Ling 1

e. [kærəməl]

According to the video, how is the word "caramel" pronounced in Australian English? (Time: 7:35) Select one: a. [karməl] b. [karmɛl] c. [kəræməl] d. [karəməl] e. [kærəməl] f. [kʌrməl]

b. [lɛʒə]

According to the video, how is the word "leisure" pronounced in Australian English? (Time: 10:22) Select one: a. [leizhure] b. [lɛʒə] c. [liʒər] d. [lezure] e. [lɛzjər] f. [lɛsure]

d. [niʃ]

According to the video, how is the word "niche" pronounced in Australian English? (Time: 6:52) Select one: a. [nich] b. [nɪʧ] c. [nɪche] d. [niʃ] e. [neesh] f. [niʤ]

d. Voicing

For each set of sounds below, identify all of the feature(s) that they have in common. Example: [v] [f] labiodental, fricative, consonant Note: each set may share one or more one feature. [b] [z] [n] [r] [l] Select one: a. Voicing, place b. Place, manner c. Manner, place, voicing d. Voicing e. Place f. Manner

f. Manner, voicing

For each set of sounds below, identify all of the feature(s) that they have in common. Example: [v] [f] labiodental, fricative, consonant Note: each set may share one or more one feature. [f] [θ] [s] [ʃ] [h] Select one: a. Voicing, place b. Place, manner c. Manner, place, voicing d. Voicing e. Place f. Manner, voicing

e. Height, tenseness

For each set of sounds below, identify all of the feature(s) that they have in common. Example: [v] [f] labiodental, fricative, consonant Note: each set may share one or more one feature. [i] [u] Select one: a. Height b. Frontness, Rounding c. Backness, Height d. Rounding, backness e. Height, tenseness f. Rounding, tenseness, backness

b. Place, manner

For each set of sounds below, identify all of the feature(s) that they have in common. Example: [v] [f] labiodental, fricative, consonant Note: each set may share one or more one feature. [k] [g] Select one: a. Voicing, place b. Place, manner c. Manner, place, voicing d. Voicing e. Place f. Manner

a. Tenseness

For each set of sounds below, identify all of the feature(s) that they have in common. Example: [v] [f] labiodental, fricative, consonant Note: each set may share one or more one feature. [ɪ] [ʊ] [ə] [ɛ] Select one: a. Tenseness b. Frontness, rounding c. Backness, height d. Rounding, backness e. Height, tenseness f. Rounding, tenseness, backness

d. The string the Wookie with a blaster is a constituent.

For questions 10-12, consider the following ambiguous sentence: The Jawa has attacked the Wookie with a blaster. To answer questions 10 and 11, consider only the interpretation where the Jawa has the blaster and the phrase structure tree that corresponds to that specific interpretation. To answer question 12, consider only the interpretation where the Wookie has the blaster and the phrase structure tree that corresponds to that interpretation. Which statement correctly describes the tree? (Our advice: Draw the tree first. Then answer the question.) Select one: a. The string The Jawa has attacked is a constituent. b. There are three VPs in the tree. c. The PP is sister to a VP. d. The string the Wookie with a blaster is a constituent. e. B and C are correct. f. A and D are correct. g. All of the above statements above are correct. h. None of the above statements is correct.

e. B and C are correct.

For questions 10-12, consider the following ambiguous sentence: The Jawa has attacked the Wookie with a blaster. To answer questions 10 and 11, consider only the interpretation where the Jawa has the blaster and the phrase structure tree that corresponds to that specific interpretation. Which statement describes the correct tree for this sentence? (Our advice: Draw the tree first. Then answer the question.) Select one: a. The string The Jawa has attacked is a constituent. b. There are three VPs in the tree. c. The PP is sister to a VP. d. The string the Wookie with a blaster is a constituent. e. B and C are correct. f. A and D are correct. g. All of the above statements above are correct.

d. mitsho

For questions 26-30, consider the following data, which are based off a language spoken in the United States and Canada. Note that there are short vowels [a] and long vowels [aa]. Identify the following morphemes in this language: "boil" Select one: a. mit b. mits c. mitsh d. mitsho e. mitshow f. imitsho

b. [beðd]

For questions 6-15, choose the best transcription of the following words into IPA. "bathed" Select one: a. [bayðd] b. [beðd] c. [beyqt] d. [beðed] e. [baðd] f. [bæqd]

b. [ʤʌstɪs]

For questions 6-15, choose the best transcription of the following words into IPA. "justice" Select one: a. [justis] b. [ʤʌstɪs] c. [jʌstice] d. [ʧʌztɪz] e. [ʤustice] f. [djastɪs]

e. [læmz]

