Speech and Language Pathology Study Guide Questions
Course Introduction
Speech and Language Pathology is a multidisciplinary course that explores the assessment, diagnosis, and treatment of communication and swallowing disorders across the lifespan. Students learn about typical and atypical language development, the anatomy and physiology of speech and hearing, and various neurological, developmental, and acquired conditions that affect communication. The course also covers intervention strategies, ethical considerations, and the role of speech-language pathologists in clinical and educational settings, preparing students with foundational knowledge and practical skills essential for pursuing advanced study or careers in this field.
Recommended Textbook
Language Development 4th Edition by Erika Hoff
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10 Chapters
551 Verified Questions
551 Flashcards
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Page 2
Chapter 1: Introduction to the Study of Language Development
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Sample Questions
Q1) Connectionism is a model where language consists of:
A) a number of elements of language components interacting with each other.
B) a set of processing elements, or nodes, and the connections among these nodes to other nodes.
C) the relationship between nature and nurture.
D) a mechanism that interacts with nodes to produce language.
Answer: B
Q2) The nature-nurture debate:
A) represents arguments presented as a result of recent developments in the field of language research.
B) encompasses the nativist, interactionist, constructivist and emergent points of views.
C) relates to the differences between the empiricist and behaviorist points of view.
D) is based on arguments raised in Chomsky's research on the rapidity and ease of children's language acquisition processes.
Answer: C
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Chapter 2: Biological Bases of Language Development
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Q1) The invariance hypothesis refers to the view that:
A) children and adults have the same potential for processing language in the left hemisphere.
B) is opposite to the equipotentiality hypothesis.
C) specialization for language is normally in the right hemisphere for children.
D) children have the potential to process language only in the left hemisphere.
Answer: D
Q2) ERP research on adults provides:
A) information that certain areas of the brain are associated with specific language processing functions.
B) poor information about what is detected on the surface of the brain.
C) a non-invasive way to study functional asymmetry.
D) little information about how syntactic rules are applied to spoken language.
Answer: A
Q3) The cerebral cortex of the brain is:
A) the outer layer of the brain that covers the subcortical structures.
B) hidden by the corpus collosum.
C) known to control primitive functions, such as eating and breathing.
D) an undifferentiated mass that is studied as "the language organ."
Answer: A
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Chapter 3: Communicative Development: Foundations and Functions of Language
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Sample Questions
Q1) A summary of speech act development indicates that:
A) perlocutionary speech occurs in Phase 2 from birth to 10 months
B) illocutionary speech occurs in Period 1 from 10 to 12 months
C) locutonary speech occurs in Phase 3 from 12 months, onward
D) locutionary speech occurs in Period 3, from 10 months, onward
Answer: D
Q2) That mothers are responsible for child language acquisition is:
A) a view largely unsupported by child language researchers.
B) shown in evidence on older children and their language development.
C) not a focus of studies in child language research.
D) relevant only for children in the early stages of development.
Answer: B
Q3) Research about early communicative behavior indicates that
A) an infant's ability to develop language is determined by the nature of response to his or her attempts to communication.
B) the attempt to communicate demonstrates an innate ability to acquire language.
C) pointing is a precursor to the acquisition of language.
D) before they have formal language, infants are communicative beings.
Answer: D
Page 5
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Chapter 4: Phonological Development: Learning the Sounds of Language
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Sample Questions
Q1) Discuss how adults acquire phonological knowledge about language. Identify features of the underlying phonological structure as well as how phonotactics and phonological rules contribute to their understanding.
Q2) Results of research on infant sound perception and language development: A) bring up questions regarding which languages are interesting to babies. B) indicate that babies perceive and remember certain kinds of sounds and not others. C) suggest that babies are programmed for language-specific memory skills while in utero.
D) are used in studies on what babies perceive and remember after birth.
Q3) Sounds in the English language that differentiate meaning are called:
A) phones
B) allophones
C) phonemes
D) distinctive features
Q4) Describe research on rule- and constraint-based approaches to studying phonological development.
Q5) Define "connectionist" and describe two research articles that are based on the connectionist model.
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Chapter 5: Lexical Development: Learning Words
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Sample Questions
Q1) Children categorize new words according to object-substance distinctions:
A) similar to the way adults categorize.
B) according to the function of the object.
C) according to the appearance of the object.
D) in the same way regardless of age or developmental level.
Q2) Researchers propose that the referential/expressive difference in child vocabulary development is:
A) a result of the frequency with which mothers use particular sets of words.
B) a factor related to the child's cognitive ability.
C) a result of emphasis placed in the child's language on personal/social words.
D) related to the gender of the child.
Q3) Compare and contrast research on mapping problems. Describe why or why not the positions are valid.
