Test Bank for A Topical Approach to Life-Span Development 5th Edition by Santrock

Test Bank for A Topical Approach to Life-Span

Development 5th Edition by Santrock

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 ch09
Student: ___________________________________________________________________________

1. Language is a form of communication—spoken, written, or signed—that is based on a system of:

A. words.
B. ideas.
C. symbols.
D. sounds.
2. Cases like the Wild Boy of Aveyron cause us to wonder whether language is:
A. infinitely generative or not.
B. due more to heredity or environment.
C. based on abstract or concrete symbols.
D. more a question of phonology or syntax.
3. Thirty students in a class are given the same list of eight words to use in generating sentences. Each
student creates a unique sentence. This is an example of:
A. pragmatics.
B. infinite generativity.
C. organizational rules.
D. segmentation.
4. The basic unit of sound in a language is a:
A. morpheme.
B. letter.
C. syllable.
D. phoneme.
5. Morphology refers to:
A. the units of meaning involved in word formation.
B. the way words are combined to form acceptable phrases and sentences.
C. rules regarding how sounds are perceived as different, and which sound sequences may occur in the
language.
D. the meaning of words and sentences.
6. Which of the following statements about morphemes is true?
A. some words consist of a single morpheme
B. some words are made up of more than one morpheme
C. morphemes can mark tense and number
D. all of these
7. Six-year-old Aspen addresses her teacher, "Me goed to the park. Is you goed too?"
She is displaying problems with:
A. pragmatics.
B. syntax.
C. phonology.
D. semantics.
8. The fact that changes in word order can change the meaning of a sentence is an example of:
A. semantics.
B. syntax.
C. phonology.
D. pragmatics.
9. Which of the following statements regarding syntax is NOT true?
A. All languages have syntactical rules.
B. An understanding of English syntax is easily applicable to other languages.
C. Language users cannot process subjects and objects arranged in too complex a fashion in a sentence.
D. There are some universal properties of syntax.
10. Words have semantic restrictions on how they can be used in sentences because:
A. every word has required attributes related to meaning.
B. every word is made up of one or more morphemes.
C. contextual rules differ from one culture to another.
D. meaning varies with gender and socioeconomic status.
11. Which statement describes the sentence: 'The pencil sang a lovely tune.'?
A. syntactically correct but semantically incorrect
B. semantically correct but syntactically incorrect
C. phonologically and syntactically incorrect
D. morphologically and semantically correct
12. The use of correct rules for conversation is part of the definition of:
A. grammatical relations.
B. semantics.
C. pragmatics.
D. the language acquisition device.
13. Twelve-year-old Cade is able to produce all of the sounds of speech and construct complete, accurate,
meaningful sentences but struggles with taking turns in a discussion, recognizing humor and figurative
language. He is having communication difficulty in the area of:
A. phonology.
B. semantics.
C. morphology.
D. pragmatics.
14. Which of the following statements is NOT true about an infant's use of gestures?
A. A lack of pointing is one characteristic of children with autism.
B. Frequent use of gestures indicates a future language delay.
C. Infants start using gestures at about 8 to 12 months of age.
D. Gesturing is a sign of a healthy communication system.
15. In a baby's first year of life, what language development stage comes after crying?
A. cooing
B. telegraphic speech
C. babbling
D. morphology
16. What primary function does vocalization (crying, cooing, babbling and gestures) accomplish for infants?

