Psychology & Language: Chapter 5 Quiz

Which example does not support the mutual exclusivity bias? A. When shown a picture of a hammer and asked what it is, a child responds "hammer," but is unable to generate another name for the object, such as tool or weapon. B. When shown an apple and a fruit he has never seen before, a child assumes that the novel word zaf refers to the new fruit. C. When asked to provide her mother's name, the child says "Mommy" but does not provide her parent's actual name. D. When shown a picture of a hammer, and asked to provide as many words to name it as possible, a child calls it a hammer and a tool.

?

If you were a researcher testing a 12-month-old, which of the following would you expect the child to be able to recognize as a whole object? A. A shape that they have previously seen in two parts as well as together B. A shape that they have previously seen only in pieces C. A shape that they have previously seen embedded in a whole object D. One of two separate and partially hidden shapes that move together

A. A shape that they have previously seen in two parts as well as together

Which situation would be most likely to lead a young child to conclude that the word ball can be interpreted as a new basic-level category? During a study, the researcher uses the word ball to refer to A. a collection of balls, including a tennis ball, beach ball, and basketball. B. a soccer ball. C. a group of toys that included a doll, a truck, and a ball. D. pictures of a Dalmatian and of a baseball.

A. a collection of balls, including a tennis ball, beach ball, and basketball.

A child growing up in a bilingual Spanish/English environment A. knows more words overall but fewer in each language. B. experiences a long-term lag in acquisition of dominant language skills. C. learns each language more slowly than a monolingual child. D. knows fewer words overall, leading to lower school performance.

A. knows more words overall but fewer in each language.

After reading the findings of Xu and Carey (1996), you decide to test 9-month-old Charlie, whom you regularly babysit. First you bring a toy horse from behind a screen then hide it again, and then you bring a drum from behind the screen then hide it again. When you remove the screen that hid the toys, Charlie will be surprised if A. you named each toy as it appeared, but only the horse is revealed. B. you named each toy as it appeared and both toys are revealed. C. only the drum is revealed. D. two totally different toys are revealed.

A. you named each toy as it appeared, but only the horse is revealed.

Which one of these might be considered a feature of referential transparency? A. A parent pointing at a passing train and saying, "Oh no, we're going to be late!" B. A parent pointing at a passing train and saying, "Look at how long the train is!" C. The shape and movement of the train D. The sound a train makes

B. A parent pointing at a passing train and saying, "Look at how long the train is!"

Derivational affixes help us transform categories of words; which addition is an example of such a transformation? A. Adding -ing to run B. Adding -ful to joy C. Adding -s to walk D. Adding -ed to move

B. Adding -ful to joy

Refer to the figure, in which the blue bars represent "same" trials and the red bars represent "switch" trials.What is the best interpretation of Stager and Werker's 1997 data, represented by the four bars in the graph? A. Children reliably map different auditory stimuli onto different meanings regardless of whether the stimuli sound very similar or very different. B. Children have a difficult time realizing that two different auditory stimuli mean different things if the phonetic distinction between them is minimal. C. Children have a difficult time realizing that two different auditory stimuli mean different things if the phonetic distinction between them is large. D. Mean looking times cannot be used to describe how children map meaning onto sound information.

B. Children have a difficult time realizing that two different auditory stimuli mean different things if the phonetic distinction between them is minimal.

_______ describes what happens over time when a specialized word, for example a brand name, becomes a commonplace and universal term for a category of things, such as using Band-Aid to describe a sticky, plastic wound covering. A. Analogy B. Genericide C. Generality D. Marketability

B. Genericide

Based on the results of Stager and Werker's 1997 study, which two words would a 14-month-old child be most likely to understand as having two different meanings? A. lame/blame B. belt/rump C. foam/moan D. stone/loan

B. belt/rump

According to the concept of contingency, you can enhance the quality of input received by a child by A. simply increasing the number of words you use in the presence of the child. B. connecting the child's actions and words to a response in real-time. C. providing many opportunities for the child to overhear conversation taking place between others. D. increasing the number of people who provide input to the child.

B. connecting the child's actions and words to a response in real-time.

A child who, at an early age, used irregular verb forms correctly (using grow and its past tense grew) suddenly began using growed instead of grew. This child A. needs more intense educational programs to learn the rules of grammar. B. is extracting the rules for how to form tenses and applying those generalizations to words that seem similar. C. is regressing to a more comfortable state instead of learning to abstract the rules of grammar. D. has had an inadequate amount of parental input into the language learning process.

B. is extracting the rules for how to form tenses and applying those generalizations to words that seem similar.

Which phrase contains a transitive verb? A. Jamal waved excitedly. B. Sarah danced on the stage. C. John kissed Sarah. D. Beto coughed.

C. John kissed Sarah.

Which word contains more than one morpheme? A. Verve B. Wench C. Reface D. Stash

C. Reface

If a child hears an adult say "bear" and point at a basketball several times, the child would A. start to also label the object bear. B. attach an significant amount of evidence that the object is a bear and call it a bear until he or she has receives sufficient correction. C. attach an insignificant amount of evidence that the object is a bear and still learn the object is a ball. D. label the object a ball because of its ball-like features.

C. attach an insignificant amount of evidence that the object is a bear and still learn the object is a ball.

Due to lack of experience with specific objects or situations, babies may refer to objects using subordinate-level categories such as A. calling all four-legged creatures animals. B. calling human children and toy dolls babies. C. calling all cars Jeeps. D. calling all apples fruit.