For questions 6-15, choose the best transcription of the following words into IPA. "lambs" Select one: a. [lambz] b. [læms] c. [lambs] d. [lamz] e. [læmz] f. [lams]

b. [plʌmər]

For questions 6-15, choose the best transcription of the following words into IPA. "plumber" Select one: a. [plumer] b. [plʌmər] c. [plumber] d. [plʌmmer] e. [pəlʌmer] f. [plʊmar]

f. [sajko]

For questions 6-15, choose the best transcription of the following words into IPA. "psycho" Select one: a. [psajko] b. [sajcho] c. [psayko] d. [sayko] e. [psajko] f. [sajko]

b. [kwot]

For questions 6-15, choose the best transcription of the following words into IPA. "quote" Select one: a. [qwot] b. [kwot] c. [kuot] d. [kwote] e. [cwot] f. [quot]

d. [sɛlfi]

For questions 6-15, choose the best transcription of the following words into IPA. "selfie" Select one: a. [selfi] b. [sɛlphi] c. [sellfi] d. [sɛlfi] e. [selfie] f. [cɛlfi]

a. speakers' attitudes about their own language can affect its viability.

From the screening "The Linguists", the case of Chulym shows that... Select one: a. speakers' attitudes about their own language can affect its viability. b. boarding schools in the Soviet Union played a vital role in the preservation of the language. c. elderly native speakers are typically more fluent than other adult native speakers. d. community involvement in language preservation efforts typically has a negative effect. e. when an untrained native speaker invents a writing system for a language, the resulting system is not useful for linguistic analysis.

b. Some languages do not have native speakers.

Indicate the correct statement(s) about language around the world. Select one: a. There are about 2,000 living languages total today. b. Some languages do not have native speakers. c. All languages spoken today have native speakers. d. Both A and B are true. e. Both B and C are true. f. None of the above are true.

d. are mostly severely endangered.

Native languages of North America... Select one: a. have impeded the spread of Spanish in the Southwest. b. are mostly flourishing, although there are some exceptions. c. have been losing speakers because their tonal systems are extremely difficult to learn. d. are mostly severely endangered. e. are a threat to the linguistic dominance of English.

a. Broca's Aphasia The speech is: - Lacking in grammatical structure - halting (not fluent) But: - We can understand what the speaker was trying to say

Observe the utterances below, from patients with two distinct types of aphasia. Patient A: "Cinderella...poor...um'dopted her...scrubbed floor, um, tidy...poor, um...'dopted...si-sisters and mother...ball. Ball, prince um, shoe... Name the condition that this patient suffers from. Which part of the brain is typically affected? Select one: a. Broca's Aphasia b. William's Syndrome c. Wernicke's Aphasia d. Anomia e. Specific Language Impairment

d. Both A and B

Patient A: "Cinderella...poor...um'dopted her...scrubbed floor, um, tidy...poor, um...'dopted...si-sisters and mother...ball. Ball, prince um, shoe... Justify your answer to the question above by explaining characteristics of this condition. Select one: a. The speech is disfluent and the syntax is affected. b. The speech makes sense. c. The patient's speech is fluent and the intended meaning is clear. d. Both A and B e. Both B and C f. All of A, B, and C

b. the notion that the structure of a language determines the way that its speakers think.

"Linguistic determinism" refers to... Select one: a. the fact that all natural languages have some way of encoding determiners (or articles) like theand a. b. the notion that the structure of a language determines the way that its speakers think. c. the fact that higher primates lack language, which determines that they also lack number concepts. d. the idea that grammatical categories differ across languages. e. the fact that language and culture are interrelated.

b. [gæradʒ]

According to the video, how is the word "garage" pronounced in Australian English? (Time: 4:55) Select one: a. [garadʒ] b. [gæradʒ] c. [gəradʒ] d. [gærɪdʒ] e. [gərədʒ]

c. they show that it is possible to lack language and still think. This is because they could hold jobs and performed ordinary activities that require thought.

Adults without language are important for the debate about the relationship between language and thought because... Select one: a. they provide crucial evidence that language is divorced from thought. This is because their non-verbal IQ remained the same once they started learning language. b. their experiences with learning to count show that the ability to form number concepts is directly tied to language. Before they acquired language, they had no words for numbers. c. they show that it is possible to lack language and still think. This is because they could hold jobs and performed ordinary activities that require thought. d. their performance on IQ tests improved as they were taught language. Therefore language and thought are closely linked. e. when they were taught language, they processed it in the right hemisphere. Thus, lack of language directly affected the way that they think.

f. Chelsea is better. She was brought up in a non-abusive environment so we know that psychological factors do not play a role.

