Language Science

Question 1

Of Piaget’s (1983) stages, which of the following corresponds with the emergence of a normally developing child’s first words?
a. Preoperational
b. Formal operations
c. Sensorimotor
d. Concrete operations
e. Operational

Answer 1

c. Sensorimotor

Question 2

Piaget (Owens, 2007) would support the following statement about language acquisition:
a. The mind is a black box; we cannot see into it, and therefore we cannot speculate about what goes on within it
b. Language is learned through environmental stimulation, imitation, selective reinforcement, and shaping of behavior
c. The language acquisition device is a part of the brain specialized for language, and environmental stimulation triggers its development
d. Language is part of a larger set of cognitive skills, and language acquisition therefore depends on the development of these cognitive processes
e. Language is acquired through social interaction with adults and peers; therefore, both the child and the adult have active roles in driving language development

Answer 2

d. Language is part of a larger set of cognitive skills, and language acquisition therefore depends on the development of these cognitive processes

Question 3

You are observing a clinician in private practice. He specializes in childhood language disorders and serves elementary school-aged children. You observe that this clinician has a well-structured reward system for each child. Some children receive a Froot Loop for each correct response they make; others work to earn stickers and even small toys. This clinician has written down each specific behavior that he wishes to elicit from each child with a percentage of accuracy attached. For example, an objective for one child reads, “when presented with a picture of two or more objects, Jimmy will label the picture using plural s 80% of the time.” This clinician probably subscribes to which of the following theories of child language development?
a. Nativist
b. Social interactionist
c. Universal grammar
d. Behaviorist
e. Cognitivist

Answer 3

d. Behaviorist

Question 4

Chomsky’s (Owens, 2007) views on language acquisition:
a. Provided the foundation for Skinner’s operant learning theory
b. Led to an emphasis on syntax in language intervention programs
c. Focused on the influence of memory and attention on language learning
d. Suggested a strong role for the environment in language acquisition
e. Led to the use of tangible reinforcers to shape specific behaviors

Answer 4

b. Led to an emphasis on syntax in language intervention programs

Question 5

Of the following words, which contains 3 phonemes?
a. choose
b. fix
c. toy
d. know
e. straight

Answer 5

a. choose

Question 6

Language form is made up of:
a. Phonology, morphology, and syntax
b. Semantics, phonology, and syntax
c. Pragmatics, semantics, and grammar
d. Content, use, and metalinguistics
e. Pragmatics, phonology, and semantics

Answer 6

a. Phonology, morphology, and syntax

Question 7

Jeffrey is a 5-year-old who has Down syndrome. He lives with both parents and has a sister, aged 8, and a brother, aged 14 months. He participates in a regular kindergarten classroom for the majority of his day; during some activities, he receives paraprofessional support within the classroom. In addition to receiving speech language therapy, Jeffrey receives physical therapy and occupational therapy services once each week. Jeffrey communicates in single words and short phrases, in addition to using a few simple signs and “invented” gestures he learned in therapy (e.g., “please,” “more”). He is very affectionate with the other students but is sometimes intrusive during group activities or disruptive during circle time, which often frustrates the other children. He does not always spontaneously share his toys and sometimes has tantrums during transitions between activities. He has had recurrent ear infections and bilateral tube placement, and he also has a number of allergies. During a reevaluation of Jeffrey’s language skills, his speech-language pathologist (SLP) collected a language sample, calculated his mean length of utterance MLU), and analyzed how he was able to put words together to make sentences.
Of the following domains of language, which was the SLP trying to assess?
a. Semantics
b. Pragmatics
c. Phonology
d. Receptive language
e. Syntax

Answer 7

e. Syntax

Question 8

Jeffrey is a 5-year-old who has Down syndrome. He lives with both parents and has a sister, aged 8, and a brother, aged 14 months. He participates in a regular kindergarten classroom for the majority of his day; during some activities, he receives paraprofessional support within the classroom. In addition to receiving speech language therapy, Jeffrey receives physical therapy and occupational therapy services once each week. Jeffrey communicates in single words and short phrases, in addition to using a few simple signs and “invented” gestures he learned in therapy (e.g., “please,” “more”). He is very affectionate with the other students but is sometimes intrusive during group activities or disruptive during circle time, which often frustrates the other children. He does not always spontaneously share his toys and sometimes has tantrums during transitions between activities. He has had recurrent ear infections and bilateral tube placement, and he also has a number of allergies. An evaluation of Jeffrey’s phonology reveals:
a. How he uses language in social interaction.
b. How he uses the sound system of language.
c. How he applies meaning to words.
d. How aware he is of what is appropriate in different communication situations.
e. How he orders words in sentence structure.