C. calling all cars Jeeps.

An example of an inflectional affix is A. -ly in strangely. B. a- in apolitical. C. pre- in prevail. D. -ed in worked.

D. -ed in worked.

The ASL sign for cat illustrates the concept of A. superordinate-level categories. B. onomatopoeia. C. mutual exclusivity. D. iconicity.

D. iconicity

What occurs when a baby has become habituated to an auditory stimulus? A. After repeated presentations of the same auditory stimulus, the baby spends less time orienting toward that stimulus when it is played again, than it did during past presentations of the same stimulus. B. After repeated pairings of a visual and auditory stimulus, a baby no longer orients at all toward either stimulus when either is presented again. C. The baby is captivated by the auditory stimuli whenever it is presented. D. After repeated pairings of a visual and auditory stimulus, a baby spends more time orienting toward a visual stimulus when its auditory complement is heard.

A. After repeated presentations of the same auditory stimulus, the baby spends less time orienting toward that stimulus when it is played again, than it did during past presentations of the same stimulus.

_______ are sentence frames that help identify the number of objects or participants involved in the event or situation described by a sentence. A. Argument structures B. Verbal structures C. Information structures D. Linguistic structures

A. Argument structures

Based on Baldwin and colleagues 1993 and 1996 studies on associative learning in very young children, in which scenario would a child be most likely to learn that a round object is a ball? A. While Jakob is playing with a toy truck, he hears a researcher say, "this is a ball" as the researcher directs his attention to the object in the researcher's hand, which is a round object. B. Jakob is allowed to play with both a toy truck and a ball, as he hears the words truck and ball over a loudspeaker. C. Jakob watches as an older child plays with a ball and a truck, while occasionally using the word ball. D. Jakob is given a round object to play with as the word ball is played over a loud speaker.

A. While Jakob is playing with a toy truck, he hears a researcher say, "this is a ball" as the researcher directs his attention to the object in the researcher's hand, which is a round object.

Research on the linguistic interactions between robots and young children would predict that Sonny, an 18-month-old, would A. be able to follow the gaze of a robot as it "looked" at a ball with its mechanical eyes. B. learn that a round object is a ball if his mom was holding the ball for Sonny while the robot played the pre-recorded word ball. C. not orient toward a robot. D. learn that a round object is called a ball if a robot oriented its mechanical gaze at the object while simultaneously playing the pre-recorded word ball.

A. be able to follow the gaze of a robot as it "looked" at a ball with its mechanical eyes.

As a neurolinguist, you would predict that a patient with Alzheimer's disease would have more trouble retrieving the past-tense verb _______ than would a patient suffering from Parkinson's disease. A. brought B. helped C. kicked D. baked

A. brought

Which training technique would best help Timmy, a 12-month-old, to associate the word puzzle with a collection of puzzle pieces as well as the completed puzzle? A. Show Timmy the word puzzle as well as a picture of the puzzle and point to both as you say the word puzzle. B. Show Timmy the completed puzzle as well as the process of completing the puzzle while talking about the object/objects as a puzzle. C. Have Timmy watch as another researcher attempts to put the puzzle together as they refer to the pieces using the word puzzle. D. Show Timmy the puzzle pieces, let him play with them and continue to use the word puzzle throughout the process.

B. Show Timmy the completed puzzle as well as the process of completing the puzzle while talking about the object/objects as a puzzle.

In terms of babies' category formation, an example of over-extension would be A. referring to any large-eared animal as a hat. B. calling all round objects a ball. C. referring to any adult as a grown-up. D. only referring to a daisy as a flower.

B. calling all round objects a ball.

Human natural languages seem to follow a duality of patterning, meaning that A. we are all capable of learning any language, given the right environment for encoding. B. sounds combine into small meaningful units called morphemes, and those small units can combine into still larger phrases and sentences, conveying even more complex information. C. there is a direct translation for each idea from one language to another. D. sounds have the capacity to represent a wide variety of syntactic options and meanings.

B. sounds combine into small meaningful units called morphemes, and those small units can combine into still larger phrases and sentences, conveying even more complex information.

When children begin to learn about word-object relationships, they usually learn this information when their parents A. utter one-word labels for objects. B. speak to them using phrases or sentences about the object. C. try to elicit cued responses as they point to the object. D. place the objects in the children's hands as they name the object.

B. speak to them using phrases or sentences about the object.

Which of the following is the best example of a basic-level category? A. Of the words shoes, shirts, wardrobe; wardrobe is a basic-level category. B. Of the words lion, tiger, and mammal; mammal is a basic-level category. C. Of the words dog, terrier, and mammal; dog is a basic-level category. D. Of the words wingtips, shoes, flip-flops; flip-flops is a basic-level category.

C. Of the words dog, terrier, and mammal; dog is a basic-level category.

Based on the research of Kellman and Spelke (1983), which scenario would be most likely? A. Kasie, a 4-month old, is surprised to see that two legs, protruding from behind a curtain and moving together, belong to the same toy squirrel, when the curtain is removed. B. Mari, a 4-month old, does not show surprise when a dog passes through a wall on a computer monitor in front of her. C. Pascal, a 3-month old, is surprised to see that two legs, protruding from behind a curtain and moving together, belong to two different toy squirrels, when the curtain is removed. D. Denis, a 9-month old, does not recognize that the word rabbit refers to the entire animal; rather he thinks it only refers to the animal's ears.

C. Pascal, a 3-month old, is surprised to see that two legs, protruding from behind a curtain and moving together, belong to two different toy squirrels, when the curtain is removed