Comparing the cases of Genie and Chelsea, which one is more likely a better candidate to test the Critical Period Hypothesis for Language? Select one: a. Genie is better. The fact that she was raised in an abusive environment provides us a clearer picture of what can be attained linguistically under such extreme circumstances. b. Chelsea is better because she was given explicit language training, unlike Genie. Therefore we know exactly how much progress she made. c. Genie is better. She did not receive explicit language training, unlike Chelsea. d. Chelsea is better because her first linguistic input preceded the onset of puberty. Her level of attainment is a direct test of the Critical Period Hypothesis. e. Genie is better. Dichotic listening tests show that her language is right-lateralized. The Critical Period Hypothesis predicts this to be the case. f. Chelsea is better. She was brought up in a non-abusive environment so we know that psychological factors do not play a role.

c. The patient has Anomia because there are difficulties in naming objects. However, their syntax is unaffected.

Consider next data from Patient B, when a speech therapist provides her with an orange and patient B says: "I don't remember the word for this. You can find it in the kitchen on the counter. You eat it. It is round. It's hard. It smells familiar, but I can't remember what it's called." The patient's response indicates that.... Select one: a. The patient has Broca's Aphasia because their speech is not fluent and it makes sense. b. The patient has Wernicke's Aphasia because their speech is labored and non-sensical. c. The patient has Anomia because there are difficulties in naming objects. However, their syntax is unaffected. d. The patient has William's Syndrome because their speech is fluent and their spatial abilities are atypical. e. The patient has Wernicke's Aphasia because their speech is fluent, but non-sensical. f. The patient has Broca's Aphasia because their speech is fluent, and makes sense.

e. All of the Above.

Consider some profanities in Singlish (and their translations into North American English), and which of them you find offensive. That is, think about whether the word by itself is something you find offensive, not the translation into English. (Note that Singlish has borrowed from the Southern Chinese languages Hokkien and Teochow.) What do these data suggest? a. Like most words in language, the relationship between form and meaning of profane words is arbitrary. b. Social custom determines what constitutes profanity. c. Similar to differences in phonetics, morphology, and syntax, what counts as profanity varies by dialect. d. A and B e. All of the above.

c. No. A descriptive grammarian would judge this sentence to be incorrect because native speakers of English reject such sentences.

Consider the following quote to answer question 4: "When nine hundred years old you reach, look as good you will not." Would this sentence be correct according to a descriptive grammar of English? Select one: a. No. A descriptive grammarian would judge this sentence as incorrect because it displays lack of linguistic competence. b. Yes. A descriptive grammarian would judge this sentence as correct because the intended meaning is clear to native speakers of English. c. No. A descriptive grammarian would judge this sentence to be incorrect because native speakers of English reject such sentences. d. Yes. A descriptive grammarian would judge this sentence to be correct because a native speaker's performance sometimes yields such sentences. e. No. A descriptive grammarian would judge this sentence as incorrect because Universal Grammar does not allow for such a word order in a natural language. f. A descriptive grammarian would judge this sentence as incorrect because this word order is found in Old English, but not in modern English.

f. All of the above statements are correct.

Consider the following sentence and the phrase structure tree that would be used to represent it: The shuttle crashed on Hoth. A LING 1 student runs constituency tests on this sentence and reaches some conclusions. Which are correct? Select one: a. There are two VPs in this sentence. b. "crashed on Hoth" is a constituent. c. The NP "the shuttle" is sister to a VP. d. The string "on Hoth" is a constituent. e. A and D are correct. f. All of the above statements are correct. g. None of the above statements is correct.

d. Yes. A descriptive grammarian would judge this sentence to be correct because native speakers of English actually say things like this.

Consider the following sentence to answer questions 2 and 3; "I don't need nothing from you." Would this sentence be correct according to a descriptive grammarian? Select one: a. No. A descriptive grammarian would judge this sentence as incorrect because English does not have double negatives. b.Yes. A descriptive grammarian would judge this sentence as correct because such sentences are grammatical in a number of other languages, such as French, Spanish, and Italian. c. No. A descriptive grammarian would judge this sentence to be incorrect because double negatives only appeared in English in the early 20th century. d. Yes. A descriptive grammarian would judge this sentence to be correct because native speakers of English actually say things like this. e.Yes. A descriptive grammarian would judge this sentence to be correct because Universal Grammar permits this option.

a. No. A prescriptive grammarian would judge this sentence as incorrect because a sentence is not supposed to have double negatives in English.