Answer 8

b. How he uses the sound system of language.

Question 9

Jeffrey is a 5-year-old who has Down syndrome. He lives with both parents and has a sister, aged 8, and a brother, aged 14 months. He participates in a regular kindergarten classroom for the majority of his day; during some activities, he receives paraprofessional support within the classroom. In addition to receiving speech language therapy, Jeffrey receives physical therapy and occupational therapy services once each week. Jeffrey communicates in single words and short phrases, in addition to using a few simple signs and “invented” gestures he learned in therapy (e.g., “please,” “more”). He is very affectionate with the other students but is sometimes intrusive during group activities or disruptive during circle time, which often frustrates the other children. He does not always spontaneously share his toys and sometimes has tantrums during transitions between activities. He has had recurrent ear infections and bilateral tube placement, and he also has a number of allergies. Jeffrey has difficulty producing lingua-palatal sounds. Of the following sounds, which does he probably misarticulate?
a. /f/, /v/
b. /b/, /p/, /m/, /w/
c. /t/, /d/, /s/, /z/, /l/
d. ‘ch’, ‘sh’, ‘zh,’ ‘j’ (as in jump)
e. /h/

Answer 9

d. ‘ch’, ‘sh’, ‘zh,’ ‘j’ (as in jump)

Question 10

Jeffrey is a 5-year-old who has Down syndrome. He lives with both parents and has a sister, aged 8, and a brother, aged 14 months. He participates in a regular kindergarten classroom for the majority of his day; during some activities he receives paraprofessional support within the classroom. In addition to receiving speech language therapy, Jeffrey receives physical therapy and occupational therapy services once each week. Jeffrey communicates in single words and short phrases, in addition to using a few simple signs and “invented” gestures he learned in therapy (e.g., please,” “more”. He is very affectionate with the other students but is sometimes intrusive during group activities or disruptive during circle time, which often frustrates the other children. He does not always spontaneously share his toys and sometimes has tantrums during transitions between activities. He has had recurrent ear infections and bilateral tube placement, and he also has a number of allergies. Jeffrey also makes the following errors on words: stop becomes “top”; green becomes “geen”; blue becomes “boo?” This type of phonological error is called:
a. Cluster reduction
b. Initial consonant deletion
c. Postvocalic consonant deletion
d. Stopping
e. Fronting

Answer 10

a. Cluster reduction

Question 11

Of the following utterances, which does not entail the use of grammatical inflectional morphemes?
a. “Daddy’s cup”
b. “Mommy coming”
c. “Want up”
d. “I walked”
e. “He jumps”

Answer 11

c. “Want up”

Question 12

A child produces the utterance “doggie eats.” Of the following grammatical inflectional morphemes, which is used in this utterance?
a. Third-person singular present tense
b. Plural
c. Auxiliary
d. Present progressive
e. Possessive

Answer 12

a. Third-person singular present tense

Question 13

How many morphemes does the utterance “Mommy likes the scarves and hats I knitted” contain?
a. 8 morphemes
b. 10 morphemes
c. 11 morphemes
d. 12 morphemes
e. 13 morphemes

Answer 13

d. 12 morphemes

Question 14

Kiesha is an 18-month-old who is developing typically. In the past 6 months, Kiesha has slowly added more words to her lexicon. About how many words is she expected to use?
a. 10
b. 25
c. 50
d. 100
e. 200

Answer 14

c. 50

Question 15

A variation of a phoneme is called:
a. An allophone
b. A phone
c. A pause
d. A phoneme
e. A fricative

