Continue Chapter 3 - Flashcards
How does memory support rapid cognitive growth in infants?
a) Infants use memory to compare new experiences with previous ones
b) Memory prevents the need for sensory exploration
c) Memory replaces motor skills in cognitive development
d) Infants cannot use memory until after the sensorimotor stag
a) Infants use memory to compare new experiences with previous ones
Explanation: Robust memory allows infants to build on past experiences, supporting learning and intellectual growth.
Why might an infant repeat an action, like dropping a spoon, to elicit a caregiver’s response?
a) They are practicing motor skills
b) They are testing cause-and-effect relationships
c) They are mimicking the caregiver’s actions
d) They have forgotten the outcome of the action
b) They are testing cause-and-effect relationships
Explanation: Repeating actions like dropping objects demonstrates deliberate testing of cause-and-effect relationships, a hallmark of cognitive development.
What is one primary goal of combining sensory and motor skills during infancy?
a) Replacing social interaction with physical exploration
b) Developing independent abstract thinking
c) Enhancing social interaction, comfort, and learning
d) Limiting sensory input for better focu
c) Enhancing social interaction, comfort, and learning
Explanation: Combining sensory and motor skills allows infants to interact with others, feel secure, and explore their environment for learning opportunities
What does the development of mental representation enable infants to do?
a) Imitate an action immediately after seeing it
b) Imagine or replicate something later that is no longer present
c) Rely solely on reflexes for learning
d) Interact only with objects directly in their view
b) Imagine or replicate something later that is no longer present
Explanation: Mental representation allows infants to form mental images of absent objects or actions, enabling deferred imitation.
What experiment demonstrated infants’ ability to imitate actions after a delay?
a) Piaget’s conservation experiment
b) Meltzoff’s deferred imitation experiment
c) The A-not-B error test
d) The visual cliff experiment
b) Meltzoff’s deferred imitation experiment
Explanation: Meltzoff’s 1999 experiment showed that infants could replicate observed actions later, highlighting their capacity for deferred imitation.
Which sensorimotor stage involves infants using their own bodies to repeat enjoyable actions?
a) Reflex modification
b) Primary circular reactions
c) Secondary circular reactions
d) Tertiary circular reactions
b) Primary circular reactions
Explanation: During primary circular reactions (1–4 months), infants repeat actions involving their own body for enjoyment, such as clapping hands.
What distinguishes secondary circular reactions from primary circular reactions?
a) Infants focus on reflexes instead of intentional actions
b) Infants engage with objects and other people rather than their own bodies
c) Infants rely on motor skills rather than sensory abilities
d) Infants demonstrate object permanence in both stage
: b) Infants engage with objects and other people rather than their own bodies
Explanation: Secondary circular reactions (4–8 months) involve repetitive actions with external objects and people, unlike primary circular reactions, which focus on the infant’s own body.
What is the main characteristic of tertiary circular reactions (12–18 months)?
a) Reflexive actions for self-entertainment
b) Repetition of learned actions without variation
c) Scientific exploration of objects’ uses and properties
d) Reliance on mental representation rather than motor skills
c) Scientific exploration of objects’ uses and properties
Explanation: Tertiary circular reactions involve “little scientists” experimenting with how objects function and exploring their environment through trial and error
When do infants reliably pass the A-not-B error task?
a) During primary circular reactions
b) By the end of the sensorimotor period (18–24 months)
c) During secondary circular reactions
d) By 4–6 months of age
: b) By the end of the sensorimotor period (18–24 months)
Explanation: Infants overcome the A-not-B error and consistently look for an object in their new location by 18–24 months.
What does the A-not-B error reveal about an infant’s understanding of object permanence?
a) Infants lack object permanence entirely
b) Infants understand object permanence but struggle with flexible mental representations
c) Infants can only locate objects in their original position
d) Infants do not develop object permanence until age 2
b) Infants understand object permanence but struggle with flexible mental representations
Explanation: The A-not-B error shows that while infants know an object exists when hidden, their mental representation is fragile, and they default to the first hiding spot
How does deferred imitation demonstrate advanced cognitive development?
a) It shows an infant’s ability to repeat an action immediately after seeing it
b) It requires mental representation to replicate an action after a delay
c) It relies solely on sensory input and reflexive actions
d) It depends entirely on motor development
b) It requires mental representation to replicate an action after a delay
Explanation: Deferred imitation requires infants to mentally store and later reproduce an observed behavior, showing advanced memory and representation.
