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Midterm Study Guide

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Judeth Lucas
Quiz by Judeth Lucas, updated more than 1 year ago
Judeth Lucas
Created by Judeth Lucas about 9 years ago
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Resource summary

Question 1

Question
The definition of communication is the [blank_start]process that people use[blank_end] to [blank_start]exchange ideas and information[blank_end], [blank_start]needs and desires[blank_end]/
Answer
  • exchange ideas and information
  • needs and desires
  • process that people use

Question 2

Question
[blank_start]Form[blank_end], [blank_start]content[blank_end], and [blank_start]use[blank_end] are the components of language.
Answer
  • Form
  • content
  • use

Question 3

Question
[blank_start]Articulation[blank_end], [blank_start]fluency[blank_end], and [blank_start]voice[blank_end] are the components of speech.
Answer
  • Articulation
  • fluency
  • voice

Question 4

Question
Communication must include a [blank_start]receiver/sender[blank_end] and [blank_start]shared intent/means[blank_end]
Answer
  • receiver/sender
  • shared intent/means

Question 5

Question
Which of the following are types of communication?
Answer
  • ASL
  • Phonology
  • Verbal/Non-verbal
  • Alphabet
  • Receptive/Expressive

Question 6

Question
Language is composed of [blank_start]phonology[blank_end], [blank_start]morphology[blank_end], and [blank_start]syntax[blank_end].
Answer
  • phonology
  • morphology
  • syntax

Question 7

Question
Phonology is
Answer
  • the smallest unit of sound
  • the study of the sound system of language
  • the smallest unit of language that changes meaning
  • the study of the meaning of words

Question 8

Question
Phonemes are distinguished by [blank_start]place[blank_end], [blank_start]voice[blank_end], and [blank_start]manner[blank_end].
Answer
  • place
  • voice
  • manner

Question 9

Question
Phonotactic constraints are rules that specify which [blank_start]sounds can and cannot occur together[blank_end] and [blank_start]specific to every language[blank_end].
Answer
  • sounds can and cannot occur together
  • specific to every language

Question 10

Question
The study of words and how they are formed is called [blank_start]morphology[blank_end].
Answer
  • morphology

Question 11

Question
A bound morpheme can stand on it's own.
Answer
  • True
  • False

Question 12

Question
The study of the rules that govern how words are put together to make phrases and sentences.
Answer
  • Phonology
  • Morphology
  • Syntax
  • Pragmatics

Question 13

Question
The study of the meaning of words is
Answer
  • Pragmatics
  • Syntax
  • Morphology
  • Semantics

Question 14

Question
The use of language for communication purpose is called
Answer
  • Pragmatics
  • Semantics
  • Syntax
  • Phonology

Question 15

Question
Speech is produced by [blank_start]respiration[blank_end], [blank_start]phonation[blank_end], [blank_start]resonation[blank_end], and [blank_start]articulation[blank_end].
Answer
  • respiration
  • phonation
  • resonation
  • articulation

Question 16

Question
Respiration is produced by the [blank_start]diaphragm[blank_end].
Answer
  • diaphragm

Question 17

Question
Phonation is produced by the [blank_start]larynx[blank_end].
Answer
  • larynx

Question 18

Question
Resonation is created with air in the
Answer
  • mouth, nasal cavities, & pharnyx.
  • larynx, mouth, & voice box.
  • pharnx, nasal cavities, & voice box.

Question 19

Question
The types of articulation are [blank_start]place[blank_end], [blank_start]manner[blank_end], and [blank_start]voice[blank_end].
Answer
  • place
  • manner
  • voice

Question 20

Question
Language is lateralized in the
Answer
  • left hemiphere.
  • right hemisphere.

Question 21

Question
Interpretation of paralinguistic cues occurs in the
Answer
  • left hemisphere.
  • right hemisphere.