Answer 15

a. An allophone

Question 16

A toddler developing normally is hearing many new words in her environment every day and is rapidly learning to understand what they mean. She hears the word spoon and quickly attaches this symbol to its appropriate referent. She does so despite the fact that there are two other objects on the table, a cup and bowl, because she already knows the words cup and bowl.
In this case, of the following learning strategies, which helped her learn the new word?
a. Extendability principle
b. Novel-name-nameless assumption
c. Semantic bootstrapping
d. Syntactic bootstrapping
e. Conventionality assumption

Answer 16

b. Novel-name-nameless assumption

Question 17

A preschool-aged child who is developing normally is playing with his toy trucks and tractors in the sand box. His mother is playing with him, modeling lan-guage, expanding and extending his utterances. He uses semantic bootstrapping to acquire new knowledge of language. Of the following examples, which best illustrates this strategy?
a. His mother said, “Look at the treads” and accompanied the utterance with a point to the treads; this signaled to him that the new word treads referred to a part rather than to the whole entity or object
b. His mother said, “The tractor dug a tunnel,” and the child used his knowledge of subject-verb-object sentence structure to figure out the meaning of the word tunnel in his mother’s utterance
c. His mother said, “My truck crashed!” and this child’s knowledge of possessor-possession helped him to understand the noun phrase structure in the utterance
d. His mother said, “I’m tunneling through the sand”; this child’s knowledge of the present progressive morphological marker “-ing” helped him recognize that tunneling was a verb in the
sentence
e. After he said, “My dirt falled off” his mother said, “Uh oh, your dirt fell off”; the mother’s recast of his utterance helped him learn the irregular past tense for the word fall

Answer 17

c. His mother said, “My truck crashed!” and this child’s knowledge of possessor-possession helped him to understand the noun phrase structure in the utterance

Question 18

A toddler who is developing normally is playing with her dolls and dollhouse. Her father is playing with her, modeling language and being a good play partner.
The child is using primarily two-word utterances. Of the following utterances, which is an example of the “demonstrative + entity” semantic relation?
a. That baby
b. My baby
c. Little baby
d. Baby cry
e. Baby milk

Answer 18

a. That baby

Question 19

Of the following treatment goals, which addresses a child’s form of language?
a. The child will maintain a topic for three verbal turns during play interactions 80% of the time
b. The child will increase the number of different words used during narrative retelling to within one standard deviation of peers in samples of comparable length
c. The child will use the correct regular past tense verb forms during conversational interactions 80% of the time
d. The child will improve the ability to repair communication by increasing accuracy of answers to simple “who,” “what,” “where,” and “when” questions to 80% during structured activities
e. After instruction on a set of curricular vocabulary words, the child will use word-finding strategies to complete cloze sentences with 80% accuracy

Answer 19

c. The child will use the correct regular past tense verb forms during conversational interactions 80% of the time

Question 20

Of the following interrogative utterances produced by a child, which is the most syntactically complex?
a. “What did Daddy eat?”
b. “I do it, okay?”
c. “Where is Daddy?”
d.”What is Daddy eating?”
e. “Daddy going?”

Answer 20

a. “What did Daddy eat?”

Question 21

Consider the following interaction:
Child 1: What are you building?
Child 2: A tower.
This is an example of which of the following linguistic features?
a. Deixis
b. Ellipsis
c. Fast-mapping
d. Anaphora
e. Derivation

Answer 21

b. Ellipsis

Question 22

Consider the following text: “John and Maria were walking in the woods when they saw a large black bear on the path before them. It was eating berries. They quickly turned around and went back the way they had come.” The use of the plural pronoun they to refer to John and Maria represents which of the following cohesive devices?
a. Ellipsis
b. Deixis
c. Anaphora
d. Conjunction
e. Locative

Answer 22

c. Anaphora

Question 23

Of the following utterances, which contains the use of a deictic term?
a. “Once upon a time”
b. “Where is the dog?”
c. “After we eat”
d. “Put that here”
e. “It’s on the table”

Answer 23

d. “Put that here”

