Speech and Language Pathology Exam Preparation Guide
Course Introduction
Speech and Language Pathology is a multidisciplinary course designed to provide students with foundational knowledge of the assessment, diagnosis, and treatment of communication and swallowing disorders. The course explores the anatomical, physiological, neurological, and psychological aspects of speech and language, covering topics such as speech sound disorders, language development and delays, fluency disorders, voice disorders, and a range of communication challenges across the lifespan. Students will gain insight into clinical procedures, therapeutic interventions, ethical considerations, and the role of speech-language pathologists in diverse settings, preparing them for further professional study or related careers in healthcare and education.
Recommended Textbook
Language Development 4th Edition by Erika Hoff
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Chapter 1: Introduction to the Study of Language Development
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Q1) Studies of children "without language," such as Psammeifhus's study, Goldin-Meadow, and the "Wild Boy" from Aveyron, provide:
A) examples of unethical practices.
B) ways to address questions related to the origin of language.
C) evidence of early language learning behaviors.
D) a background into the study of society's influence on language acquisition.
Answer: C
Q2) The formalist view of language states that:
A) child language development occurs as a result of innate intelligence.
B) the influence of adult language modeling stimulates child language development.
C) studying language and the process of using language to communicate is not relevant to the discussion of child language acquisition.
D) language is a "computational-representational system" that it is not intrinsically a system of communication.
Answer: D
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Chapter 2: Biological Bases of Language Development
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Q1) Research on split-brain patients:
A) demonstrates that language is impaired when the corpus collosum is severed.
B) provides evidence on how individuals with impaired communication develop language skills.
C) provides information on how each side of the brain performs language functions.
D) indicates that language is primarily stored on the right side of the brain.
Answer: C
Q2) The critical period hypothesis states that:
A) there is a critical length of time that is required for language to develop in children.
B) there is a critical age range during which chidlren are able to develop language.
C) it is critical that adults provide input to children in order for them to develop language.
D) children must be at least as old as the critical age before they can develop language. Answer: B
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4
Chapter 3: Communicative Development: Foundations and Functions of Language
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Q1) One aspect of communicative competence that does not demonstrate differences in group- or culture-specific language styles is ___________________.
A) gender
B) age
C) ethnicity
D) social economic status
Answer: C
Q2) The view that children acquire language in order to express what they are thinking to share experiences is held by:
A) L. Bloom (1993)
B) Snow (1999)
C) L. Bloom (1993) and Snow (1999)
D) Hoff (2006), L. Bloom (1993) and Snow (1999)
Answer: C
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Chapter 4: Phonological Development: Learning the Sounds of Language
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Q1) Describe how infants develop mental representation of speech sounds and indicate the various issues brought up in this research. Discuss the implications of this research on child language acquisition processes in general.
Q2) Researchers studying the effects of infants' early experiences in language learning have found that infants:
A) generally hear sounds at the endpoints more frequently than in the middle of the sound.
B) generally hear sounds at the middle more frequently than at the endpoints.
C) do not process the acoustic properties of sound until they understand the meaning of the utterances.
D) do process the acoustic properties of sound until they understand the meaning of the utterances.
Q3) Languages differ:
A) in how the users describe phonological knowledge.
B) both in the sounds that they use and in how the sounds are used.
C) according to acoustic signals.
D) according to distinctive features of phonemes.
Q4) Describe research on rule- and constraint-based approaches to studying phonological development.
Page 6
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Chapter 5: Lexical Development: Learning Words
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Q1) ____________________ are the largest category of words in children's first 50 words.
A) Verbs
B) Descriptors
C) Nominals
D) Words that express motions
Q2) Research on individual differences in the rate of lexical development is important because it:
A) can be applied to designing school materials for reading instruction
B) supports understanding of the basic process that underlies vocabulary development in all children
C) All of these answers are true.
D) None of these answers are true.
Q3) Describe two hypotheses about the underlying factors to the word spurt and compare them for adequacy of explanation.
Q4) Elements of the environment that increase vocabulary development include:
A) status as last-born.
B) amount of speech mother addresses to the child.
C) greater amount of one to one interactions with peers.
D) bilingualism.