A. no function—it is reflexive
B. occupies waking hours
C. attracts attention from their caregivers and others
D. respiratory exercise
17. Research about the ability of infants to distinguish human speech sounds indicates that:
A. young infants are capable of distinguishing only the sounds they hear in the language spoken around
them.
B. the ability to distinguish all speech sounds increases as infants grow older.
C. there are distinct stages in the ability of infants to perceive different speech sounds.
D. infants gradually come to distinguish best the speech sounds of the language spoken around them.
18. According to Kuhl's research, at birth, infants are "citizens of the world," able to recognize sounds
regardless of from which language the syllables come. At what age do infants get better at perceiving the
changes in sounds in their own language?
A. 3-6 months
B. 6-9 months
C. 6-12 months
D. 12-18 months
19. Research on the ability of infants to understand words indicates that infants:
A. understand words only when they have reached the stage of internalization of schemes.
B. must be able to talk before they can understand words.
C. understand words well before they can produce them.
D. speak earlier when they understand words earlier.
20. Why is it difficult for infants to detect word boundaries?
A. Detecting word boundaries is irrelevant.
B. Adults don't pause between words when they speak.
C. Infants cannot distinguish between phonemes in words.
D. Infants cannot discriminate between familiar words and unusual words.
21. Which of the following statements about language development is true?
A. Infants speak words before they understand them.
B. Infants understand words before they speak them.
C. Infants don't understand words unless they are received in a "baby talk" tone of voice.
D. Infants use verbal communication before nonverbal communication.
22. A child's first words mainly consist of:
A. actions, names, food, places.
B. important people, animals, vehicles, actions.
C. places, greeting terms, body parts, clothes.
D. important people, animals, vehicles, food, body parts, greeting terms.
23. A rapid increase in an infant's vocabulary that usually takes place between 18 and 24 months is known
as:
A. vocabulary spurt.
B. expressive jump.
C. overextension.
D. language development.
24. Natalie has just turned 2 years old. About how many words are in her speaking vocabulary?
A. 50
B. 100
C. 200
D. 350
25. Children learning Mandarin Chinese, Korean, and Japanese most likely will acquire more __________
earlier in their development than will children learning English.
A. verbs
B. nouns
C. adjectives
D. gestures
26. Jenny is at the zoo with her family. She points to each animal and says "doggie." This illustrates:
A. a vocabulary spurt.
B. delayed vocabulary development.
C. overextension.
D. underextension.
27. At what age can Emily expect her child to say, "Get shoes"?
A. 8 to 12 months
B. 12 to 18 months
C. 18 to 24 months
D. after 24 months
28. Telegraphic speech is characterized by:
A. two-word utterances only.
B. short, complete sentences.
C. a sequence of succinct single syllable words.
D. short, precise words without grammatical markers.
29. Anthony holds up his glass and says, "Milk gone." What type of speech pattern is this?
A. reflective
B. comprehensive
C. intrinsic
D. telegraphic
30. All children acquire the particular features of a language:
A. in no particular order.
B. in a consistent order.
C. in an order that is gender-dependent.
D. in an order that varies according to one's intelligence.
31. Berko's study demonstrated children's understanding of morphological rules. Because the words in the
study were fictional, it is impressive to note that the children in the study:
A. had abstracted the rules from language they had heard and applied them to novel situations.
B. remembered the rules they had been taught.
C. were unable to rely on rules with fictional words.
D. based their responses on past instances of hearing the words.
32. When a child struggles with speech and language development, the professional who provides therapeutic
intervention is a(n):
A. pediatrician.
B. elocutionist.
C. speech/language therapist.
D. English tutor.
33. As children move beyond two-word utterances, they begin using plural and possessive nouns, appropriate
verb endings, prepositions, articles, and various forms of the verb "to be." This is evidence that the
children:
A. are increasing their vocabulary.
B. have well-established phonology.
C. know morphological rules.
D. have formal training in grammar.
34. Children's ability to make an initial connection between a word and its referent after only a limited
exposure to the word is called:
A. telegraphic speech.
B. an overextension.
C. an underextension.
D. fast mapping.
35. Preschool children learn and apply syntax rules. "When we are going outside?" is an example of difficulty
with mastering:
A. placement of a wh-word at the beginning of a sentence
B. auxiliary-inversion rule.
C. overgeneralization.
D. abstract morphological rules.
36. At about what age do children learn to change their speech style to suit their situation?
A. 2 to 3 years
B. 3 to 4 years
C. 4 to 5 years
D. 5 to 6 years
37. Between 18 months and 6 years of age, young children learn about:
A. 1 word every waking hour.
B. 10 words weekly.
C. 5 words daily.
D. 30 words weekly.
38. According to Berninger, children who enter elementary school with a small vocabulary are at risk for
developing:
A. behavior problems.
B. speech problems.
C. reading problems.
D. writing problems.
39. A pragmatic characteristic of a 4-year-old is that they:
A. increase the length of sentences.
B. talk about imaginary people and things.
C. change their speech style to accommodate the listener.
D. maintain the same speech style in all situations.
40. In social situations, 4- to 5-year-olds will:
A. speak the same to peers as they would to a 2-year-old.
B. speak the same to adults as they would to a peer.
C. avoid speaking to adults.
D. use shorter sentences when speaking to a 2-year-old.
41. All of the following are precursors of literacy and academic success EXCEPT:
A. conceptual knowledge about print and its conventions and functions.
B. letter identification.
C. phonological and syntactic knowledge.
D. pragmatic skill.