Why is Piaget criticized for underestimating infants’ cognitive abilities?
a) He focused too much on motor development and reflexes
b) He suggested that cognitive development occurs too quickly
c) He argued that mental representation appears before age one
d) He ignored the role of sensory development in cognition
a) He focused too much on motor development and reflexes
Explanation: Piaget underestimated the age at which infants develop cognitive abilities like object permanence and deferred imitation, partly due to his emphasis on motor skills to demonstrate cognition.
What limitation of Piaget’s theory does research on object permanence reveal?
a) Object permanence is primarily a sensory ability
b) Infants can demonstrate object permanence as early as 3–4 months
c) Infants develop object permanence only after learning to walk
d) Object permanence is unrelated to mental representation
: b) Infants can demonstrate object permanence as early as 3–4 months
Explanation: Modern research shows that object permanence may emerge earlier than Piaget proposed, with evidence of its presence as early as 3–4 months.
What is one key contribution of Piaget’s work on the sensorimotor period?
a) It emphasized the role of cultural factors in cognition
b) It demonstrated the importance of observing infant cognition over time
c) It focused on how infants develop without sensory input
d) It rejected the importance of reflexive behaviors in learning
: b) It demonstrated the importance of observing infant cognition over time
Explanation: Piaget’s careful observation of infant cognition at different stages highlighted how understanding and problem-solving evolve with age.
If an infant repeatedly drops objects from their high chair and watches a caregiver pick them up, which stage of Piaget’s theory does this behavior reflect?
a) Primary circular reactions
b) Reflex modification
c) Secondary circular reactions
d) Beginning of mental representation
c) Secondary circular reactions
Explanation: The infant is engaging in repetitive actions with external objects to elicit responses, a hallmark of secondary circular reactions.
Why might an infant fail to adapt their schema when encountering a new experience?
a) They cannot assimilate new information until age two
b) They struggle with accommodation, requiring mental restructuring
c) They prioritize reflexive actions over cognitive processes
d) Their sensory abilities are too underdeveloped
b) They struggle with accommodation, requiring mental restructuring
Explanation: Accommodation requires infants to adjust their existing schema to incorporate new and sometimes challenging experiences.
How does the “little scientist” stage (12–18 months) differ from earlier stages?
a) Infants passively observe the environment
b) Infants explore objects intentionally to test hypotheses
c) Infants focus on repetitive actions without variation
d) Infants rely entirely on reflexes for learning
b) Infants explore objects intentionally to test hypotheses
Explanation: During the “little scientist” stage, infants actively experiment with objects to understand their properties and how the world works.
What is the relationship between motor skills and cognitive development according to critiques of Piaget?
a) Cognitive abilities develop slower than motor skills
b) Motor limitations delay the demonstration of cognitive abilities
c) Motor skills and cognition develop independently
d) Reflexive actions are unrelated to cognitive growth
b) Motor limitations delay the demonstration of cognitive abilities
Explanation: Critics argue that Piaget’s emphasis on motor demonstrations underestimated infants’ cognitive abilities, as motor limitations may delay observable evidence of their knowledge.
What was traditionally believed about infants and memory?
a) Infants have fully developed memory from birth.
b) Infants have no mental representation and cannot remember.
c) Infants demonstrate advanced recall abilities before birth.
d) Infants only develop memory after learning language
b) Infants have no mental representation and cannot remember.
Explanation: Historically, it was believed that infants lacked the ability to form mental representations and could not remember. This perspective has been challenged by more recent research demonstrating memory development even before birth.
