Introduction to Psycholinguistics Final
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Course Introduction
Introduction to Psycholinguistics explores the scientific study of how humans acquire, understand, produce, and represent language. This course examines the cognitive processes underlying language development, including perception, memory, and comprehension, as well as the biological foundations of language in the brain. Students will investigate topics such as language acquisition in children, bilingualism, language disorders, and the relationship between language and thought. By integrating insights from psychology, linguistics, neuroscience, and cognitive science, the course provides a multidisciplinary perspective on how language functions and its role in human cognition.
Recommended Textbook
Language Development 4th Edition by Erika Hoff
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10 Chapters
551 Verified Questions
551 Flashcards
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Chapter 1: Introduction to the Study of Language Development
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Sample Questions
Q1) Research on the field of child language acquisition is published in:
A) three major journals.
B) journals from eight different disciplines.
C) journals designed for linguists only.
D) None of these answers are true.
Answer: B
Q2) Theories of language development can be divided into several categories of research, including: (WWW)
A) theories of how children develop a language acquisition device.
B) studying different aspects of cognitive development, perspectives on language development, and theories of childhood development.
C) focusing on longitudinal, observational, experimental and correlational studies.
D) studying children with disabilities and communicative handicaps.
Answer: B
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3
Chapter 2: Biological Bases of Language Development
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Sample Questions
Q1) Non-biological influences on second language acquisition include:
A) input conditions, which differ between children and adults.
B) the age at which the learner is exposed to the new language.
C) social and psychological variables.
D) All of these answers are true.
Answer: D
Q2) Research on left-hemisphere functioning with infants suggests that
A) specialization does not begin in infancy.
B) infants utilize both the left and right hemisphere equally in the first months of life.
C) specialization emerges earlier for infant girls.
D) specialization is in the left hemisphere from birth.
Answer: D
Q3) Evidence for individual and sex-related differences indicates that:
A) women tend to have stronger right hemisphere language functions than men.
B) women show more bilateral participation in language than men.
C) brain organization is related to sex-difference.
D) people who are left-handed have stronger right hemisphere language functions.
Answer: D
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4
Chapter 3: Communicative Development: Foundations and Functions of Language
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Sample Questions
Q1) Children know how to adapt their form of communication to their peers for understanding as early as the age of ___________________.
A) 2 years old
B) 3 years old
C) 4 years old
D) 5 years old
Answer: C
Q2) Children's use of narrative structures indicates that:
A) parents who ask children questions move the conversation forward.
B) there are two kinds of parent-styles, one is elaborative and the other is repetitive.
C) children of parents who use repetitive responses have increased language complexity.
D) children of parents who use elaboration produce longer and more complex utterances later.
Answer: B
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Page 5
Chapter 4: Phonological Development: Learning the Sounds of Language
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Sample Questions
Q1) An argument that human beings are uniquely and biologically prepared to learn language has been made on the basis of:
A) the presence of categorical perception of speech sounds in adults.
B) infants having the skill to perceive VOT categorically.
C) the VOT difference required for perception of voicing.
D) the high amplitude-sucking hypothesis.
Q2) In writing, the use of an alphabet to represent exactly how words are pronounced, rather than how words are represented, is called:
A) phonetic spelling
B) phonemic transcription
C) phonological rules
D) phonetic features
Q3) More recent research on infants' categorical perception indicates that
A) infants are born with the innate ability to learn language and sounds of language.
B) human beings have the unique capacity to learn language sounds.
C) some mammals have similar categorical perception skills to human beings.
D) infants are not born with the innate ability to learn language and sounds of language.
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Page 6
Chapter 5: Lexical Development: Learning Words
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Sample Questions
Q1) Children infer speakers' intentions from:
A) information about the environment.
B) clues in the speaker's gaze.
C) information from simple vocabulary.
D) environmental clues.
Q2) Samuelson and Smith (1998) argue that children:
A) have innate abilities to learn new words.
B) acquire new vocabulary by referring to one feature of the object.
C) focus on the newness of physical aspects of an object when they attach a label to it.
D) acquire new vocabulary according to social cognitive abilities.
Q3) It has been hypothesized that nominals are more prevalent in children's early vocabulary because they:
A) encode concrete perceptual entities that children can directly experience.
B) are easier to say.