Consider the following sentence to answer questions 2 and 3; "I don't need nothing from you." Would this sentence be correct according to a typical prescriptive grammar of English Select one: a. No. A prescriptive grammarian would judge this sentence as incorrect because a sentence is not supposed to have double negatives in English. b. Yes. A prescriptive grammarian would judge this sentence as correct because there are many examples of such sentences in the works of well-known writers like Shakespeare, Austen, Dickens, and Twain. c. No. A prescriptive grammarian would judge this sentence to be incorrect because double negatives only appeared in English in the early 20th century. d. Yes. A prescriptive grammarian would judge this sentence to be correct because native speakers of English actually say things like this. e. No. A prescriptive grammarian would judge this sentence as incorrect because Classical Latin did not permit such double negatives.

c. "stole a comb" is a constituent.

Consider the following unambiguous sentence and the phrase structure tree that would be used to represent it: The Wookie stole a comb. Which of the following statements is true about the correct PS tree for this sentence? Select one: a. The NP "a comb" is sister to VP. b. The string "Wookie stole a comb" is a constituent. c. "stole a comb" is a constituent. d. "The Wookie stole" is a constituent. e. A and B are true. f. C and D are true.

c. Tree 2 means "not able to be tied."

Consider the trees below and what meanings they correspond to. Which statement(s) is/are true? Select one: a. Tree 1 means "not able to be tied." b. Tree 1 means "not capable of being untied." c. Tree 2 means "not able to be tied." d. Tree 2 means "not capable of being untied." e. A and C are true. f. B and C are true.

a. For. Genie began receiving language input only at puberty near the end of the critical period. She has not been able to acquire English to native-like levels.

Does the case of Genie provide evidence for or against the existence of a critical period for language? Select one: a. For. Genie began receiving language input only at puberty near the end of the critical period. She has not been able to acquire English to native-like levels. b. Against. After training, Genie has been able to acquire an extensive English vocabulary. This would not be possible if there were a critical period. c. For. Although Genie has learned English syntax and phonetics after puberty, she struggles with morphology. d. Against. Although Genie has acquired limited English morphology after puberty, her knowledge of the phonetics and syntax is native-like. e. For. Only after extensive training was Genie able to acquire English to native-like levels. This is unlike what happens to children before the critical period. f. Against. Once Genie began to receive language input, she was able to attain native levels of English proficiency, even in the absence of explicit training.

b. "The Jawa has done so" shows that "attacked the Wookie with a blaster" is a VP constituent.

For questions 10-12, consider the following ambiguous sentence: The Jawa has attacked the Wookie with a blaster. To answer questions 10 and 11, consider only the interpretation where the Jawa has the blaster and the phrase structure tree that corresponds to that specific interpretation. A LING 1 student ponders the results of constituency tests that she ran on this sentence. What conclusions can she reach? Select one: a. "The Jawa has done so" shows that "The Jawa" is a constituent. b. "The Jawa has done so" shows that "attacked the Wookie with a blaster" is a VP constituent. c. "The Jawa has done so with a blaster" shows that "with a blaster" is a constituent. d. "It's a blaster that that the Jawa attacked the Wookie with" shows that "a blaster" is not a constituent. e. All of the statements are true. f. All of the statements are false.

a. cuiin caam ne paal

For questions 13-15, consider the following data come from Dinka, a Nilo-Saharan language of The Sudan. Ayen ace cuiin caam ne paal Ayen has food eaten with knife "Ayen has eaten food with a knife" Select one: a. cuiin caam ne paal b. cuiin caam ne c. ace cuiin caam d. caam ne paal e. Ayen ace cuiin caam

The one in the picture

For questions 13-15, consider the following data come from Dinka, a Nilo-Saharan language of The Sudan. Ayen ace cuiin caam ne paal Ayen has food eaten with knife "Ayen has eaten food with a knife" What is the correct PS tree for this sentence?

b. VP → VP PP

For questions 13-15, consider the following data come from Dinka, a Nilo-Saharan language of The Sudan. Ayen ace cuiin caam ne paal Ayen has food eaten with knife "Ayen has eaten food with a knife" Which PS rule(s) do you have evidence for in Dinka? Select one: a. VP → NP V VP b. VP → VP PP c. NP → N VP d. VP → V PP e. A and C f. All of the above

a. Voiceless stops in SNAE are voiceless stops in ME.

