object or event that is currently the child’s attentional focus. 7. In spreading activation, activation of specific entries spreads across the network according to the strength of connections among entries. For example, of the word bird is activated, a number of additional entries in the semantic network are also activated because of semantic similarities. 8. Initiation and establishment of a topic, navigation of a series of contingent turns that maintain or shift the topic, and resolution and closure. 9. Social and cultural communities have distinct rules about how language should be used during social interactions. Achievements in each area of language reflect the socialization practices children experience at home, at school, and in the community.