254
Chapter 9
Quick Quiz
1. The rules that specify how words are combined to form sentences is
a. phonology. c. syntax.
b. semantics. d. pragmatics.
2. Which of the following represents the order in which the first steps to speech are taken?
a. cooing, intonation, first word, babbling c. cooing, intonation, babbling, first word
b. babbling, cooing, intonation, first word d. cooing, babbling, intonation, first word
3. At what age do infants generally experience a naming explosion during which they learn new words,
particularly names of objects, much more rapidly?
a. around their first birthday c. around their second birthday
b. about 18 months d. during the preschool years
4. Research on the shape-bias theory of word learning found that once toddlers showed a shape bias — that is,
they realized that a name applies to objects that have the same shape, but not to objects of the same color or
material
a. this new knowledge confused them and slowed down language acquisition.
b. they used this knowledge to learn the rules of grammar faster.
c. they used this knowledge to learn new words faster.
d. they engaged in more underextension and overextension.
5. Carter’s vocabulary consists primarily of words like dog, mom, up, bottle, cookie, and go. Carter is using
a. a referential style of language. c. overextension.
b. an expressive style of language. d. underextension.
6. DeLoache and her colleagues (1997) hid a toy in a full-size room and then asked 2 ½-year-olds to find the
hidden toy in either a scale model of the room or in a scale model of the room that they had pretended to shrink.
They found that 2 ½-year-olds
a. could not find the toy in either the shrinking room condition or the regular scale model condition.
b. could find the toy in the shrinking room condition, but not in the regular scale model condition.
c. could find the toy in the regular scale model condition, but not in the shrinking room condition.
d. could find the toy in both the regular model and shrinking room conditions.
7. The __________ approach says that children master grammar by imitating speech that they hear.
a. behaviorist c. cognitive
b. linguistic d. social interaction
8. The region of the brain that is necessary for combining words into meaningful sentences is known as
a. Wernicke’s area. c. the occipital lobe.
b. the corpus callosum. d. Broca’s area.
9. The first deliberate attempts to initiate communication with others typically emerge at
a. birth. c. 10 months.
b. five months. d. 15 months.
10. When older children (age four) talk to younger children (age two) they use
a. simpler grammar but not more attention-getting words.
b. more attention-getting words but not simpler grammar.
c. simpler grammar and more attention-getting words.
d. their own speech. Four-year-old children do not alter their speech when talking to younger children.
Chapter 9 Quick Quiz Answers
1. Chapter Module: The Road to Speech
2. Chapter Module: The Road to Speech
3. Chapter Module: Learning the Meanings of Words
4. Chapter Module: Learning the Meanings of Words
5. Chapter Module: Learning the Meanings of Words
6. Chapter Module: Learning the Meanings of Words
7. Chapter Module: Speaking in Sentences
8. Chapter Module: Speaking in Sentences
9. Chapter Module: Using Language to Communicate
10. Chapter Module: Using Language to Communicate
256
Chapter 9
Language and Communication
MULTIPLE CHOICE QUESTIONS
9.1 __________ is/are a system that relates sounds (or gestures) to meaning.
a. Pragmatics c. Semantics
b. Phonology d. Language
Chapter Module: The Road to Speech
9.2 The term phonology refers to
a. the sounds of a language.
b. the study of words and their meanings.
c. the structure of a language.
d. the study of how people use language to communicate effectively.
Chapter Module: The Road to Speech
Diff: Easy
9.3 The sounds of a language are referred to as
a. semantics. c. phonology.
b. pragmatics. d. syntax.
Chapter Module: The Road to Speech
Diff: Easy
9.4 The term semantics refers to
a. the sounds of a language.
b. the study of words and their meanings.
c. the structure of language.
d. the study of how people use language to communicate effectively.
Chapter Module: The Road to Speech
Diff: Easy
9.5 Roger is fascinated with learning the meanings of words. Roger has a keen interest in
a. phonology. c. syntax.
b. semantics. d. grammar.
Chapter Module: The Road to Speech
Diff: Moderate
9.6 __________ is the study of how people use language to communicate effectively.
a. Phonology c. Semantics
b. Grammar d. Pragmatics
Diff: Easy
257
Chapter Module: The Road to Speech
9.7 The basic building blocks of language that are used to form words are called
a. morphemes. c. lexicals.
b. grammars. d. phonemes.