Q4) ____________________ was one of the early researchers on the use of syntax to acquire new vocabulary.
A) Lewis Carrol
B) Roger Brown
C) Letitia Nagles
D) Gelman & Taylor (1984)
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Chapter 6: The Development of Syntax and Morphology:
Learning the Structure of Language
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Sample Questions
Q1) Negation is expressed by:
A) changes in word order.
B) tacking on a marker at the beginning or ending of a sentence.
C) by shaking one's head.
D) All of these answers are true.
Q2) Evidence that children develop an underlying system of rules for grammar is:
A) demonstrated by their use of noun - verb phrases in two word utterances.
B) found in their rote memory of multiword utterances.
C) seen in use of word combinations, errors made in applying rules and in experiments on using new word combinations.
D) indicated by the variety of word combinations they use.
Q3) The characteristic that humans have the capacity to produce and understand an infinite number of novel utterances is known as:
A) language development.
B) language system knowledge.
C) generativity of language.
D) None of these answers are true.
Q4) Describe the features of adult's knowledge of language structure and discuss application the perspectives on descriptive versus prescriptive rules.
Page 8
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Chapter 7: Language, Culture, and Cognition in Development
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Sample Questions
Q1) A comparison of German mothers' speech to children with American mothers' speech showed that:
A) German mothers use directives more often than American mothers.
B) American mothers use directives more often than German mothers.
C) American mothers use more negative statements than German mothers.
D) American mothers talk more about necessity.
Q2) Evidence that language is a medium for thought suggests that:
A) lower-level thinking skills can be conducted without language.
B) higher-level thinking skills require language.
C) advanced language is necessary to higher-level thinking.
D) All of these statements are true.
Q3) Studies from the 1960's and 1970's regarding the Whorfian Hypothesis indicated that:
A) the color lexicon was determined by perception and memory for color.
B) words for color in a language affect memory for color.
C) color perception may have been too narrowly defined and further research on the hypothesis is required.
D) colors in an environment determine the lexical complexity for color terms.
Q4) Describe research regarding the influence of language on the development of thought?
Page 9
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Chapter 8: Childhood Bilingualism
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Sample Questions
Q1) Three major studies that compared grammatical development in bilinguals to monolinguals indicated that:
A) bilinguals develop grammatical knowledge in the same process and timeframe as monolinguals.
B) bilinguals have difficulty acquiring grammatical knowledge.
C) bilinguals mix languages and frequently produce errors.
D) monolinguals are slower than bilinguals to acquire proficient use of grammar.
Q2) When children acquire two languages at birth, their bilingualism is:
A) referred to as natural bilingualism.
B) considered sequential bilingualism.
C) called simultaneous bilingualism.
D) referred to as prelingual bilingualism.
Q3) An important factor in how bilingual children learn language regards:
A) the amount of input the children get from people speaking each language.
B) the child's innate ability to learn language.
C) how parents use the two languages with the child, what time of day and for what reason.
D) the degree of difference between the two languages the child is exposed to.
Q4) Describe social, cultural, political and economic issues that impact bilingual language development programs.
Page 10
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Chapter 9: Language in School Years
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Sample Questions
Q1) Applying oral language skills to literacy development is:
A) common to all linguistic communities that have a written language tradition.
B) a natural step in education of children.
C) not intrinsic to human nature.
D) the purpose of education.
Q2) Huttenlocher, Levine and Evea (1998) measured children's vocabulary at three ages and:
A) examined how the school experience influenced oral language development.
B) studied the effect of schooling on children's grammar.
C) found that the children learned more in the younger grades than in older grades.
D) demonstrated that school has a positive affect on vocabulary development in older grades.
Q3) The social world of girls is based on the view that:
A) the popular girls should initiate or dominate conversation.
B) attracting an audience is inappropriate.
C) homogeneous grouping and language use is preferable.
D) All of these answers are true.
Q4) Describe how children acquire accents and make changes in dialect.
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Page 11
Chapter 10: Language Development in Special Populations
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Sample Questions
Q1) Research on children using American Sign Language as their first language indicates that:
A) the children have fewer vocabulary words than their hearing peers at the same level.
B) the children have greater vocabulary words than their hearing peers at the same level.
C) deaf children make the same errors and learn language elements in the same sequence as hearing children.
D) deaf children make more errors, such as pronoun reversal, than hearing peers at the same level.
Q2) Compare and contrast how delays or impairments in language development as described in the text present the nature of the population of individuals in special populations.
Q3) It is important to study language development in special populations because:
A) it improves understanding of brain disorders.
B) special education laws require it.
C) it provides a basis for developing educational and remedial programs for such children.
D) it is interesting.
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