Question 24

Read the following set of utterances from a child’s language sample (E = examiner, C = child).
E: Okay, now, tell me about what happened to Sadie (the child’s cat).
C: Sometimes she don’t throw up.
C: (Um) she went to the vet every time (um) we got her dry cat food.
C: She don’t like it, though.
C: We got her something else at the vet.
C: When I got outta school, she (um) got her some food for her.
E: So you went after school to the vet.
E: And he said she should have dry food?
C: Because [4 second pause] she (um) throws
up every time.
E: She’s been throwing up?
C: Mm hm.
C: Not every time, though.
C: (She really) she’s doing fine, though.
E: But you said something about her fur coming back.
E: Did she lose her fur?
C: No.
C: It’s coming back, though.
The utterance “Did she lose her fur?” is which of the following sentence types?
a. Declarative
b. Interrogative
c. Imperative
d. Negative
e. Compound

Answer 24

b. Interrogative

Question 25

Read the following set of utterances from a child’s language sample (E = examiner, C = child).
E: Okay, now, tell me about what happened to Sadie (the child’s cat).
C: Sometimes she don’t throw up.
C: (Um) she went to the vet every time (um) we got her dry cat food.
C: She don’t like it, though.
C: We got her something else at the vet.
C: When I got outta school, she (um) got her some food for her.
E: So you went after school to the vet.
E: And he said she should have dry food?
C: Because [4 second pause] she (um) throws up every time.
E: She’s been throwing up?
C: Mm hm.
C: Not every time, though.
C: (She really) she’s doing fine, though.
E: But you said something about her fur coming back.
E: Did she lose her fur?
C: No.
C: It’s coming back, though.
Both the utterances “(She really) she’s doing fine, though” and “Because [4 second pause] she (um) throws up every time” contain which of the following?
a. Present progressive verb forms
b. Third-person singular verb forms
c. Mazes
d. Contractible verb forms
e. Root word errors

Answer 25

c. Mazes

Question 26

Calculate an MLU on the following utterances:
C: My birthday was on Friday.
C: We went to Daddy’s work and picked him up.
C: We hafta go get him every day because his car is broke.
C: He (he) came with us to my party at Chuck E.
Cheese.
Of the following, which is the correct MLU for these utterances?
a. 8.75
b. 10
c. 9.25
d. 9.5
e. 9.0

Answer 26

c. 9.25

Question 27

Samantha is a 5-year-old with language impairment. Her expressive and receptive language skills have improved substantially over the past year with intervention; however, her parents and preschool teacher are concerned that she is not developing literacy skills. According to ASHA’s guidelines regarding the roles and responsibilities for SLPs with regard to reading and writing in children, which of the following is the best approach?
a. Wait until she enters kindergarten to assess her early literacy abilities, and address them if necessary at that time; it is too early to address such skills in preschool
b. Assess her early literacy skills now and give the results to her current classroom teacher so that these skills can be addressed in school
c. Refer her for other special education services, because reading and writing are not in the SLP’s scope of practice
d. Assess early literacy and add appropriate goals to your treatment plan to address weaknesses, because children with language impairment are known to be at greater risk for difficulties learning to read and write
e. Explain to the teacher and parents that Samantha has good articulation skills and, therefore, she should learn to read and write without any difficulty

Answer 27

d. Assess early literacy and add appropriate goals to your treatment plan to address weaknesses, because children with language impairment are known to be at greater risk for difficulties learning to read and write

Question 28

Of the following, which best defines phonological awareness?
a. A metalinguistic ability that includes awareness of different levels of the speech sound system, such as word boundaries, syllables, rhyming, phoneme segmenting, and blending
b. The conscious awareness that words are made of smaller segments of speech, which can be represented with letters
C.
The rule system in a language that governs how phonemes are sequenced to make words
d. The use of letters and letter combinations to represent phonemes in an orthography
e. The prosodic features of speech, such as tone, stress, rhythm, intonation

Answer 28

a. A metalinguistic ability that includes awareness of different levels of the speech sound system, such as word boundaries, syllables, rhyming, phoneme segmenting, and blending