For questions 16 and 17, you are to characterize some differences in pronunciation between two dialects: Standard North American English (SNAE) and Malaysian English (ME). (If you are not a native speaker of English, you can access the "Homework 2" video clip to hear the SNAE pronunciation of these words.) Select the true statement(s) about the differences between SNAE and ME. (Hint: write phonetic transcriptions of the SNAE words first.) (If you are not a native speaker of English, you can access the "Homework 2 " video clip to hear the SNAE pronunciation of these words.) Select one: a. Voiceless stops in SNAE are voiceless stops in ME. b. Word final voiceless stops in SNAE are voiced stops in ME. c. Word initial voiceless fricatives in SNAE are voiced stops in ME. d. Word final voiceless stops in SNAE are voiced affricates in ME. e. Word initial fricatives in SNAE are voiceless stops in ME. f. Voiced stops in SNAE are voiceless stops in ME.

b. Word final voiced stops in SNAE are voiceless stops in ME.

For questions 16 and 17, you are to characterize some differences in pronunciation between two dialects: Standard North American English (SNAE) and Malaysian English (ME). (If you are not a native speaker of English, you can access the "Homework 2" video clip to hear the SNAE pronunciation of these words.) Select the true statement(s) about the differences between SNAE and ME. (Hint: write phonetic transcriptions of the SNAE words first.) Select one: a. Voiceless stops in SNAE are voiced stops in ME. b. Word final voiced stops in SNAE are voiceless stops in ME. c. Word initial voiceless fricatives in SNAE are voiced stops in ME. d. Word final voiceless stops in SNAE are voiced fricatives in ME. e. Word initial fricatives in SNAE are voiceless stops in ME. f. Voiced stops in SNAE are voiceless stops in ME.

b. Word final [l] following a +back vowel in SNAE is deleted in HKE.

For questions 18 and 19, you are to consider the data below from speakers of Hong Kong English (HKE) and compare it to Standard North American English. (If you are not a native speaker of Standard North American English, you can listen to the pronunciation on the "Homework 2" video clip to hear the SNAE pronunciation of these words.) Select the true statement about the difference between SNAE and HKE. (Hint: write phonetic transcriptions of the SNAE words first.) Select one: a. [l] in SNAE is absent in HKE. b. Word final [l] following a +back vowel in SNAE is deleted in HKE. c. Word final [l] in SNAE is [w] in HKE. d. Word final [l] following a tense vowel in SNAE is deleted in HKE. e. Word final [l] following a +back vowel in SNAE is [w] in HKE. f. Word final [l] following a lax vowel in SNAE is deleted in HKE. g. Both B and D are true. h. Both A and E are true. i. All of the above statements are false.

a. Word final [l] in SNAE is [w] in HKE.

For questions 18 and 19, you are to consider the data below from speakers of Hong Kong English (HKE) and compare it to Standard North American English. (If you are not a native speaker of Standard North American English, you can listen to the pronunciation on the "Homework 2" video clip to hear the SNAE pronunciation of these words.) Select the true statement(s) about the differences between SNAE and HKE. (Hint: write phonetic transcriptions of the SNAE words first.) Select one: a. Word final [l] in SNAE is [w] in HKE. b. Word final [l] following a tense vowel in SNAE is deleted in HKE. c. Word final [l] following a -back vowel in SNAE is [w] in HKE. d. Word final [l] following a lax vowel in SNAE is deleted in HKE. e. Both B and D are true. f. Both A and D are true. g. All of the above statements are false

b. nohtee

For questions 26-30, consider the following data, which are based off a language spoken in the United States and Canada. Note that there are short vowels [a] and long vowels [aa]. Identify the following morphemes in this language: "try" Select one: a. minoh b. nohtee c. inohtee d. nohteem e. teemi f. teemit

d. nikamitshon

For questions 26-30, consider the following data, which are based off a language spoken in the United States and Canada. Note that there are short vowels [a] and long vowels [aa]. Identify the following morphemes in this language: Hint for questions 28-30: You will need to identify the morphemes that mean "I", "you" "past tense", "future tense" and "s/he" in order to answer the questions below. How would you say "I will boil" in this language? Select one: a. kikamitshon b. kikamitsn c. nimitshow d. nikamitshon e. nikimitsho f. kikimitson

f. kikibankun

For questions 26-30, consider the following data, which are based off a language spoken in the United States and Canada. Note that there are short vowels [a] and long vowels [aa]. Identify the following morphemes in this language: Hint for questions 28-30: You will need to identify the morphemes that mean "I", "you" "past tense", "future tense" and "s/he" in order to answer the questions below. How would you say, "You rolled into a ball"? Select one: a. kibankux b. nikibankux c. nikikabankun d. kakibankun e. nikikibanku f. kikibankun

b. kanohteebankux

For questions 26-30, consider the following data, which are based off a language spoken in the United States and Canada. Note that there are short vowels [a] and long vowels [aa]. Identify the following morphemes in this language: Hint for questions 28-30: You will need to identify the morphemes that mean "I", "you" "past tense", "future tense" and "s/he" in order to answer the questions below. If 'banku' means 'roll into a ball', how would you say: "S/he will try to roll into a ball"? Select one: a. kiminohbankux b. kanohteebankux c. kiinohtee d. ninohteem e. kiteemibankux f. kateemitbanku

b. [kæʃt]