What significant discovery did research on infant memory reveal?
a) Infants develop memory only after six months of age.
b) Memory development begins before birth.
c) Infants cannot retain information for more than 24 hours.
d) Memory formation depends solely on external reinforcement.
b) Memory development begins before birth.
Explanation: Studies show that memory begins developing before birth, challenging earlier notions that infants lack memory capabilities.
What does the Rovee-Collier mobile paradigm demonstrate about infant memory?
a) Infants can only recognize visual stimuli.
b) Infants can associate actions with outcomes and remember them later.
c) Infants can only remember sequences of actions by the age of two.
d) Infants are incapable of remembering conditioned responses.
b) Infants can associate actions with outcomes and remember them later.
Explanation: In the paradigm, infants learned to associate leg movements with the movement and sound of a mobile, demonstrating their ability to form and retain association
According to Rovee-Collier’s findings, how long can a 2-month-old infant retain a memory?
a) Up to 12 hours.
b) Up to 24 hours.
c) Up to 48 hours.
d) Up to one week
c) Up to 48 hours.
Explanation: Research found that infants as young as 2 months old can retain a memory for up to 48 hours
What condition allows 6-month-old infants to retain information for up to three weeks?
a) Exposure to new environments.
b) Changes in context and cues.
c) Stable context and reminders.
d) Randomized learning sessions.
c) Stable context and reminders.
Explanation: Six-month-old infants can remember for up to three weeks if they are in a stable environment with consistent cue
What is a limitation of the studies on infant memory mentioned in the critique?
a) They only test infants’ recall memory.
b) They do not differentiate between recognition and recall memory.
c) They focus solely on recognition memory.
d) They assume infants lack memory entirely
c) They focus solely on recognition memory.
Explanation: A critique of these studies is that they predominantly measure recognition memory, akin to multiple-choice tests, rather than recall memory.
At what age can infants begin to demonstrate recall memory for hidden objects?
a) 6 months.
b) 8-9 months.
c) 12 months.
d) 18 months.
8-9 months.
Explanation: Infants can demonstrate recall memory for hidden objects as early as 8-9 months of age.
What is deferred imitation, and at what age can infants demonstrate it?
a) Imitation delayed by several days; 6 months old.
b) Imitation delayed by seconds; 3 months old.
c) Imitation of actions after a delay; as early as 9 months old.
d) Immediate imitation of actions; 12 months old.
c) Imitation of actions after a delay; as early as 9 months old.
Explanation: Deferred imitation involves replicating actions after a delay and can be observed in infants as young as 9 months.
By the end of toddlerhood, what significant memory capability do children develop?
a) Remembering and imitating sequences of actions over extended periods.
b) Recognizing familiar faces only.
c) Retaining memory for up to 48 hours.
d) Associating actions with immediate outcomes
a) Remembering and imitating sequences of actions over extended periods.
Explanation: By the end of toddlerhood, children can remember and imitate event sequences for extended time frames, showing advanced memory capabilities.
Which type of memory is primarily tested in infant memory studies?
a) Recall memory.
b) Recognition memory.
c) Explicit memory.
d) Procedural memory.
b) Recognition memory.
Explanation: Recognition memory, similar to multiple-choice testing, is the primary focus of many infant memory studies.
What enhances memory retention in infants, according to the Rovee-Collier studies?
a) Exposure to novel environments.
b) Changing contexts frequently.
c) Consistent cues and reminders.
d) Rapid learning without breaks.
c) Consistent cues and reminders.
Explanation: Consistency in environmental cues and reminders significantly enhances memory retention in infants.
What does deferred imitation suggest about infant cognitive development?
a) Infants are unable to process and retain actions for later reproduction.
b) Infants are capable of understanding and replicating observed actions after a delay.
c) Infants require immediate reinforcement to imitate actions.
d) Infants demonstrate imitation only after reaching toddlerhoo
b) Infants are capable of understanding and replicating observed actions after a delay.
Explanation: Deferred imitation indicates that infants can mentally represent and recall actions for future reproduction.