Question 29

Of the following, which is not true about the sentence
“The boy threw the red ball”?
a. “Threw” is a verb
b. Both “the boy” and “the red ball” are noun phrases
c. “The” is an article
d. “The red ball” is the indirect object in this sentence
e. “The red ball” contains an adjective modifier

Answer 29

d. “The red ball” is the indirect object in this sentence

Question 30

30. In the sentence “My mother and I ate at a restaurant,” the phrase “at a restaurant” is best described as a:
    a. Prepositional phrase
    b. Noun phrase
    c. Verb phrase
    d. Direct object
    e. Predicate

Answer 30

a. Prepositional phrase

Question 31

In the utterance “They were sad,” the verb can be described as:
a. A contractible copula
b. A copula
c. A contractible auxiliary
d. An uncontractible auxiliary
e. A passive verb

Answer 31

b. A copula

Question 32

An SLP collected a language sample as part of an assessment of a school-aged child’s syntax. Of the following syntactic forms, which is missing from this selection of the child’s sentences?
“Swimming is my favorite thing to do”
“My green and blue swimsuit is pretty”
“I am the team captain”
a. Adjective phrase
b. Adverbial phrase
c. Gerund phrase
d. Subject complement
e. Infinitive

Answer 32

b. Adverbial phrase

Question 33

An SLP is evaluating a child’s narrative by looking for the components of story grammar. She finds that in addition to other story grammar components, the child’s narrative includes several attempts. This means that the narrative includes which of the following?
a. Characters’ success or failure at reaching their goals
b. The characters’ emotional responses to, thoughts about, or actions as a result of the outcome of the chain of events
c. The characters’ actions to attain their goals
d. Characters’ strategies for attaining their goals
e. The event that induces the characters to act

Answer 33

c. The characters’ actions to attain their goals

Question 34

Of the following, which is an example of a task of phonemic awareness skills?
a. What is “cupcake” without “cup”?
b. Do “cup” and “pup” rhyme?
c. How many syllables are in the word “alligator”?
d. How many words are in the sentence “I love pizza”?
e. What is “cup” without /k/?

Answer 34

e. What is “cup” without /k/?

Question 35

Of the following, which best describes the clause structure in the sentence “I can’t play outside because I have too much homework”?
a. Two independent clauses
b. An independent clause followed by a dependent clause
c. An independent clause and an adjective (or relative)
clause
d. A dependent clause and an adverb clause
e. A dependent clause followed by an independent clause

Answer 35

b. An independent clause followed by a dependent clause

Question 36

It is important for a professional to have a sense of the historical development of his or her field. Of the following periods, in which did the field of speech-language pathology begin to become a recognized profession?
a. 1975-2005
b. 1965-1975
c. 1900-1945
d. 2000-2009
e. 1800-1845

Answer 36

c. 1900-1945

Question 37

You believe that language is used primarily for communicating ideas and making connections with other people. Of the following, which best denotes the theoretical framework that will guide your clinical practice?
a. Behaviorism
b. Informational processing
c. Linguistic theory
d. Social interactionism
e. Constructivism

Answer 37

d. Social interactionism

Question 38

Of the scholars listed as follows, who proposed that neural connections are made through language input and that language learning is possible when attention, perception, memory, and motivation are present?
a. McWhinney
b. Piaget
c. Skinner
d. Vygotsky
e. Chomsky

Answer 38

a. McWhinney

Question 39

Usage-based theory is a framework for understanding language learning. What are the primary underlying assumptions of this theory?
a. Children’s brains are hardwired to learn language, and children are born equipped with internal grammatical rules, regardless of the language; however, language input helps children learn the specific parameters of their own language
b. Children are born with the cognitive abilities of reading others’ intentions and finding patterns, both of which are fundamental to the origins of language
c. Language is a network of connections that is transformed by language input
d. Children’s cognitive development occurs before language development
e. Language is a behavior that is learned

Answer 39

b. Children are born with the cognitive abilities of reading others’ intentions and finding patterns, both of which are fundamental to the origins of language