42. Chad's parents live on the poverty line. All of the following are important home literacy experiences for
Chad's language development EXCEPT:
A. quality of his mother's engagement with him.
B. literacy experiences.
C. provision of learning materials.
D. amount of time his mother spends talking to him.
43. According to Hart and Risley, which group of parents talked less to their young children, talked less
about past events, and provided less elaboration?
A. single parents
B. welfare parents
C. grandparents
D. professional parents
44. Which of the following would have the LEAST positive influence on a young child's vocabulary
development?
A. mother's use of diverse vocabulary
B. mother's talkativeness
C. mother's literacy skills
D. mother's use of pointing gestures while talking to her child
45. Knowing that letters represent sounds in language refers to:
A. whole-language.
B. the alphabetic principle.
C. writing.
D. basic skills.
46. Preschool children typically respond to a stimulus word with a related word interaction such as agent-
action or action-object (cow-moo, or drink-milk). By 7 years of age, children start responding with the
same part of speech as the stimulus word (hot dog-hamburger). This is evidence that children at this age
have begun to __________ their vocabulary.
A. memorize
B. compromise
C. specialize
D. categorize
47. Metalinguistic awareness improves considerably in the elementary school years and allows children
to:
A. think about their language.
B. understand what words are.
C. define words.
D. all of these
48. Which language approach stresses that reading instruction should parallel a child's natural language
learning?
A. assisted
B. remedial
C. complex
D. whole-language
49. An elementary school class reads a magazine article on insects and sings "The Ugly Bug Ball" with a
word chart poster. Later, the students cut out words from a newspaper that might describe bugs and use
them to write a poem. This is an example of:
A. basic skills.
B. phonetics.
C. alphabetic principle.
D. the whole-language approach.
50. Marquessa is teaching her son to read by sounding out words and having him repeat them in storybooks
she reads to him. What approach is she using?
A. whole-language
B. phonics
C. balanced-instruction
D. sound-it-out
51. Cecilia begins teaching children to read by having them learn to make sounds that go with each letter of
the alphabet. Which language approach is Cecilia taking?
A. whole-language
B. phonics
C. information-processing
D. analytic
52. Research comparing the approaches of whole-language and phonics has shown that:
A. the whole-language approach produces superior word recognition.
B. the phonics approach helps children to sound out words better.
C. the phonics approach should be used in teaching children to read but students also benefit from whole-
language instruction.
D. whichever approach is used at home will be most effective in school instruction.
53. Which of the following is true of writing in the early elementary years?
A. Some letter reversals are to be expected and do not predict literacy problems.
B. Writing requires a significant amount of practice.
C. Children often invent spellings based on the sounds they hear.
D. all of these
54. Studies show which of the following about the quality of students' writing?
A. College instructors report that the majority of high school graduates have superior writing skills.
B. Teachers report that their college education program inadequately prepared them to teach writing.
C. Students in 4th grade are high-achieving writers, but sharply decline in writing skills by 12th grade.
D. Students who have superior skills in organization and logical reasoning have below-average writing
skills.
55. Mrs. Nakayama's students have above-average writing skills. Which of the following statements most
likely describes this teacher's classroom environment?
A. Students participate in peer reviews.
B. Mrs. Nakayama spends a significant amount of time teaching planning, drafting, and revising.
C. Students set writing goals
D. all of these
56. When Juan first moved to the U.S. from Mexico he only spoke English and his parents only spoke
English. After some time, he and his parents spoke Spanish and English at home. Now they only speak
English. This is an example of:
A. bilingual education.
B. subtractive bilingualism.
C. the whole-language approach.
D. the phonics approach.
57. Jose's basic academic subjects are taught in his native language of Spanish. English is gradually taught as
a companion subject. This is an example of:
A. bilingual education.
B. integrated instruction.
C. English proficiency.
D. cultural diversity.
58. Which of the following is an example of bilingual education in a U.S. school?
A. Ron's first language is English, and he is taking a Spanish course in middle school.
B Maria's first language is Spanish. She has a teacher who speaks Spanish during some of her classes
. until Maria can learn more English.
C.Lynn's first language is English, and one of her teachers sometimes speaks Spanish so the children can
learn a little of the language.
D Anibal's first language is Spanish. He is taking a Spanish literature class taught in Spanish in addition to
. his regular classes, which are taught in English.
59. When is the easiest time to learn a second language?
A. early childhood
B. late childhood
C. adolescence
D. variable across different language systems
60. Children who are fluent in two languages perform better than their monolingual counterparts on tests in
which of the following areas?
A. analytical reasoning
B. concept formation
C. cognitive flexibility and complexity
D. all of these
61. Researchers have found it takes immigrant children generally how long to become proficient in speaking
English?
A. 1 year
B. 2 years
C. 3-5 years
D. 7-10 years
62. Increased sophistication in word use (metaphors, satire, dialect, etc.) is characteristic of language
development during:
A. middle childhood.
B. late childhood.
C. adolescence.
D. adulthood.
63. An implied comparison between two ideas that is conveyed by the abstract meaning contained in the
words used to make the comparison is a:
A. metaphor.
B. simile.
C. holophrase.
D. abstraction.
64. Which of the following is NOT a reason that adolescents tend to be better writers than younger children?