What age range marks the onset of recall abilities in infants?
a) 4-5 months.
b) 6-7 months.
c) 8-9 months.
d) 10-12 months.
c) 8-9 months
What is the first stage in the universal sequence of language development?
a) Babbling
b) Listening and responding
c) First words
d) Verbs and nouns
b) Listening and responding
Explanation: Language development begins with listening and responding, as infants start processing speech patterns and responding to sounds before producing their own.
What type of speech are preverbal infants particularly interested in?
a) Rapid and monotone speech
b) Motherese or infant-directed speech
c) Speech with complex vocabulary
d) Whispered speech
b) Motherese or infant-directed speech
Explanation: Preverbal infants are especially drawn to slow, exaggerated, and intonated speech patterns known as “Motherese” or infant-directed speech
How do preverbal infants respond to human speech compared to other sounds?
a) They react equally to all sounds.
b) They ignore human speech in favor of musical sounds.
c) They suck a pacifier more when hearing human speech.
d) They prefer mechanical sounds over speech.
c) They suck a pacifier more when hearing human speech.
Explanation: Preverbal infants show a preference for human speech by increasing sucking behavior in response to it, indicating their attention and interest.
What ability do infants have regarding speech sounds before they can produce them?
a) They cannot distinguish between different speech sounds.
b) They can distinguish all speech sounds in any language.
c) They can only recognize speech sounds in their native language.
d) They can mimic speech sounds from birth
b) They can distinguish all speech sounds in any language.
Explanation: Infants have the remarkable ability to distinguish between speech sounds of all languages, a capability that diminishes as they specialize in their native language
At what age do infants begin to lose the ability to distinguish unfamiliar speech sounds?
a) 4-6 months
b) 6-8 months
c) 10-12 months
d) 18-24 months
c) 10-12 months
Explanation: By 10-12 months, infants lose the ability to distinguish unfamiliar speech sounds as their exposure to a specific language sharpens their auditory discrimination
What is categorical speech perception?
a) The ability to imitate words.
b) The tendency to distinguish speech sounds into meaningful categories.
c) The ability to memorize speech patterns.
d) The skill of identifying intonation in speech
b) The tendency to distinguish speech sounds into meaningful categories.
Explanation: Categorical speech perception refers to the ability of infants to differentiate between speech sounds and group them into meaningful categories.
What environmental factor influences which speech sounds infants retain?
a) The age of the infant
b) The speed of speech
c) Exposure to a specific language
d) The volume of speech
c) Exposure to a specific language
Explanation: Infants’ ability to retain specific speech sounds is shaped by the language they are exposed to in their environment.
What characterizes the babbling stage in infants?
a) Silent observation of speech.
b) Imitation of adult sentences.
c) Indiscriminate utterance of repeated syllables.
d) Random crying with no patter
c) Indiscriminate utterance of repeated syllables.
Explanation: During the babbling stage (4-6 months), infants produce repeated syllables such as “ma-ma” or “da-da” without attaching meaning to them.
Why do preverbal infants pay attention to intonation or rhythm of speech?
a) To understand vocabulary.
b) To recognize emotional tones such as happiness or anger.
c) To learn grammar structures.
d) To imitate exact speech sounds.
b) To recognize emotional tones such as happiness or anger.
Explanation: Preverbal infants are sensitive to the intonation or rhythm of speech, which helps them identify emotional cues such as a happy or angry tone.
How does exposure to “Motherese” benefit infants?
a) It accelerates their ability to form sentences.
b) It helps them learn speech patterns and maintain attention.
c) It limits their ability to distinguish unfamiliar sounds.
d) It reduces their interest in environmental sounds.
b) It helps them learn speech patterns and maintain attention.
Explanation: Motherese, with its slow and exaggerated intonation, captures infants’ attention and aids in learning speech patterns
What stage follows babbling in the universal sequence of language development?
a) Producing verbs and nouns
b) Listening and responding
c) First words
d) Putting words togethe
c) First words
Explanation: After babbling, infants typically progress to uttering their first meaningful words
At what stage do infants respond more to human speech than other sounds?
a) After babbling.
b) Before they produce speech sounds.
c) When they start forming sentences.
d) When they learn to differentiate emotions.
b) Before they produce speech sounds.