Question 22

Question
The primary centers of the brain for language are the [blank_start]Broca's[blank_end] and [blank_start]Wernicke's[blank_end] area.
Answer
  • Broca's
  • Wernicke's

Question 23

Question
Damage to the Broca and Wernicke areas causes [blank_start]aphasia[blank_end].
Answer
  • aphasia

Question 24

Question
[blank_start]Myelination[blank_end] is the growth of sheathing around nerves that improves the transmission of messages.
Answer
  • Myelination

Question 25

Question
[blank_start]Plasticity[blank_end] is the changes to the brain in response to injury.
Answer
  • Plasticity

Question 26

Question
Label the Phonological Awareness Umbrella below.
Image:
1f947fd1-4bce-4428-9b94-39f1dfcc4ab4 (image/jpeg)
Answer
  • Onset-Rime
  • Word Awareness
  • Rhyme
  • Alleration
  • Syllable Awareness
  • Phonemic Awareness
  • Addition
  • Deletion
  • Substitution
  • Segmentation
  • Blending
  • Identity
  • Isolation
  • Categorization

Question 27

Question
In 1954, who said language was dependent on cognition.
Answer
  • Piaget
  • Vygotsky
  • Pinker
  • MacWhinney

Question 28

Question
In 1962, who said language and cognition are interdependent?
Answer
  • Piaget
  • Vygotsky
  • Pinker
  • MacWhinney

Question 29

Question
In 1994, who said language and cognition develop interdependently?
Answer
  • Piaget
  • Vygotsky
  • Pinker
  • MacWhinney

Question 30

Question
In 1998, who said that both language and cognition depended on social interaction, language input, and neurological development.
Answer
  • Piaget
  • Vygotsky
  • Pinker
  • MacWhinney

Question 31

Question
The behavioral model of language development was made by [blank_start]B.F. Skinner[blank_end]. Language is learned through [blank_start]imitation and reinforcement[blank_end], learned [blank_start]like other behaviors[blank_end], parents reinforce [blank_start]meaning not structure[blank_end], [blank_start]comprehension[blank_end] precedes [blank_start]production[blank_end]. It is limited by it's wrong prediction about [blank_start]word acquisitions[blank_end] and how to explain [blank_start]novel utterances[blank_end].
Answer
  • B.F. Skinner
  • imitation and reinforcement
  • like other behaviors
  • meaning not structure
  • comprehension
  • production
  • word acquisitions
  • novel utterances

Question 32

Question
The Nativist/ Syntactic model was created by [blank_start]Noam Chomsky[blank_end]. Language is an [blank_start]inborn ability[blank_end] in humans meaning we have a [blank_start]language acquisition device[blank_end]. It is limited by the role of [blank_start]input[blank_end] and other [blank_start]parts of language[blank_end].
Answer
  • Noam Chomsky
  • inborn ability
  • language acquisition device
  • input
  • parts of language

Question 33

Question
The Semantic-Cognitive model was created by [blank_start]Louis Bloom[blank_end]. [blank_start]Meaning[blank_end] precedes [blank_start]structure[blank_end] and the same utterance can [blank_start]have multiple meanings[blank_end]. It is limited by the relationship of [blank_start]cognition and language[blank_end].
Answer
  • Louis Bloom
  • structure
  • Meaning
  • have multiple meanings
  • cognition and language

Question 34

Question
The Social Interactionist model is created by [blank_start]Ninnio[blank_end] & [blank_start]Snow[blank_end] & [blank_start]Tomasello[blank_end]. The need to communicate precedes [blank_start]language structures[blank_end] and parents alter [blank_start]their language[blank_end] for their children. It is limited by not accounting for [blank_start]specific structures[blank_end] and it doesn't account for the [blank_start]child's role[blank_end].
Answer
  • Ninnio
  • Snow
  • Tomasello
  • language structures
  • their language
  • specific structures
  • child's role

Question 35

Question
The Information Processing model was created by [blank_start]Bates[blank_end] & [blank_start]MacWhinney[blank_end]. Language structure emerges from [blank_start]communicative functions[blank_end] and competition eliminates [blank_start]unsuccessful forms[blank_end]. It is limited by [blank_start]research evidence[blank_end].
Answer
  • Bates
  • MacWhinney
  • communicative functions
  • unsuccessful forms
  • research evidence

Question 36

Question
The Emergentist model was created by [blank_start]MacWhinney[blank_end]. Language emerges from [blank_start]interaction between input and biology[blank_end]. It's limited by [blank_start]evidence[blank_end].
Answer
  • MacWhinney
  • interaction between input and biology
  • evidence

Question 37

Question
[blank_start]Prelocutionary[blank_end], [blank_start]illocutionary[blank_end], and [blank_start]locutionary[blank_end] are the stages of communicative development.
Answer
  • Prelocutionary
  • illocutionary
  • locutionary

Question 38

Question
Non-intentional communication that relies on a partner for interpretation occurs in the
Answer
  • locutionary stage
  • prelocutionary stage
  • illocutionary stage