Question 40

Bloom and Lahey (1978) developed a theory in which language is viewed as an integration of form, content, and use. Bloom and Tinker (2001) expanded that model by embedding these three elements into what two domains?
a. Pattern learning and intention reading
b. Modular learning and egocentric perspectives
c. Intersubjectivity and cognitive processes
d. Stimulus and responses
e. Axons and synapses

Answer 40

c. Intersubjectivity and cognitive processes

Question 41

Several scholars have written about the relationship between thought and language. Of the following statements, which is consistent with the ideas of Vygotsky (Owens, 2007)?
a. Language is determined by cognition
b. Cognition is determined by language
c. Cognition initially influences language, and then language influences cognition
d. Language and cognition are related but independent skills
e. Language and cognition are not connected to each other

Answer 41

c. Cognition initially influences language, and then language influences cognition

Question 42

Nine-month-old Haleem vocalizes and persistently points at an object across the room while looking back and forth at the object and his mom. He is exhibiting intentionality because:
a. He is 9 months old
b. He is showing intersubjective awareness
c. He is attending to an object
d. He is vocalizing
e. He is exhibiting locutionary behavior

Answer 42

b. He is showing intersubjective awareness

Question 43

Gestures play an important role in communication and develop relatively early in life. Of the following types of gestures, which develops earliest?
a. Gestures that consistently convey a specific meaning across contexts
b. Gestures that track the rhythm of speech emphasizing ideas
c. Gestures that point to or show a referent
d. Gestures that convey a particular meaning based on social-cultural context
e. Gestures that mark the beginning of a story

Answer 43

c. Gestures that point to or show a referent

Question 44

Gestures and language share one cognitive skill, which is the:
a. Ability to decontextualize something represented in the mind
b. Ability to attend to important contextual information
c. Ability to remember past events
d. Ability to self-regulate behavior
e. Ability to perceive reality

Answer 44

a. Ability to decontextualize something represented in the mind

Question 45

What is primary relationship between language and symbolic play?
a. Play is a prerequisite skill for language development, in that a child must be able to play functionally before he or she is producing single word utterances
b. Language and symbolic play represent reality, and both tend to have similar developmental trajectories
c. Although both play and language are abstract, language is less abstract than symbolic play
d. Language is a prerequisite skill for play development, in that a child must be able to use age-appropriate language before he or she can play appropriately
c. There is no real relationship between language and play except that play helps children relax before an assessment

Answer 45

b. Language and symbolic play represent reality, and both tend to have similar developmental trajectories

Question 46

46. Children with specific language impairment may have general nonlinguistic representation disabilities such as those in:
    a. Story retelling skills
    b. Symbolic play skills
    c. Closure skills
    d. Inflectional morphology
    e. Phonological skills

Answer 46

b. Symbolic play skills

Question 47

In many school systems, the relationship between play and literacy is not understood. What are the results of this limited understanding?
a. Some schools have increased play areas in classrooms
b. Some schools have minimized teacher-directed activities such as knowledge of alphabets
c. Some schools have reduced recess time
d. Some schools focus less on phonological awareness
e. Some schools include print awareness

Answer 47

c. Some schools have reduced recess time

Question 48

Which 24-month-old described as follows is exhibiting an age-appropriate level of play?
a. Anthony is setting the stage for his play by assigning roles to his friends; for example, “You be the mommy and I’ll be the baby”
b. James uses objects in a functional manner but does not spend much time with any object; for example, he may pick up a brush and touch it to his head before moving on to another object
c. Alicia picks up a toy and brings it to her mouth, and then bangs the toy on the table before returning it to her mouth
d. Marcia picks up the phone, dials it, pretends to talk on the phone, hands it to another person, and then hangs up the phone
e. Roberto pretends that he is a Teenage Mutant Ninja Turtle battling a Transformer and plays this game from different perspectives

Answer 48

d. Marcia picks up the phone, dials it, pretends to talk on the phone, hands it to another person, and then hangs up the phone