Explanation: Preverbal infants show a preference for human speech over other sounds even before they begin producing their own speech.
What is the primary purpose of babbling in infants?
a) To mimic adult speech precisely.
b) To communicate specific needs.
c) To practice producing speech sounds.
d) To replace crying as a means of communication
c) To practice producing speech sounds.
Explanation: Babbling allows infants to experiment with and practice speech sounds, laying the foundation for later language development.
At what age do true first words typically emerge in infants?
a) 6 months
b) 9 months
c) 12 months
d) 18 months
c) 12 months
What is a “holophrase” in early language development?
a) A word that sounds like babbling.
b) A single word used to express a full phrase or complex idea.
c) A series of repeated syllables.
d) A two-word utterance conveying meaning.
b) A single word used to express a full phrase or complex idea.
Explanation: Holophrases are single words like “milk” used by infants to communicate broader meanings, such as “I am hungry.
What is the “naming explosion” in language development?
a) A gradual increase in language skills over many years.
b) A sudden burst of vocabulary growth around 18 months.
c) The ability to combine words into sentences.
d) The onset of babbling in early infancy.
b) A sudden burst of vocabulary growth around 18 months.
Explanation: The naming explosion, or vocabulary spurt, refers to a rapid increase in language acquisition, particularly nouns, at around 18 months
Which of the following is a common characteristic of the first 50 words acquired by infants?
a) Words related to abstract concepts.
b) Words learned from one-time exposure.
c) Words related to routine objects and actions.
d) Words unrelated to their environment
c) Words related to routine objects and actions.
Explanation: The first 50 words typically include nouns, greetings, and words frequently encountered in daily routines.
What is an example of telegraphic speech?
a) “Mommy give toy.”
b) “Up up up!”
c) “Daddy.”
d) “Give milk.”
d) “Give milk.”
Explanation: Telegraphic speech involves using only essential words to convey meaning, such as “give milk” instead of a full sentence
What do nativist theorists believe about language learning?
a) Language learning is entirely based on environmental exposure.
b) Language learning is innate and universal.
c) Language acquisition only occurs after the critical period.
d) Language learning requires direct teaching by adults
b) Language learning is innate and universal.
Explanation: Chomsky Nativist theorists argue that humans are pre-wired for language acquisition and that it follows a universal developmental pattern.
What do theorists mean by the “critical period” for language learning?
a) The first 50 words must be learned before age 3.
b) Language can only be acquired during a specific developmental window.
c) Language learning is gradual and constant throughout life.
d) Grammar rules are learned during adolescence.
b) Language can only be acquired during a specific developmental window.
Explanation: The critical period refers to the time during early development when the brain is most receptive to acquiring language, but they can still devleop it with Accent
What does the “telegraphic” nature of early two-word utterances indicate?
a) Infants use full sentences with perfect grammar.
b) Infants exclude extraneous words and focus on meaning.
c) Infants mimic adult-like sentence structures.
d) Infants communicate exclusively through gestures.
b) Infants exclude extraneous words and focus on meaning.
Explanation: Telegraphic speech includes only essential words to convey meaning, similar to how a telegram omits unnecessary words
Which of the following best describes the difference in word meanings for children versus adults?
a) Children and adults use words identically.
b) Children understand words as abstract symbols.
c) Children’s meanings are often broader or context-dependent.
d) Children’s meanings are unrelated to their environment.
c) Children’s meanings are often broader or context-dependent.
Explanation: Young children may use words in ways that differ from adults, often assigning broader or more situational meanings.
Why do some theorists argue against language being entirely innate (Chomsky) ?
a) Infants do not respond to human speech.
b) Environmental exposure begins even before birth.
c) Language learning requires explicit instruction.
d) Language development is completely unpredictable
b) Environmental exposure begins even before birth.
Explanation: Opponents of strict nativism argue that environmental factors, including prenatal exposure to language, significantly influence language development
Which of the following supports the nativist view of language development?
a) Infants babble in response to environmental sounds only.
b) All infants develop language in the same stages regardless of language or environment.
c) Language is learned primarily through imitation and repetition.
d) Infants require direct teaching to develop grammar.