Question 39

Question
Intentional communication using non-linguistic & paralinguistic models occurs in the
Answer
  • Prelocutionary stage
  • Locutionary stage
  • Illocutionary stage

Question 40

Question
Intentional communication using words to convey a message occurs in the
Answer
  • Locutionary stage
  • Illocutionary stage
  • Prelocutionary stage

Question 41

Question
During this stage of sound awareness, children have figure-ground awareness
Answer
  • awareness
  • location
  • discrimination
  • meaning

Question 42

Question
During this stage of response to sound, children turn their head towards the sound.
Answer
  • awareness
  • location
  • discrimination
  • meaning

Question 43

Question
During this stage of response to sound, children differentiate sounds.
Answer
  • awareness
  • location
  • discrimination
  • meaning

Question 44

Question
During this stage of response to sound, children begin to understand what sound represents.
Answer
  • awareness
  • location
  • discrimination
  • meaning

Question 45

Question
From 0-8 weeks, children can [blank_start]discriminate[blank_end] sounds, make [blank_start]vegetative[blank_end] sounds, and cry [blank_start]reflexively[blank_end].
Answer
  • discriminate
  • vegetative
  • reflexively

Question 46

Question
From 8-20 weeks, children [blank_start]coo[blank_end] and laugh, make [blank_start]vowel-like[blank_end] sounds, and cry [blank_start]more controlled[blank_end].
Answer
  • coo
  • vowel-like
  • more controlled

Question 47

Question
From 16 to 30 weeks, children [blank_start]babble[blank_end], have more [blank_start]vocal[blank_end] play, have increased control [blank_start]over speech[blank_end], and [blank_start]prolonged variations[blank_end].
Answer
  • babble
  • vocal
  • over speech
  • prolonged variations

Question 48

Question
From 25 to 50 weeks, children start [blank_start]reduplicated[blank_end] babbling, [blank_start]jargon[blank_end] speech, can can say [blank_start]some words[blank_end].
Answer
  • reduplicated
  • jargon
  • some words

Question 49

Question
From 9 to 18 months, children start [blank_start]non-reduplicated[blank_end] babbling, start saying [blank_start]protowords[blank_end], and transition to [blank_start]language[blank_end].
Answer
  • non-reduplicated
  • protowords
  • language

Question 50

Question
MLU stage 1 ranges from [blank_start]1.0[blank_end] to [blank_start]2.0[blank_end] for ages [blank_start]12[blank_end] to [blank_start]26[blank_end] months.
Answer
  • 1.0
  • 2.0
  • 12
  • 26

Question 51

Question
MLU stage 2 ranges from [blank_start]2.0[blank_end] to [blank_start]3.0[blank_end] for ages [blank_start]27[blank_end] to [blank_start]30[blank_end] months.
Answer
  • 2.0
  • 3.0
  • 27
  • 30

Question 52

Question
MLU stage 5 ranges from [blank_start]3.75[blank_end] to [blank_start]4.5[blank_end] for ages [blank_start]41[blank_end] to [blank_start]46[blank_end] months.
Answer
  • 3.75
  • 4.5
  • 41
  • 46

Question 53

Question
MLU stage 3 ranges from [blank_start]2.5[blank_end] to [blank_start]3.0[blank_end] and from ages [blank_start]31[blank_end] to [blank_start]34[blank_end] months.
Answer
  • 2.5
  • 3.0
  • 31
  • 34

Question 54

Question
MLU stage 4 ranges from [blank_start]3.0[blank_end] to [blank_start]3.75[blank_end] and from ages [blank_start]35[blank_end] to [blank_start]40[blank_end] months.
Answer
  • 3.0
  • 3.75
  • 35
  • 40

Question 55

Question
MLU stage 6 ranges from [blank_start]4.5[blank_end] to [blank_start]+[blank_end] and from ages [blank_start]47[blank_end] to [blank_start]+[blank_end] months.
Answer
  • 4.5
  • +
  • 47
  • +

Question 56

Question
To calculate MLU you count the number of morphemes in 50 to 100 utterances, then divide the total number of morphemes by the number of utterances.
Answer
  • True
  • False

Question 57

Question
In the school years _______ is developed, noticed by inflectional prefixes, derivational suffixes, and reflexes.
Answer
  • Morphology
  • Semantics
  • Syntax
  • Pragmatics
  • Metalinguistic ability

Question 58

Question
In the school years, ________ is developed and seen by figurative language and irony.
Answer
  • Morphology
  • Semantics
  • Syntax
  • Pragmatics
  • Metalinguistic ability.