Chapter Module: The Road to Speech
Diff: Easy
9.8 Which of the following is an example of a phoneme?
a. “bababababa” c. “Me go.”
b. the “ing” in “playing” d. the “d” sound in “dog”
Chapter Module: The Road to Speech
Diff: Moderate
9.9 Infants as young as __________ of age can distinguish phonemes.
a. one month c. one year
b. six months d. two years
Chapter Module: The Road to Speech
Diff: Moderate
9.10 Infants who are younger than six months of age
a. do not need to experience speech sounds in their environment to be able to discriminate them.
b. must experience speech sounds in their environment to be able to discriminate them.
c. can discriminate only the sounds found in their native language.
d. cannot discriminate any speech sounds which explains why they cannot talk.
Chapter Module: The Road to Speech
Diff: Moderate
9.11 Six-month-old Seiko is growing up in a home where Japanese is the only language spoken. Is she likely to
be able to discriminate speech sounds that are used in English but are not used in Japanese?
a. She is not likely to ever be able to discriminate them.
b. She is likely to be able to discriminate them now, but will probably lose that ability when she gets older.
c. She is not likely to be able to discriminate them at this age, but should be able to when she gets older.
d. She is likely to be able to discriminate them throughout her life.
Chapter Module: The Road to Speech
Diff: Moderate
9.12 When six- to eight-month-olds hear a word repeatedly in different sentences, later they
a. pay less attention to that word than to words they have not heard previously.
Diff: Easy
258
b. pay more attention to that word than to words they have not heard previously.
c. pay the same amount of attention to the previously heard word and new words.
d. cannot recognize sound patterns that they hear repeatedly.
Chapter Module: The Road to Speech
9.13 Young infants seem to identify words by
a. paying attention to unusual combinations of syllables.
b. paying more attention to stressed syllables, rather than unstressed syllables.
c. paying more attention to words they have never heard before.
d. paying attention to the meaning of words.
Chapter Module: The Road to Speech
Diff: Moderate
9.14 Seven-month-old Julius hears this conversation:
John: I want to go swim.
John’s dad: Do you want to swim in the pool?
John: No, I want to swim in the lake.
If Julius then hears the words “run” and “swim,” what would you expect him to do?
a. pay more attention to “run” than to “swim”
b. pay more attention to “swim” than to “run”
c. pay equal attention to “run” and “swim”
d. say the words “run” and “swim”
Chapter Module: The Road to Speech
Diff: Hard
9.15 When using __________, adults speak slowly and with exaggerated changes in pitch and loudness.
a. a referential style c. infant-directed speech
b. an expressive style d. adult-directed speech
Chapter Module: The Road to Speech
Diff: Easy
9.16 Infants pay more attention to
a. a referential style of language. c. adult-directed speech.
b. an expressive style of language. d. infant-directed speech.
Chapter Module: The Road to Speech
Diff: Easy
9.17 Which of the following is TRUE of infant-directed speech?
a. Infants prefer adult-directed speech to infant-directed speech.
b. Only mothers use infant-directed speech.
c. Infant-directed speech seems to attract the infant’s attention.
Diff: Moderate
259
d. The use of infant-directed speech makes it more difficult for infants to identify speech sounds.
Chapter Module: The Road to Speech
9.18 You visit your friend, Amy, and her six-month-old son, Joey. You notice that when Amy talks to Joey she
speaks slowly and with exaggerated changes in pitch and loudness. You think to yourself
a. “Amy had better stop talking that way or Joey is never going to learn to speak properly.”
b. “Amy’s making it easier for Joey to perceive the important sounds of our language by talking to him the
way she does.”
c. “Amy’s correct to speak differently to Joey than she does to adults, but she should be speaking more
quickly and with fewer changes in pitch and loudness.”
d. “It bugs me when Amy talks that way to Joey, but it’s not going to affect how well Joey perceives
language, either positively or negatively.”
Chapter Module: The Road to Speech
Diff: Moderate
9.19 Researchers have studied the impact on language development of cochlear implants in profoundly deaf
children. They found that
a. children who received cochlear implants did not show any benefits to their language development.
b. cochlear implants replace other forms of therapy for deaf children.
c. almost all children showed large improvements in their language skills.
d. children who received cochlear implants acquired language at the same rate as children with normal
hearing.
Chapter Module: The Road to Speech
9.20 Which of the following statements about cochlear implants is CORRECT?
a. A cochlear implant replaces other forms of therapy for deaf children.
b. Because most children do not receive their cochlear implants until four or five years of age, their
language skills were still substantially behind that of hearing children.
c. The benefits of a cochlear implant are the same for all children.
d. Language skills are not enhanced in children with cochlear implants.