: b) All infants develop language in the same stages regardless of language or environment.
Explanation: Nativist theorists highlight the universality of language development stages across cultures and languages.
At what age do infants typically begin producing two-word utterances?
a) 6 months
b) 12 months
c) 18 months
d) 24 months
c) 18 months
Explanation: Around 18 months, infants start producing two-word utterances, often resembling telegraphic speech.
What is the focus of semantics in early language development?
a) Learning abstract grammar rules.
b) Assigning meanings to words and phrases.
c) Understanding word order in sentences.
d) Practicing articulation of sounds.
b) Assigning meanings to words and phrases.
Explanation: Semantics involves understanding and conveying meaning, which becomes evident as children move beyond labeling objects
What type of words dominate an infant’s early vocabulary?
a) Adjectives describing objects.
b) Nouns naming familiar objects and people.
c) Abstract verbs unrelated to their environment.
d) Words describing emotions
Answer: b) Nouns naming familiar objects and people.
Explanation: Early vocabularies are dominated by nouns, as infants often name objects, people, and things they encounter frequently.
What distinguishes the speech patterns of infants during the one-word utterance stage?
a) They only use sounds without any meaning.
b) They use single words to communicate broader ideas.
c) They form complete sentences with correct grammar.
d) They combine multiple unrelated words.
b) They use single words to communicate broader ideas.
Explanation: During the one-word utterance stage, infants use single words, like “milk,” to express complete ideas or needs, a phenomenon called holophrastic speech.
What does the learning approach to language development emphasize?
a) Language is entirely innate and self-taught.
b) Infants learn language through social interaction.
c) Language development requires explicit teaching and reinforcement.
d) Language develops spontaneously without input from others.
: c) Language development requires explicit teaching and reinforcement.
Explanation: The learning approach, as described by Skinner, suggests that language acquisition is driven by teaching, reinforcement, and repetition.
How does reinforcement play a role in the learning approach to language development?
a) Infants are taught complex grammar through direct instruction.
b) Reactions to spontaneous babbling encourage repetition.
c) Infants learn solely by observing social interactions.
d) Repetition of grammar rules reinforces understanding.
b) Reactions to spontaneous babbling encourage repetition.
Explanation: When caregivers react to an infant’s babbling, it reinforces the behavior, motivating the infant to continue and develop their language skills
According to the learning approach, what role do parents and caregivers play in language development?
a) They are the primary source of explicit teaching.
b) They provide minimal influence on language learning.
c) They create environments where infants teach themselves.
d) They only reinforce innate behaviors.
a) They are the primary source of explicit teaching.
Explanation: In the learning approach, parents and caregivers act as expert teachers, using reinforcement and repetition to guide language development.
What is the primary claim of the social interaction approach to language development?
a) Language learning requires explicit teaching from caregivers.
b) Social impulses and interaction naturally motivate language learning.
c) Infants develop language entirely on their own without influence.
d) Language is a byproduct of imitation and observation.
b) Social impulses and interaction naturally motivate language learning.
Explanation: The social interaction approach suggests that humans are inherently social beings, and this drives their motivation to acquire language through interaction.
How does culture influence language development according to the social interaction approach?
a) Culture provides innate structures for language.
b) Each culture’s social norms shape the way infants interact and learn language.
c) Culture has minimal impact on language learning.
d) Cultural language is only learned through imitation.
: b) Each culture’s social norms shape the way infants interact and learn language.
Explanation: Social interactionists argue that cultural practices and social norms play a significant role in how infants acquire language through social interaction
What is the main premise of the innate (self-teaching) Chomsky theory of language development?
a) Language is learned through imitation and repetition.
b) Social interaction is the key driver of language acquisition.
c) Infants are biologically predisposed to learn language on their own.
d) Language is entirely dependent on environmental input.
c) Infants are biologically predisposed to learn language on their own.