C) tend to be shorter words.
D) are more interesting to children.
Q4) Describe the speech segmentation problem and explain how it influences the process of word learning. Include a discussion of input and its influence on early language development.
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Chapter 6: The Development of Syntax and Morphology:
Learning the Structure of Language
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Sample Questions
Q1) Individual differences in grammatical development are:
A) demonstrated when comparing how children combine words in multiword utterances.
B) viewed in a holistic approach to analyzing sentence structures.
C) viewed in an analytical approach to analyzing sentence structures.
D) demonstrated when children advance to three-word utterances.
Q2) The innate grammar position on language development suggests that:
A) there is an innate syntactic knowledge and language specific learning procedures that are the basis for language development.
B) the innate desire to interact with others forms the basis for language development.
C) children are born with a set of words that they use in language development.
D) None of these answers are true.
Q3) The most common form of passives used by children is:
A) the use the verb "got".
B) to duplicate adult use of passives.
C) used by the age of 2 ½ .
D) the use the verb "to be."
Q4) Discuss the arguments of continuity vs. discontinuity of grammatical development.
Page 8
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Chapter 7: Language, Culture, and Cognition in Development
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Sample Questions
Q1) Application of the Whorfian Hypothesis to how people speak an absolute coordinate system predicts that:
A) people should have a better frame of reference for where they are if their frame of reference is an absolute coordinate.
B) people should have a better frame of reference for where they are if they have a relative frame of reference.
C) people who have an absolute coordinate system for frame of reference can go to a new city and point to where they are with less geographical accuracy than those with a relative frame of reference.
D) None of these answers are true.
Q2) George Orwell (1949) posited that:
A) Government would control people by controlling the words they are allowed to say.
B) thought controls language.
C) language controls thought.
D) government would control language and thought.
Q3) Describe how cultures differ in how language is used with children. Define the term language socialization and tell how it is used in this context.
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Page 9
Chapter 8: Childhood Bilingualism
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Sample Questions
Q1) The study of differences in acquiring grammatical structures indicates that bilingual children acquire use of that-clause complements:
A) according to the degree of modeling in their caretakers.
B) at a faster pace than monolingual children.
C) at a slower pace than monolingual children.
D) None of these answers are true.
Q2) Studies on how bilingual babies make phonemic distinctions indicate that:
A) at six and ten months of age, bilingual and monolingual children can distinguish two languages according to differing vowels sounds.
B) at ten months of age, monolingual babies cannot distinguish two languages according to differing vowel sounds that they could distinguish at six months of age.
C) monolingual babies and bilingual babies process phonemic units at different rates.
D) All of these statements are true.
Q3) Describe the various kinds of bilingual education programs and pros and cons of their implementation. Cite research and program results discussed in the text.
Q4) Discuss how cultural perspective influences bilingual language development.
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Page 10
Chapter 9: Language in School Years
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Sample Questions
Q1) Berko (1958) found that:
A) children apply phonologic knowledge to decode meanings of new words in spoken language.
B) vocabulary grows faster when children are presented root words and their definitions.
C) children acquire vocabulary by using what they know about morphology, or derivational morphology.
D) inflectional morphology presents barriers to children's ability to acquire new vocabulary through experience.
Q2) After the age of ________, children have the greater ability to sustain conversation with cohesive syntactic devices.
A) seven
B) six
C) five
D) four
Q3) Research and common knowledge about oral language and early experience in literacy differs. Describe the research and discuss the elements that differ from common knowledge.
Q4) Describe how children acquire accents and make changes in dialect.
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Chapter 10: Language Development in Special Populations
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Sample Questions
Q1) The oralist method developed:
A) in response to hearing parents' communicative needs.
B) in order to teach children to use speech reading for comprehension and spoken language for language expression.
C) as a result of few people's knowledge of sign language.
D) None of these answers are true.
Q2) For individuals with autism, the area most affected is:
A) communicative competence
B) linguistic competence
C) recall
D) repetition
Q3) Children who have blindness:
A) learn language in the same sequence, as do hearing children.
B) learn language at a slower pace than do hearing children.
C) have difficulties with language learning that requires joint attention.
D) have increased language comprehension skills.
Q4) Describe the salient issues regarding language development for individuals who are deaf or hard of hearing. Include discussion of cochlear implants.
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