A. They are better at organizing ideas before writing.

B. They can distinguish between general and specific points.
C. They are better at stringing together sentences that make sense.
D. The exposure to other languages gives them a better understanding of syntax.
65. Young adolescents often speak a dialect with their peers that is characterized by:
A. unintelligible speech.
B. jargon and obscenity.
C. jargon and slang.
D. adult language patterns.
66. Language development during the adult years varies greatly among individuals depending on:
A. gender and personality.
B. voice quality and opportunity.
C. level of education and social and occupational roles.
D. geographical location and socioeconomic status.
67. __________ is the use of irony, derision, or wit to expose wickedness.
A. A metaphor
B. Satire
C. A simile
D. A dialect
68. Sixty-five-year-old Ruth is talking on the phone. She stops speaking to search her memory for the right
word to use. This is an example of:
A. age-related cognitive deficits.
B. dementia.
C. the tip-of-the-tongue phenomenon.
D. satire.
69. Vocabulary continues to increase until:
A. adolescence.
B. early adulthood.
C. middle adulthood.
D. late adulthood.
70. When does the "tip-of-the-tongue phenomenon" become readily apparent?
A. adolescence
B. early adulthood
C. middle adulthood
D. late adulthood
71. All of the following is true of speech in older adults EXCEPT, it is:
A. lower in volume.
B. slower.
C. less fluent.
D. more articulated.
72. A soldier suffers brain damage from an injury and is no longer able to speak. He is most likely suffering
from:
A. LAD.
B. Broca's disorder.
C. aphasia.
D. Wernicke's disorder.
73. Brocca's and Wernicke's areas are predisposed for language functioning and are located in which part of
the brain?
A. occipital lobe
B. temporal lobe
C. right hemisphere
D. left hemisphere
74. After suffering brain damage in a car accident, John is no longer able to speak. In which area of the brain
did he most likely suffer damage?
A. LAD
B. Wernicke's
C. aphasic
D. Broca's
75. Which area of the brain's left hemisphere is involved in language comprehension?
A. LAD
B. Broca's
C. aphasic
D. Wernicke's
76. The LAD refers to:
A. language auditory development.
B. language acceptance device.
C. late acquisition development.
D. language acquisition device
77. Chomsky's Language Acquisition Device suggests that:
A. humans are biologically prewired to learn language at a certain time in a certain way.
B. there is a physical structure in the brain exclusively for language acquisition.
C. language acquisition is strictly environmental.
D. language is acquired and stored in the right hemisphere of the brain.
78. The Wild Boy of Aveyron never developed complete, efficient language skills even after years of
intensive therapy. This would support the statement that:
A. language acquisition is only biologically based.
B. language acquisition is only environmentally based.
C. language acquisition is facilitated by caregivers and teachers.
D. there is not a critical period for language learning.
79. Evidently, the Wild Boy of Aveyron did not learn language effectively because:
A. he did not have the LAD needed to learn language.
B. he refused to communicate with other people.
C. he did not live in an environment that exposed him to normal human language.
D. genetic deficiencies prevented him from absorbing the language he heard around him.
80. Behaviorists believe that language is:
A. learned with the LAD.
B. a special skill that has emerged with biological evolution.
C. a skill that is controlled by the left hemisphere of the brain.
D. a complex learned skill, much like dancing or playing the piano.
81. The fact that people create novel sentences, and that children learn the syntax of their native language
even if they are not reinforced for doing so are indications of weakness in which language acquisition
view?
A. biological
B. critical period
C. environmental
D. behavioral
82. Which of the following provides evidence against the behavioral view of language development?