Chapter Module: The Road to Speech
Diff: Moderate
9.21 Vowel-like utterances such as “oooooooo” and “ahhhhhhh” are referred to as
a. babbling. c. infant-directed speech.
b. intonation. d. cooing.
Chapter Module: The Road to Speech
Diff: Easy
9.22 Jenny just had her first baby and is wondering when he will begin producing different kinds of sounds.
Which of the following should she expect him to produce first?
a. babbling c. first word
Diff: Moderate
b. intonation d. cooing
Chapter Module: The Road to Speech
Diff: Moderate
9.23 Cooing refers to
a. single syllable utterances consisting of a consonant and vowel.
b. the production of vowel-like sounds such as “ooooooo” or “ahhhhhhh.”
c. the repetition of a sound such as “dahdahdahdahdah.”
d. a pattern of rising and falling pitch.
Chapter Module: The Road to Speech
Diff: Easy
9.24 The production of syllables that contain vowels and consonants is called
a. cooing. c. fast mapping.
b. babbling. d. intonation.
Chapter Module: The Road to Speech
Diff: Easy
9.25 Babbling refers to
a. speech-like sounds that consist of a vowel and consonant but that have no meaning.
b. the production of vowel-like sounds such as “ooooooo” or “ahhhhhhh.”
c. a pattern of rising and falling pitch.
d. a distinctive style of speech adults use when talking to infants.
Chapter Module: The Road to Speech
Diff: Easy
9.26 As infants develop
a. babbling shifts from single syllable utterances to combinations of different sounds.
b. the average length of each babbled sound decreases.
c. babbling tends to become more constant in pitch.
d. they shift from babbling to cooing.
Chapter Module: The Road to Speech
Diff: Moderate
9.27 Which of the following is TRUE of the development of babbling?
a. Infants produce complex speech sounds before simpler sounds.
b. Intonation is added to later babbling.
c. Early babbling contains combinations of many different sounds.
d. Babbling is the production of vowel-like sounds.
Chapter Module: The Road to Speech
9.28 Intonation refers to
a. the production of vowel-like sounds.
b. the production of utterances that contain both vowel and consonant sounds.
c. a pattern of rising or falling pitch.
d. the repetition of a sound.
Chapter Module: The Road to Speech
Diff: Easy
9.29 Celia has noticed that her seven-month-old daughter has recently begun to raise and lower the pitch of her
voice when she babbles so she sometimes sounds as if she is asking questions. Celia’s daughter has added
__________ to her babbling.
a. cooing c. vowel sounds
b. repetition d. intonation
Chapter Module: The Road to Speech
Diff: Moderate
9.30 Most children say their first words at about __________ of age.
a. six months c. 18 months
b. 12 months d. 24 months
Chapter Module: Learning the Meanings of Words
Diff: Easy
9.31 The production of the first words is linked to the ability to
a. use symbols. c. produce consonants.
b. produce vowels. d. use intonation.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.32 As children develop the ability to use symbols, they begin to talk and
a. no longer make underextension errors. c. begin to be able to differentiate phonemes.
b. no longer make overregularization errors. d. begin to use gestures.
Chapter Module: Learning the Meanings of Words
Diff: Easy
9.33 Meredith has just begun to be able to use symbols to represent actions and objects. You would expect her
to use
a. gestures, but not words. c. words and gestures.
b. words, but not gestures. d. neither words nor gestures.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
262
9.34 When do toddlers experience their first vocabulary spurt (naming explosion)?
a. between 12 and 16 months c. between two and 2 ½ years
b. between 18 to 20 months d. between three and 3 ½ years
Chapter Module: Learning the Meanings of Words
9.35 A child’s ability to make connections between new words and referents so rapidly that he or she cannot be
considering all possible meanings for the new word is referred to as
a. overregularization. c. overextension.
b. underextension. d. fast mapping.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.36 Fast mapping denotes the phenomenon that
a. words are associated with objects so rapidly that children are not systematically evaluating all possible
meanings of a word.
b. children have identified concepts prior to language; words are used as symbols to denote these concepts.
c. children are more likely to learn words consisting of sounds they have already mastered.
d. children often understand words before they are able to produce them in their own speech.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.37 When young children are learning new words, they
a. require many presentations of the new word to learn the correct referent.
b. systematically consider all possible hypotheses about the connection between the word and the correct
referent.
c. are more likely to learn an object’s name when adults look at the object while saying its name.
d. do not use sentence cues.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.38 Barry tells his three-year-old son, Billy, the name of an unfamiliar object. You would expect Billy to
a. use rules to link the word with its meaning.
b. not use any rules to determine the meaning of the word.
c. need to hear the new word many times before he learns its correct meaning.
d. systematically evaluate all possible hypotheses regarding the correct meaning of the word.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.39 Which of the following is a CORRECT statement concerning the rules children use to learn new words?