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Chapter 6: The Development of Syntax and Morphology:
Learning the Structure of Language
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Q1) Mastery of the use of grammatical morphemes:
A) emerges early in the child's language after starting to use telegraphic speech.
B) occurs when the child has full command of the use of the progressive "ing".
C) requires a long time to achieve.
D) is a simple, but gradual process.
Q2) Principles and parameters theory suggests:
A) universal grammar dictates how options are filled.
B) languages share a set of language specific features that differ only by a constrained set of options.
C) there are no specific features shared by languages.
D) parameters are not part of language acquisition.
Q3) Questions regarding co-reference relations in children's language and the Universal Grammar approach:
A) are based on difficulties children have in interpreting complex sentences.
B) relate to the disagreement on the innateness of language in all children and evidence of problems in acquiring co-reference.
C) refers to research on how children develop an underlying grammar.
D) concerns strategies children use to interpret adult level utterances.
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Chapter 7: Language, Culture, and Cognition in Development
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Q1) How children acquire the use of "gone" in the English language:
A) was the focus of studies by Gopnik and Meltzhoff (1984, 1986)
B) related to studies on how children label their perception of "disappearance."
C) supports the view that language and cognition are separate developmental processes.
D) was the subject of Roger Brown's (1958b) classic article on children's word learning.
Q2) A comparison of how English, Japanese and Korean speakers use verbs and nouns in early childhood illustrates that
A) Korean-speaking children used more verbs than English-speaking children.
B) English-speaking children used more nouns than Korean and Japanese speaking children.
C) Korean-speaking children acquired concepts of means/ends earlier than English speaking children.
D) All of these statements are true.
Q3) Discuss research on analogical reasoning and describe how it relates to questions regarding language as the medium of thought.
Q4) Identify and briefly describe the main points in the text regarding the cultural influences on language development.
Page 9
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Chapter 8: Childhood Bilingualism
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Q1) Studies on whether and when bilinguals acquire phonological differentiation indicate that:
A) further research is required to get accurate results.
B) this occurs between 1-½ years and two years of age.
C) Spanish and English bilingual children acquire these skills at age three.
D) adults can clearly identify bilingual children's language through speech production when they are two years old.
Q2) Studies of speech perception for infants who are bilingual indicate that they distinguish:
A) between two languages.
B) in the same way as monolingual children.
C) differently than monolingual children.
D) if the languages have the same prosody.
Q3) Present the issues relevant to the study of bilingual development as a topic and indicate the difference in bilingual first language acquisition from second language acquisition in childhood.
Q4) Describe social, cultural, political and economic issues that impact bilingual language development programs.
Q5) Discuss how cultural perspective influences bilingual language development.
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Chapter 9: Language in School Years
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Q1) By the age of four or five years, children have completed their morphosyntactic development except in the area of:
A) clauses that use complements.
B) speech acts.
C) use of expanded noun phrases, adverbial clauses, subordinate clauses and other complex structures.
D) adverbial phrases.
Q2) Factors that influence children's language development in school include:
A) exposure to new vocabulary.
B) quality of teachers.
C) differences between home and school languages.
D) All of these answers are true.
Q3) Boys' use of language from around middle school years relates to:
A) their ability to assert dominance.
B) attract an audience.
C) initiate or take over when other speakers have the floor.
D) All of these answers are true.
Q4) Describe the stages and processes involved in children's phonological, lexical and morphosyntactic development after age five.
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Chapter 10: Language Development in Special Populations
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Q1) Describe how children with Williams Syndrome develop language. Discuss how this is different from individuals with Down syndrome.
Q2) The relationship between the degree of mental retardation and its affect on language development is:
A) the degree of mental retardation is an accurate predictor of language growth.
B) if cognitive skills are delayed so are language skills.
C) that the degree of mental retardation does not predict the course of language development.
D) None of these answers are true.
Q3) Infants and young children with intermittent hearing loss due to such conditions as otitis media have:
A) little or no language delay in later years.
B) significant language delay in most circumstances.
C) the probability of being at a significantly higher risk of language delay in later years.
D) continued problems throughout their developmental stages.
Q4) Language development for individuals identified with autism has particular characteristics. Describe these characteristics and their impact on the individual's functioning.
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