For questions 6-15, choose the best transcription of the following words into IPA. "cashed" Select one: a. [caʃed] b. [kæʃt] c. [kæsht] d. [cæʧd] e. [kashed] f. [caʃt]

b. [ɛksprɛs]

For questions 6-15, choose the best transcription of the following words into IPA. "express" Select one: a. [ekspres] b. [ɛksprɛs] c. [eksprɛss] d. [ɪgspress] e. [ɛgzpres] f. [ɛcsprɛs]

f. [ʤɪræf]

For questions 6-15, choose the best transcription of the following words into IPA. "giraffe" Select one: a. [jɪræffe] b. [gɪræf] c. [ʤɪraf] d. [jiraf] e. [gjiræf] f. [ʤɪræf]

e. The kinds of input that a child receives does not seem commensurate with the grammatical knowledge that native speakers possess.

In what sense does first language acquisition involve a "logical problem"? Select one: a. It is difficult to understand children when they begin to acquire language. The problem is how they end up being comprehensible native speakers. b. The speed and depth of first language acquisition make it incompatible with the rate of development in other cognitive domains like vision and hearing. c. Children are strongly resistant to grammatical correction from adults. Thus, it is not clear how they end up acquiring the language. d. Children are born ready to acquire any human language. However, they typically only acquire the one(s) in their environment. e. The kinds of input that a child receives does not seem commensurate with the grammatical knowledge that native speakers possess. f. Despite differences in culture and child-rearing practices, children all over the world still pass through identical stages of language development.

f. All are true.

Indicate the correct statement(s) about language distribution worldwide. Select one: a. The vast majority of the world's population speak fewer than 350 languages in total. b. The vast majority of the world's languages are spoken by fewer than 10% of the total population. c.All living languages in Australia have at least one native speaker. d. A and B are true. e. A and C are false. f. All are true.

c. Yes, because Jimmy has typical range intelligence but impaired language abilities.

Jimmy is a student in the 3rd grade. He is the best player on his soccer team, and excels in his math and science classes. His favorite subject is Art, and he especially loves to draw horses and elephants. A child's drawing of a grey elephant with its baby near coconut trees, monkeys, and dog.A child's drawing and coloring of a brown running horse. In his art class, Jimmy has been overheard saying things like "Me got five crayon," "Her like yellow," and "You like picture?" Use this information to answer questions 12-14. Does Jimmy's story support the claim that there is no relationship between general intelligence and language ability? Select one: a. Yes, because this case shows a strong correlation between general IQ, visual/spatial cognition, and language abilities. b. No, because Jimmy has typical range intelligence and typical language abilities. c. Yes, because Jimmy has typical range intelligence but impaired language abilities. d. No, because this case shows a weak correlation between general IQ, visual/spatial cognition, and language abilities. e. Yes, because Jimmy has typical spatial/visual abilities, but atypical language abilities.

e. He likely has Specific Language Impairment. His IQ seems to be in the typical range and his visual/spatial cognition seems to be intact, but he has grammar problems.

Jimmy is a student in the 3rd grade. He is the best player on his soccer team, and excels in his math and science classes. His favorite subject is Art, and he especially loves to draw horses and elephants. A child's drawing of a grey elephant with its baby near coconut trees, monkeys, and dog.A child's drawing and coloring of a brown running horse. In his art class, Jimmy has been overheard saying things like "Me got five crayon," "Her like yellow," and "You like picture?" Use this information to answer questions 12-14. What do these facts suggest about Jimmy? Select one: a. It is likely that he has William's Syndrome. His visual/spatial cognition seems disrupted, he loves art, and he has grammar problems. b. Jimmy probably has Broca's Aphasia. His IQ seems to be in the typical range, but he has grammar problems, and he loves art. c. Jimmy is probably fine. All children go through the same stages of linguistic development. This includes a stage where children overgeneralize. d. The data suggest that Jimmy has a severed corpus collosum. He seems unable to process sentences correctly, has grammar problems, and excels in math and science. e. He likely has Specific Language Impairment. His IQ seems to be in the typical range and his visual/spatial cognition seems to be intact, but he has grammar problems.

d. It intends to suggest that Inuit speakers perceive the world differently than speakers of languages with fewer "snow" words.