Diff: Moderate
a. If an unfamiliar word is heard in the presence of objects that already have names and objects that do not,
the word refers to one of the objects that does not have a name.
b. A name refers to a part of an object, not the whole object.
c. A name refers to one particular object not to all objects of the same type.
d. If an object already has a name and another name is presented, the new name is incorrect.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.40 According to the rules that young children use to learn the meanings of new words, when Ravisha points to
a picture of a boy in a blue shirt and says “boy” her 13-month-old son will assume that the word “boy”
refers to
a. the boy. c. the color blue.
b. the boy’s shirt. d. the book that Ravisha is reading.
Chapter Module: Learning the Meanings of Words
Diff: Hard
9.41 Two-year-old Michael already knows the meaning of the word dog. One day when he is at a park with his
mother, they see a dog and his mother points to the dog and says, “That’s a collie.” Michael is likely to
conclude that
a. his mother does not know what a dog is.
b. all dogs are called collies.
c. a collie is a special type of dog.
d. collie refers to some part of the dog, such as its head or tail or neck.
Chapter Module: Learning the Meanings of Words
Diff: Hard
9.42 Children use sentence cues to judge word meanings. Given this, how will two-year-old Elena interpret the
following sentence: “This is a Blick.”
a. That “Blick” is a proper name.
b. That “Blick” is a nonsense word with no meaning.
c. That “Blick” is a category name.
d. That “Blick” is a verb.
Chapter Module: Learning the Meanings of Words
Diff: Hard
9.43 The results of Gershkoff–Stowe and Smith’s (2004) study demonstrated all of the following EXCEPT
a. the onset of the naming explosion occurred around the same time as the onset of shape bias.
b. once toddlers showed a shape bias, they used this knowledge to learn new words faster.
c. toddlers learn that paying attention to shape is a good way to learn object names.
d. word learning requires the use of built-in, language-specific, specialized mechanisms.
Chapter Module: Learning the Meanings of Words
9.44 Defining a word too narrowly is known as
a. an overextension. c. fast mapping.
b. an underextension. d. overregularization.
Chapter Module: Learning the Meanings of Words
Diff: Easy
9.45 Hannah uses the word cat to refer only to her cat, not to other cats. Hannah’s mistake is an example of
a. fast mapping. c. overextension.
b. overregularization. d. underextension.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.46 When children make the mistake of defining a word too broadly, it is referred to as
a. overregularization. c. underextension.
b. overextension. d. fast mapping.
Chapter Module: Learning the Meanings of Words
Diff: Easy
9.47 When Utsav is riding in the car with his mother, he will point at buses, vans, bikes, and trucks and say
“car.” This is an example of
a. an overextension. c. fast mapping.
b. an underextension. d. overregularization.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.48 Which of the following is the best example of an overextension?
a. using the word “house” to refer only to the family’s house
b. hearing the unfamiliar word “shoe” and concluding that it refers to objects that are worn on feet
c. using the word “horsie” to refer to all four-legged creatures
d. saying “I goed” instead of “I went”
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.49 Overextensions
a. occur more often when children are producing words than when they are comprehending words.
b. occur when children define a word too narrowly.
c. are not influenced by feedback from parents.
d. become more common as children get older.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.50 Both overextensions and underextensions
a. occur more often when children are producing words than when they are comprehending words.
b. occur more often as children move away from attentional cues and toward language and social cues for
word learning.
c. disappear gradually as children refine meanings for words with more exposure to language.
d. become more common as children get older.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.51 The ability to remember speech sounds briefly is known as
a. phonological memory. c. expressive memory.
b. referential memory. d. fast mapping.