A. Researchers haven't yet located the LAD in the brain.
B. Parents reinforce proper grammar and punish improper grammar.
C. Children say new things that they haven't ever heard or said before.
D. The environment plays the most important role in language acquisition.
83. Which statement is true of child-directed speech?
A. It is generally automatic.
B. Language is spoken in a higher pitch with simple words and sentences.
C. It captures the infant's attention and maintains communication.
D. all of these
84. Three-year-old Ben says, "The car is going fast." His father responds, "Where is the car going so fast?"
This is an example of:
A. labeling.
B. expanding.
C. recasting.
D. child-directed speech.
85. Aman's son is looking at pictures in a book. Aman asks his son to name the objects that he sees. Aman is
teaching language by practicing:
A. labeling.
B. listing.
C. echoing.
D. decoding.
86. All of the following are strategies parents use to teach their children language EXCEPT:
A. recasting.
B. expanding.
C. redirecting.
D. labeling
87. Two-year-old Mason hands a ball to his mother and says, "Ball." His mother says, "Yes. We can play
ball." This is an example of:
A. labeling
B. expanding.
C. recasting.
D. child-directed speech.
88. Language development is not a simple matter of imitation and reinforcement. Therefore, what should be
avoided?
A. language acquisitions support system
B. recasting, expanding, and labeling
C. drill and practice
D. children's discovery of language
89. An interactionist view of language emphasizes that:
A. biology is primarily responsible for language development.
B. environmental factors primarily determine language development.
C. both biology and experience contribute to language development.
D. children need significant peer interaction to facilitate proper language development.
90. Which of the following would be a positive influence on a child's language development?
A. drill and practice
B. shared intentions with a caregiver
C. giving the child more information than she needs
D. emphasizing imitation and reinforcement
91. Baron provided suggestions to parents to facilitate language development in toddlers. Which of the
following is NOT one of his suggestions?
A. Ask questions that encourage answers other than "Yes" and "No."
B. Be an active conversational partner.
C. Avoid the use of humor during conversation.
D. Remember to listen.
92. Which of the following is one of Baron's suggestions for facilitating language development?
A. Allow older siblings to interpret and respond to toddlers.
B. Ignore toddler language that is not understood.
C. Resist making normative comparisons.
D. Be more linguistically supportive of girls than boys.
93. Max is slow in developing language skills. Which of the following should Max's parents NOT do?
A. read to him and discuss the stories
B. label things in his environment
C. expand on what he talks about
D. give him excess information so he can catch up to his peers
94. Although very few aids are necessary for learning language, what can greatly facilitate a child's language
development (Beatty & Pratt, 2011)?
A. competition with peers
B. interaction with caregivers
C. flash cards and workbooks
D. intensive drill and practice
95. Discuss the differences between morphology and semantics.
96. Describe two examples of how pragmatic rules may vary across cultures.

97. Compare the strengths and weaknesses of the whole-language approach and the phonics approach as
methods of reading instruction.

98. Discuss the progression of writing development.

99. List four effective interventions for improving students' writing quality.

100.Discuss the issues under debate concerning bilingual education.

101.Explain three ways that family environment is linked to children's language and literacy
development.
102.What is the tip-of-the-tongue phenomenon?

103.What is a language acquisition device?

104.Describe two problems involved with the behavioral view of language learning.

105.Describe the concept of an interactionist view of language.