Question 49

Aly was a victim of prenatal exposure to alcohol, a teratogen. Furthermore, during the first 3 months of her life, Aly experienced severe neglect from her parents, both of whom suffered from alcoholism and depression. As a result of her birth history, Aly may have difficulty achieving which of the following important milestones that serves as a foundation for the development of cognition and linguistic skills?
a. Self-regulation
b. Sit without support
c. Engage in social interaction
d. Fine motor movements
e. Use of gesture

Answer 49

a. Self-regulation

Question 50

On your first day in your new position as SLP, you find that your school only has one formal assessment mea-sure, the Test of Language Development Primary, Fourth Edition (TOLD-P:4). This assessment has nine subtests for measuring language. Specifically, the TOLD-P:4 is used to assess word meaning and relation-ships, word structures, and comprehension of sentence structure. Which aspect of language is not assessed with the TOLD-P:4?
a. Syntax
b. Semantics
c. Pragmatics
d. Speech
e. Phonology

Answer 50

c. Pragmatics

Question 51

According to Brown (1973), young children produce eight prevalent semantic relations. The two-word utterance “more cookie” is which type of prevalent semantic relation?
a. Action + object
b. Agent + object
c. Quantifier
d. Recurrence
e. Demonstrative + entity

Answer 51

d. Recurrence

Question 52

The earliest pragmatic skill of a typically developing toddler (aged 12 to 36 months) is:
a. Use of sarcasm
b. Gestures and word combinations
c. Taking turns
d. Utterance repair
e. Understanding jokes

Answer 52

c. Taking turns

Question 53

Mirror neurons are important for language development because:
a. They play a vital role in the connecting the Broca and Wernicke areas in the left hemisphere of the brain
b. They play a vital role in the acquisition of language through the language acquisition device
c. They play a vital role in the mental reenactment of actions when linguistic descriptions of those actions are processed
d. They play a vital role in the ability of the Wernicke area to support language comprehension
e. They play a vital role in gaze behavior

Answer 53

c. They play a vital role in the mental reenactment of actions when linguistic descriptions of those actions are processed

Question 54

54. Of the following, which is the best example of the novel name-nameless category of word learning exhibited by toddlers?
    a. Johnny sees a cat and says, “dog”
    b. The only dog that Jasmine recognizes as a dog is her own pet poodle
    c. A toddler can identify the blender when shown a ball, bottle, and a blender
    d. When a mother points to a car and says,”Look a car,” the toddler assumes that the word car refers to the whole object rather than to the wheel
    e. Kathy sees any cat and labels it “cat”

Answer 54

c. A toddler can identify the blender when shown a ball, bottle, and a blender

Question 55

One of the latest developing pragmatic skills in typical developing children is:
a. Comprehending jokes
b. Requesting by using pointing
c. Clarifying requests
d. Comprehending indirect requests
e. Initiating conversation

Answer 55

a. Comprehending jokes

Question 56

Which phrase best describes what is meant by the term culture?
a. African American
b. Assumptions and world view
c. Religious practices
d. Family structure
e. Socioeconomic status

Answer 56

b. Assumptions and world view

Question 57

Cultural reciprocity is important for
a. Building rapport with a client
b. Building collaborative relationships between clients and their families and the communication professional
c. Building a treatment plan for the client to use at home
d. Building relationships between professionals
e. Building knowledge about language development.

Answer 57

b. Building collaborative relationships between clients and their families and the communication professional

Question 58

You are conducting an ethnographic interview with Mrs. James, the mother of your client, Michael. Of the questions below, identify the most appropriate question to ask after this statement made by Mrs. James: “Michael gets all spastic when he is nervous”:
a. “Mrs. James, you stated that Michael gets spastic when he is nervous. What do you mean by ‘spastic’?’
b. “Mrs. James, you stated that Michael gets spastic when he is nervous. Does he get nervous often?”
c. “Mrs. James, you stated that Michael gets spastic when he is nervous. Give me an example of what Michael does when he gets spastic.”
d. “Mrs. James, you stated that Michael gets spastic when he is nervous. What do you mean by ‘spastic,’ why do you think he gets nervous, and does this nervousness happen often?”
e. “Mrs. James, you stated that Michael gets spastic when he is nervous. I’d like to now find out about how Michael makes friends.”