Explanation: The innate theory posits that language learning is prewired in the brain, requiring no explicit teaching or interaction
What is Chomsky’s concept of the Language Acquisition Device (LAD)?
a) A physical device used in teaching language to infants.
b) A theoretical brain mechanism prewired for language learning.
c) A cultural tool for promoting social interaction.
d) A reinforcement system used by caregivers.
b) A theoretical brain mechanism prewired for language learning.
Explanation: Chomsky’s LAD refers to the innate neural framework that enables humans to acquire language.
What distinguishes the innate theory from the social interaction and learning approaches?
a) It emphasizes the role of environmental input in language development.
b) It suggests that language learning requires no external teaching or social interaction.
c) It relies heavily on explicit teaching from caregivers.
d) It denies the existence of a biological basis for language acquisition
b) It suggests that language learning requires no external teaching or social interaction.
Explanation: The innate theory emphasizes biological predispositions, asserting that language learning is self-driven and not reliant on external factors.
Which perspective is considered correct in understanding language development?
a) The learning approach exclusively.
b) The social interaction approach exclusively.
c) The innate self-teaching approach exclusively.
d) All three perspectives contribute to language development.
d) All three perspectives contribute to language development.
Explanation: Modern theories acknowledge that language development is influenced by a combination of learning, social interaction, and innate biological mechanisms.
What role does word repetition play in the learning approach to language development?
a) It is not emphasized as important.
b) It enhances vocabulary retention and language skills.
c) It hinders natural language learning.
d) It is only relevant for grammar acquisition.
b) It enhances vocabulary retention and language skills.
Explanation: Repeating words helps infants remember and reinforce their understanding of language, a key tenet of the learning approach.
What does the innate theory suggest about language acquisition across cultures?
a) It varies significantly depending on the culture.
b) It follows a universal pattern, regardless of the language spoken.
c) It is entirely shaped by cultural teaching methods.
d) It is limited to environments with explicit instruction.
b) It follows a universal pattern, regardless of the language spoken.
Explanation: The innate theory asserts that language development follows similar stages across cultures due to biological predispositions.
How does the social interaction approach view the role of explicit teaching in language acquisition?
a) It is essential for language development.
b) It is unnecessary because language is learned through social impulses.
c) It is only important during the critical period.
d) It accelerates innate language learning processes
b) It is unnecessary because language is learned through social impulses.
Explanation: The social interaction approach posits that language acquisition is driven by natural social engagement rather than direct teaching.
What is a primary strength of combining all three language development theories?
a) It explains how different methods of teaching are universally effective.
b) It accounts for biological, social, and environmental factors in language acquisition.
c) It prioritizes explicit teaching over innate mechanisms.
d) It minimizes the role of culture in language learning.
b) It accounts for biological, social, and environmental factors in language acquisition.
Explanation: By integrating all three theories, we gain a comprehensive understanding of how language develops through biological predisposition, social interaction, and teaching.
Which of the following aligns most closely with the learning approach ( Behaviorism) ?
a) Infants teach themselves without assistance.
b) Parents reinforce babbling and use repetition to aid learning.
c) Language is acquired through cultural and social interaction.
d) Infants have an innate predisposition to learn language.
b) Parents reinforce babbling and use repetition to aid learning.
Explanation: The learning approach focuses on reinforcement, repetition, and the active role of caregivers in teaching language
Why is the critical period significant in the context of the innate theory Chomsky ?
a) It limits the influence of social interaction on language learning.
b) It suggests there is an optimal time frame for acquiring language.
c) It dismisses the role of environmental input.
d) It prevents infants from learning multiple languages
: b) It suggests there is an optimal time frame for acquiring language.
Explanation: The critical period refers to a biologically optimal window during which language learning occurs most effectively.
What are the three theories for learning approach
- Learning theory: Skinner, reinforcement, modeling, observation
- Social Interaction Approach Language develops through social interaction and communication, driven by a child’s motivation to engage socially
- Innate Theory (Nativist Theory) infant self-teaching approach, Language is biologically prewired in humans. Infants have an innate mechanism to acquire language (LAD) and follow universal grammar principles.