Chapter Module: Learning the Meanings of Words
Diff: Easy
9.52 The naming explosion typically occurs at 18 months, but the timing of this event varies widely for
individual children. Which of the following is NOT correct regarding individual differences in word
learning?
a. Twin studies find that vocabulary size is more similar in identical twins than in fraternal twins
indicating a role for genetics.
b. Children have larger vocabularies when they are exposed to high-quality language.
c. Children who have difficulty remembering speech sounds accurately find word learning
particularly challenging.
d. Children learn fewer words when their parents’ speech is rich in different words and is
grammatically sophisticated.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.53 Eighteen-month-old Zach’s vocabulary consists mainly of words that are the names of objects, persons, or
actions. Zach has a(n) __________ style of learning language.
a. expressive c. social
b. referential d. fast mapping
Chapter Module: Learning the Meanings of Words
Diff: Easy
9.54 Youngsters with a referential style of language-learning
a. use language primarily as a social tool.
b. have a high percentage of question words (what, where) in their vocabularies.
c. have vocabularies that are dominated by the names of objects, persons, or actions.
d. have balanced vocabularies containing words used for questions, social-interactions, and names.
Chapter Module: Learning the Meanings of Words
9.55 Children with expressive language-learning styles
a. have vocabularies that primarily consist of the names of objects, people, and actions.
b. have vocabularies that consist of many social phrases.
c. use language as an intellectual tool.
d. have vocabularies that contain few question words, such as “what.”
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.56 Eighteen-month-old Lenny’s vocabulary contains some words that are names for objects, but also has many
social phrases such as “I want it” and “Go away.” Lenny has a(n) __________ style of learning language.
a. intellectual c. referential
b. fast mapping d. expressive
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.57 Children with a referential style of learning language use language mainly as a(n) __________ tool whereas
children with an expressive style of learning language use language primarily as a(n) __________ tool.
a. adult-directed; child-directed c. intellectual; social
b. child-directed; adult-directed d. social; intellectual
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.58 Kim has an expressive style of learning language. Ellie has a referential style of learning language. You
would expect to find that
a. Kim knows more words that are names, but Ellie knows more social phrases.
b. Kim knows more social phrases, but Ellie knows more words that are names.
c. Kim knows more words that are names, but Ellie knows more question words.
d. Kim and Ellie’s vocabularies both contain equal numbers of words that are names, social phrases, and
question words.
Chapter Module: Learning the Meanings of Words
Diff: Hard
9.59 Which of the following statements is TRUE regarding the influence of the environment on language
development?
a. The frequency of parental speech is not related to the size of a child’s vocabulary.
b. Naming objects that are the focus of a child’s attention is not related to word learning.
c. Children who are passively exposed to television shows, such as cartoons have larger vocabularies than
other children.
d. Questioning children while reading to them forces them to identify the meanings of new words.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.60 Which of the following is positively related to the size of a child’s vocabulary?
a. having parents who speak to the child infrequently
b. reading written material
c. rarely asking children questions
d. viewing cartoons on television
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.61 Joanne and Dennis want to do all they can to expand their preschooler son’s vocabulary. Which of the
following would you recommend to them?
a. When reading stories, simply read the story and do not ask him questions.
b. Have him watch “Sesame Street” regularly.
c. Have him watch “Sesame Street” only occasionally.
d. Have him watch many cartoons.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.62 Which of the following is NOT correct regarding the impact of video on word learning?
a. Preschool children who regularly watch “Sesame Street” usually have larger vocabularies than
preschoolers who watch “Sesame Street” occasionally.
b. Television shows that promote word learning are those that tell a story or directly ask questions of the
viewer (e.g., “Dora the Explorer”).
c. The benefit of television shows on word learning is greatest when preschoolers watch them with adults
because the video becomes the focus of joint attention.
d. Most cartoons benefit word learning as much as other television shows like “Thomas the Tank Engine”
or “Blue’s Clues”.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.63 Deloache and colleagues (2010) conducted an experiment to determine the impact of exposure to infant–
oriented videos on word learning. Which of the following is correct regarding the results of their
experiment?
a. Infants learned the most words when parents taught them directly rather than through video.
b. Exposure to words through video produced greater word learning than through the control condition.
c. Exposure to words in the control condition produced greater word learning than through the video
condition.
d. Infants learned equally as many words through video as they did when their parents taught them directly.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
268
9.64 Which of the following is NOT one of the reasons for why baby videos seem to have no benefit for infants’
word learning?
a. Videos for infants are poorly designed.
b. Videos for infants are insufficient to support language processing and are developmentally inappropriate.
c. Infants 12 to 18 months of age have limited understanding of relationships between real objects and their
depictions in photographs and videos.
d. Infants 12 to 18 months of age spend very little time watching videos.
Chapter Module: Learning the Meanings of Words
9.65 Bilingual children
a. have lower IQ scores than monolingual children.
b. do not understand the fine points of grammar as well as monolingual children.
c. are at a linguistic disadvantage when they begin elementary school.
d. are more likely than monolingual children to understand that words are simply arbitrary symbols.