Question 59

Question
In the school years, ________ is developed and noticed by adjective ordering, verb tenses, irregular verbs, and noun & verb tenses.
Answer
  • morphology
  • semantics
  • syntax
  • pragmatics
  • metalinguistic ability

Question 60

Question
In the school years, __________ is developed and seen through conversational competences, use of narrative and understanding of indirect requests.
Answer
  • morphology
  • semantics
  • syntax
  • pragmatics
  • metalinguistic ability

Question 61

Question
________ is going beyond language use to thinking about language for writing, reading, and spelling.
Answer
  • morphology
  • semantics
  • syntax
  • pragmatics
  • metalinguistic ability

Question 62

Question
Language development in the school years implicates teaching through use for [blank_start]organizing[blank_end] and [blank_start]planning[blank_end] instruction and [blank_start]student-teacher[blank_end] interaction.
Answer
  • organizing
  • planning
  • student-teacher

Question 63

Question
Phonological awareness is a good predictor of [blank_start]reading success[blank_end], a precursor to [blank_start]phonics[blank_end].
Answer
  • reading success
  • phonics

Question 64

Question
Phonological awareness is the ability to focus on and manipulate [blank_start]phonemes[blank_end] in [blank_start]spoken words[blank_end].
Answer
  • phonemes
  • spoken words

Question 65

Question
__________ is important for reading comprehension, as well as receptive and expressive knowledge.
Answer
  • Narrative skills
  • Semantic skills
  • Syntactic Skills

Question 66

Question
_________ is a contributor to reading success and vocabulary skills.
Answer
  • Narrative Skills
  • Semantic Skills
  • Syntactic Skills

Question 67

Question
________ is seen through writing skills, through the beginning, middle, and end of a story; connection between the reader or listener; and stories becoming longer.
Answer
  • Semantic skills
  • Narrative skills
  • Syntactic skills

Question 68

Question
Label the image below with the steps of the writing process.
Image:
e168ee23-58f4-478b-a589-d4f74f01aab1.gif (image/gif)
Answer
  • Pre-writing
  • Writing
  • Responding
  • Revising
  • Editing
  • Publishing

Question 69

Question
Language and literacy implicates teaching through knowing which children are at risk for [blank_start]reading or writing difficulties[blank_end], students having reading and writing success, and teachers understanding the [blank_start]basis of literacy[blank_end].
Answer
  • reading or writing difficulties
  • basis of literacy

Question 70

Question
Between the ages of __________ a child knows 50-200 words and can understand simple concepts and directions.
Answer
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Question 71

Question
Between the ages of __________ children know 500 to 700 words and understand concept pairs.
Answer
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Question 72

Question
Between the ages of ___________ children understand 1000+ words and "wh" questions. They also understand multi-step directions and comprehend stories.
Answer
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Question 73

Question
Between the ages of _________ children understand 2500 to 3000 words and has increased conceptional knowledge. They also can have a conversation about their life.
Answer
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Question 74

Question
During the ages of ________ children use up to 200 words can over/underextend meanings.
Answer
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Question 75

Question
During the ages of ___________ child use up to 570 words, have increased grammatical structure , and can initiate topics.
Answer
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Question 76

Question
During the ages of _________ children combine 4+ words, can relay personal experiences, and so best talking about the here and now.
Answer
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Question 77

Question
During the ages of __________ children can talk in lengthy, detailed sentences, can tell simple stories, and are more confident to initiate topics.
Answer
  • 1-2 years
  • 2-3 years
  • 3-4 years
  • 4-5 years

Question 78

Question
From the ages of ________ children know object permanence and start to use basic toys appropriately.
Answer
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Question 79

Question
From the age of ________ children know the function of toys, use autosymbolic play, ask for adult help in unknown situations, and combines two toys in play.
Answer
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Question 80

Question
During the ages of _______ children use daily experiences in play and use realistic props.
Answer
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Question 81

Question
During the age of ________ children can sequence events, replay experienced events with different outcomes, can build 3-dimension objects, and use problem solving skills.
Answer
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Question 82

Question
At ________ old children use imaginative and cooperative play, do not need concrete props, and plans and organizes toys and people.
Answer
  • 9-12 months
  • 1-2 years
  • 24-30 months
  • 3-4 years
  • 5 years

Question 83

Question
At [blank_start]5 years[blank_end] old, children love jokes and riddles, can state basic information about themselves, and understand time concepts.
Answer
  • 5 years
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