Regardless of what we might conclude about such, what is the intended significance of the fact that there are multiple "snow" words in Inuit languages? Select one: a. Given their environment, it is unexpected that Inuit languages would have so many words for "snow". Therefore language is independent of environment. b. It correlates with the presence of multiple words for "white" in Inuit languages. Thus, language profoundly influences thought. c. Along with the fact that Inuit languages have many words that denote different kinds of motion across snow and ice, it suggests that language and thought are deeply intertwined. d. It intends to suggest that Inuit speakers perceive the world differently than speakers of languages with fewer "snow" words. e. B and C

b. there is a critical period for the acquisition of signed languages, just as for spoken language.

Studies of the acquisition of American Sign Language suggest that... Select one: a. both the age of exposure to ASL and the length of exposure determine the eventual level of attainment in ASL, unlike spoken language. b. there is a critical period for the acquisition of signed languages, just as for spoken language. c. it is the mirror image of what is found in spoken language. The earlier the exposure, the lower the levels of eventual proficiency. d.the length of exposure to ASL is crucial, not the age when a person is exposed to it. The Critical Period Hypothesis is not relevant. e. the length of exposure to ASL is not crucial and neither is the age of exposure. The amount of explicit instruction in ASL determines the eventual proficiency for native signers.

c. suppress Native American identity, languages, and cultures.

The boarding schools for Native American children were established to... Select one: a. encourage the retention of Indian languages and culture. b. shift the focus of education from traditional skills to modern creative arts. c. suppress Native American identity, languages, and cultures. d. provide an alternative educational pathway for children who were talented with language. e. help Native American children gain math and science skills suitable for leadership positions in government and industry.

e. Because English is the lexifier language.

Watch the following newscast in Cameroonian Pidgin English (which is a creole!) for a couple of minutes. Play Video Why might a native speaker of English think that this language is a form of "broken" English? Select one: a. Because English is the adstrate language. b. Because it is in fact ungrammatical. c. Because English is not the lexifier language. d. Because of the state of language endangerment. e. Because English is the lexifier language.

d. The statement is true because an item in the right visual field will be processed in the left hemisphere.

Watch the video that is on the CCLE website about the split-brain patient named Joe. Use the information provided in the video to answer questions 5-7. Consider the following statement, "Joe can name items that are presented in his right visual field." Choose the statement below that best describes the facts about Joe. Select one: a. The statement is true because an item presented to the right visual field will be processed first in the right hemisphere. b. The statement is false because an item presented in the left visual field will be processed in the left hemisphere. c. The statement is true because Joe's corpus callosum has been severed. d. The statement is true because an item in the right visual field will be processed in the left hemisphere. e. The statement is false because an item presented to the left visual field in non-split-brain people is first processed in the right hemisphere.

c. The statement is false because the item in the right visual field is processed in the left hemisphere.

Watch the video that is on the CCLE website about the split-brain patient named Joe. Use the information provided in the video to answer questions 5-7. Joe is presented with two items simultaneously - a car in the right visual field, and a dog in the left visual field. When asked what he sees, he responds, "Dog." Select one: a. The statement is false because the items are presented simultaneously. Joe would name both items since they are in both visual fields. b. The statement is false because the items are presented simultaneously. Joe couldn't name either item since his corpus callosum is severed. c. The statement is false because the item in the right visual field is processed in the left hemisphere. d. The statement is true because the corpus collosum allows the stimulus in the left visual field stimulus to be processed first. e. The statement is true because the items are presented simultaneously. The item in the left visual field is processed in the right hemisphere.

a. Given the contralateral nature of brain function, stimuli in the left visual field are processed in the right hemisphere. Therefore, he cannot name items in his left visual field.

Watch the video that is on the CCLE website about the split-brain patient named Joe. Use the information provided in the video to answer questions 5-7. Why can/can't Joe name items in his left visual field? Select one: a. Given the contralateral nature of brain function, stimuli in the left visual field are processed in the right hemisphere. Therefore, he cannot name items in his left visual field. b. Although his corpus callosum has been severed and his left and right hemispheres can't communicate, his brain is still functions contralaterally. Therefore, he cannot be subconsciously aware of or name items in his left visual field. c.Because of the contralateral organization of the brain, in split brain patients, information in the right hemisphere cannot reach left hemisphere, where language function is. Therefore, Joe can only name items in his left visual field. d. In split brain patients the brain is not contralaterally organized. An item in the left visual field will be processed in the left hemisphere. Therefore, Joe will be able to name items in his left visual field. e. Both A and C f. Both B and C g. All of A, B and C are false.

c. A non-standard dialect or creole can have the same range of uses as a standard language.