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.66 Nicole is being raised in a home where both English and Spanish are spoken. She is likely to
a. learn language at the same rate as a child who is learning only one language.
b. learn language more slowly at first because she will mix words from the two languages, but will be as
proficient or better in language skill than monolingual children later in childhood.
c. learn language more quickly at first because she is exposed to more words but have less proficient
language skills than monolingual children later in childhood.
d. be delayed in her language growth throughout infancy and childhood.
Chapter Module: Learning the Meanings of Words
Diff: Hard
9.67 You are on a committee formed to make a recommendation to a school system about how to best help non–
English-speaking children master both academic content and English. Based on research in this area, what
language would you recommend be used for instruction?
a. English only
b. the children’s native language only
c. both English and the children’s native language
d. either English or the children’s native language, it does not matter which one is used
Chapter Module: Learning the Meanings of Words
Diff: Moderate
9.68 The study by DeLoache and her colleagues (1997) that used a “shrinking machine” demonstrated that
young children’s trouble with scale models is due to their
a. poor imagination skills.
b. trouble dealing with models as symbolic representation.
c. inability to remember the location of the hidden toy.
Diff: Moderate
269
d. difficulty in comprehending adult-directed speech.
Chapter Module: Learning the Meanings of Words
9.69 A language’s rules for combining words to create sentences are referred to as
a. telegraphic speech. c. grammatical morphemes.
b. semantic bootstrapping. d. syntax.
Chapter Module: Speaking in Sentences
Diff: Easy
9.70 __________ refers to using only words directly relevant to meaning.
a. Semantic bootstrapping c. Overregularization
b. A grammatical morpheme d. Telegraphic speech
Chapter Module: Speaking in Sentences
Diff: Easy
9.71 Who is most likely to be using telegraphic speech?
a. six-month-old Linda c. three-year-old Lucinda
b. 18-month-old Lorna d. five-year-old Louisa
Chapter Module: Speaking in Sentences
Diff: Moderate
9.72 When Angela says “Me down” instead of “I would like to get down,” she is using
a. overregularization. c. telegraphic speech.
b. a grammatical morpheme. d. underextension.
Chapter Module: Speaking in Sentences
Diff: Moderate
9.73 Which of the following is an example of telegraphic speech?
a. “Baby hungry.”
b. the “ing” in “kicking”
c. using the word “car” to refer to trucks, vans, and automobiles
d. using the word “dog” to refer only to the family dog
Chapter Module: Speaking in Sentences
Diff: Moderate
9.74 The production of two-word speech
a. usually occurs around the first birthday.
b. is haphazard and is not based on any rules.
c. follows rules that are very different from language to language.
Diff: Hard
270
d. often is called telegraphic speech.
Chapter Module: Speaking in Sentences
9.75 Children use rules such as “agent + action,” “action + object,” “action + location,” and
“attribute + entity” to
a. form grammatical morphemes. c. use semantic bootstrapping.
b. form two-word sentences. d. produce overregularizations.
Chapter Module: Speaking in Sentences
Diff: Hard
9.76 __________ are words or endings of words (such as –ed or –ing) that make a sentence grammatical.
a. Overextensions c. Grammatical morphemes
b. Underextensions d. Overregularizations
Chapter Module: Speaking in Sentences
Diff: Easy
9.77 A child who says “I am eating my lunch” instead of “Me eat” is using
a. telegraphic speech. c. overregularization.
b. overextension. d. grammatical morphemes.
Chapter Module: Speaking in Sentences
Diff: Moderate
9.78 Children’s use of grammatical morphemes is based primarily on
a. learning individual words. c. inflection.
b. the use of rules. d. telegraphic speech.
Chapter Module: Speaking in Sentences
Diff: Moderate
9.79 Berko’s classic study in which she showed children a nonsense object labeled a “wug” and then presented
the child with a picture of two of these objects to see how the child would supply the plural form of “wug”
demonstrated that preschool
a. children’s use of grammatical morphemes is based on rules.
b. children do not use inflection.
c. children’s language is not based on rules.
d. children acquire a rule for using “un + verb” to reverse or stop the action of a verb.
Chapter Module: Speaking in Sentences
Diff: Moderate
9.80 __________ occurs when children apply rules to words that are exceptions to the rule.
a. An underextension c. Overregularization
b. An overextension d. Semantic bootstrapping
Diff: Moderate