106.Describe three ways that a parent can facilitate language development in infants and toddlers.
 ch09 Key
1. C

2. B

3. B

4. D

5. A

6. D

7. B

8. B

9. B

10. A

11. A

12. C

13. D

14. B

15. A

16. C

17. D

18. C

19. C

20. B

21. B

22. D

23. A

24. C

25. A

26. C

27. C

28. D

29. D

30. B

31. A

32. C

33. C

34. D

35. B

36. C
37. A

38. C

39. C

40. D

41. D

42. D

43. B

44. B

45. B

46. D

47. D

48. D

49. D

50. B

51. B

52. C

53. D

54. B

55. D

56. B

57. A

58. B

59. D

60. D

61. C

62. C

63. A

64. D

65. C

66. C

67. B

68. C

69. D

70. D

71. D

72. C

73. D

74. C
75. D

76. D

77. A

78. C

79. C

80. D

81. D

82. C

83. D

84. C

85. A

86. C

87. B

88. C

89. C

90. B

91. C

92. C

93. D

94. B

Feedback: Page: 276-277

Semantics: meaning in phrases or sentences with the understanding that each word includes required attributes related to meaning.
95. Morphology: individual units of meaning in words or parts of words.

Feedback: Page: 277

4. Interactions based on gender, socioeconomic status, age, and social level.
3. Greetings.
2. Conversing with others.
96. 1. Saying thank you.

Feedback: Page: 285

The phonics approach is recommended for teaching children how to read, but both approaches are successful and beneficial.
Phonics approach strength: reading instruction teaches phonetics and basic rules, simplified materials. Weakness: possible slower transfer of skills
to other materials and subjects.
97. Whole language strength: natural language learning, reading materials are whole and meaningful, integration with other subjects, real world
material. Weakness: student may not get solid training in the basics.
Feedback: Page: 286
98. Throughout the school years, students develop increasingly sophisticated methods of organizing ideas. In early elementary school, they narrate
and describe or write short poems; in later elementary and middle school, they can combine narration with reflection and analysis.

Feedback: Page: 286-287

4. setting goals
3. peer assistance
2. summarization
99. 1. strategy instruction

Feedback: Page: 287-288

100. Advocates: if children who do not know English are taught only in English, they will fall behind academically. Critics: Children who receive
bilingual education fail to learn English, which puts them at a permanent disadvantage in the United States.

Feedback: Page: 288

4. More print-related interactions correlate with better reading.
3. Higher socioeconomic level correlates with better language development.
2. Parents who read to their children three or more times/week correlates with better language development.
101. 1. Mother's education level correlates with number of books in the home.

Feedback: Page: 289

102. This phenomenon is the confidence felt by individuals that they can remember something but can't quite seem to retrieve it from memory.

Feedback: Page: 291

103. The language acquisition device is a biological structure that enables children to detect certain language categories such as phonology, syntax,
and semantics.

Feedback: Page: 292

3. It fails to explain the extensive orderliness of language.
2. Evidence indicates that children learn the syntax of their native language even if they are not reinforced for doing so.
104. 1. It does not explain how people create novel sentences.

Feedback: Page: 293-295

105. An interactionist view emphasizes that both biology and experience contribute to language development. Very few aids are necessary for
learning language, but meaningful and consistent interaction with a caregiver can greatly facilitate a child's language acquisition.
Feedback: Page: 294
8. Resist making normative comparisons.
7. Avoid sexual stereotypes.
6. Adjust to your child's idiosyncrasies.
5. Consider ways to expand the child's language abilities.
4. Remember to listen.
3. Use a language style with which you feel comfortable.
2. Talk as though the infant understands what you are saying.
106. 1. Be an active conversational partner.
Test Bank for A Topical Approach to Life-Span Development 5th Edition by Santrock

ch09 Summary
Category # of Questions
Blooms Taxonomy: Analysis 3
Blooms Taxonomy: Application 22
Blooms Taxonomy: Comprehension 31
Blooms Taxonomy: Knowledge 50
Difficulty Level: Basic 64
Difficulty Level: Difficult 10
Difficulty Level: Moderate 32
Learning Goal 1: Define language and describe its rule systems 16
Learning Goal 2: Describe how language develops through the life span 62
Learning Goal 3: Discuss the biological and environmental contributions to language skills 28
Santrock - Chapter 09 106

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