Watch this short video: Play Video What does it suggest about the English dialect/English-based creole Singlish? Select one: a. Non-standard dialects like Singlish are difficult to use in formal business settings because their impoverished lexicons. b. Creoles have a simplified grammar relative to non-creole languages. c. A non-standard dialect or creole can have the same range of uses as a standard language. d. B and C e. A and C

a. Different languages have different words that refer to the same objects/concepts.

We know that the relation between the sound of a word and its meaning is arbitrary because: Select one: a. Different languages have different words that refer to the same objects/concepts. b. All languages have similar words that refer to some of the same objects/concepts. c. Onomatopoeic words are similar across languages. d.Children acquire the language of their environment effortlessly. e.Onomatopoeic words are in fact different across languages.

d. A person's native language may have a mild effect on peripheral aspects of language processing.

What did the Russian/English color-naming study show? Select one: a. Language strongly influences thought because Russian speakers are better at identifying colors because there are more color terms in Russian than in English. b. English morphology has a strong effect on the speed of color recognition for English native speakers. c. English speakers are faster at color naming than Russian speakers because of the larger number of color terms in English. d. A person's native language may have a mild effect on peripheral aspects of language processing. e. A and D

D Why not start with able+ity? - The final meaning of this word has more to do with something being alterable (or rather that something is not alterable). So we should start with alter+able Every level must be a real word Need to break down words as much as possible Affixes should attach to the category they normally attach to: - "In" usually attaches to adjective and in C, it is attaching to a noun

What is the correct word tree for "inalterability"?

e. more than half

What proportion of the world's languages is expected to disappear in the next century? Select one: a. about 10% b. 20% c. 25% d. 38% e. more than half f. fewer than a third

b. Caribbean, west Africa, western Pacific

Which areas of the world have large numbers of pidgin and creole languages? Select one: a. Europe, Southeast Asia, Andes b. Caribbean, west Africa, western Pacific c. Asia Minor, the Balkans, Caucasus d. Central America, South America, Australia e. Mediterranean, Middle East, New Guinea

f. All of the above statements are correct.

Which of the following statements is true about the constituency of this sentence? The Wookie stole a comb. Select one: a. The string "The Wookie" can undergo pronoun substitution. b. "It's a comb that the Wookie stole" shows that "a comb" can be clefted. c. "Wookie" cannot undergo do-so Substitution. d. "a comb, the Wookie stole" shows that "a comb" can undergo Fronting. e. B and D are correct. f. All of the above statements are correct. g.None of the above statements is correct.

e. None of the above.

Which of the following support the idea of "Linguistic Relativism"? Select one: a. Higher primates fail to acquire spoken languages. b. Children learn their native language without effort. c. After the Critical Period, it is relatively more difficult to acquire a language. d. B and C e. None of the above f. All of the above

d. Some languages have higher prestige. So people shift to speaking a language that will help them get jobs.

Why do some languages suffer from language shift? Select one: a. Some languages are more difficult for children to acquire. Therefore, children are less likely to learn them. b. Some languages are harder for adults to learn. So, people shift to less difficult languages, if they have the opportunity. c. Some languages have more complex inflectional morphology. So, people shift to languages that have more elaborate inflection. d. Some languages have higher prestige. So people shift to speaking a language that will help them get jobs. e. Some languages are more expressive than others. So, people shift to speaking a language where they can speaker more clearly.

f. All of the above

Why do we think that Universal Grammar plays a central role in first language acquisition? Select one: a. The Poverty of the Stimulus b. The rapidity of acquisition and the depth of grammatical knowledge attained c. Similar stages of language acquisition for both spoken and signed languages d. A and B e. A and C f. All of the above

f. A and C

Why is it significant that there are particular kinds of grammatical errors that children do not make? Select one: a. It suggests that language acquisition is guided by an innate mechanism. b. This provides support for the idea that children acquire the language indirectly from the adults around them, not through explicit instruction. c. This is evidence that even very young children have grammars, although those grammars may be different than the adult grammar. d. A and B e. B and C f. A and C

b. The patient had no left hemisphere, but some language was retained.

Why is the case of E.C. surprising? Select one: a. Because right hemisphere damage resulted in symptoms like Broca's Aphasia for cursing. b. The patient had no left hemisphere, but some language was retained. c. Upon removal of the right hemisphere, the patient could not stop cursing. d. The patient had both hemispheres removed, but retained language abilities. The patient had both hemispheres removed, but retained language abilities. e. Damage to left hemisphere resulted in patient only being able to use profanity in second language.