Answer 58

c. “Mrs. James, you stated that Michael gets spastic when he is nervous. Give me an example of what Michael does when he gets spastic.”

Question 59

In assessments of children who are learning English as a second language or who are speaking a social dialect of English, which of the following assessment processes elicits the most accurate results?
a. Behavioral assessment processes
b. Standardized, norm-referenced assessments
c. Observational assessments
d. Dynamic assessment processes
e. The assessment measure without modifications

Answer 59

d. Dynamic assessment processes

Question 60

Of the following skills for an interpreter to possess in a bilingual assessment, which of the following would be insufficient?
a. Literacy in one language
b. Knowledge of two cultures
c. Familiarity with dialect difference
d. Knowledge of relevant terminology
e. Familiarity with the purpose of the assessment

Answer 60

a. Literacy in one language

Question 61

61. Identify the statement below that is true:
    a. Individuals who start learning a second language at a younger age usually achieve less proficient syntactic skills than those who begin learning a second language in adulthood
    b. Second-language learners seldom experience language loss
    c. Second-language learners may code switch within the same communicative interaction
    d. Second-language learners do not exhibit dialectical variance
    e. Second-language learning interferes with metalinguistic knowledge

Answer 61

c. Second-language learners may code switch within the same communicative interaction

Question 62

62. Emergent literacy depends primarily on the child’s:
    a. Oral language and metalinguistic skills
    b. Oral language and alphabet knowledge
    c. Metalinguistic skills and print awareness
    d. Alphabet knowledge and print awareness
    e. Book awareness and environmental print

Answer 62

a. Oral language and metalinguistic skills

Question 63

63. You are collecting a language sample from Angelique, aged 4 years, 6 months, when the following interaction occurs:
    Angelique: I the mama and you the baby. I driving the car.
    Clinician: Okay. Mama, where are we going? I’m hungry.
    Angelique: I gonna buy you a fish sandwich. You be eating good stuff.
    Clinician: Thanks, Mama, ‘cause I didn’t have lunch yet.
    After reading the brief language sample, what can you say about Angelique’s language?
    a. Angelique’s language may include features of Spanish-influenced English
    b. Angelique’s language may include features of African American English
    c. Angelique’s language may not include features of standard American English
    d. Angelique might have a language disorder
    e. Angelique might have a hearing impairment

Answer 63

b. Angelique’s language may include features of African American English

Question 64

You are collecting a language sample from Angelique, aged 4 years, 6 months, when the following interaction occurs:
Angelique: I the mama and you the baby. I driving the car.
Clinician: Okay. Mama, where are we going? I’m hungry.
Angelique: I gonna buy you a fish sandwich. You be eating good stuff.
Clinician: Thanks, Mama, ‘cause I didn’t have lunch yet.

Identify the grammatical markers of dialect exhibited in the utterance
“I gonna buy you a fish sandwich.
You be eating good stuff”:
a. No auxiliary verb and habitual use of be
b. No copula and habitual use of be
c. Past tense and the copula be
d. Modal perfect and the auxiliary verb be
e. Future tense and the copula be

Answer 64

a. No auxiliary verb and habitual use of be

Question 65

After completing a language sample on Angelique, aged 4 years, 6 months, who speaks African American English, you decide to use a criterion-referenced measure, the Minimal Competency Core (MCC) (Stock-man, 1996). Of the following, which best describes what the MCC represents?
a. The most knowledge (or skill) needed for a child to be judged as typically developing
b. The range of morphosyntactic skills that young children are able to produce
c. The least amount of knowledge (or skill) needed for a child to be judged as typically developing
d. The alternative to language sample analysis
e. The range of communicative functions necessary for a child to be considered an age-appropriate language user

Answer 65

c. The least amount of knowledge (or skill) needed for a child to be judged as typically developing

Question 66

Michael produced a narrative that consisted of labels of objects, descriptions of events, and descriptions of actions. If Michael is developing typically, he is probably in what age range?
a. 4 to 5 years
b. 2 to 3 years
c. 5 to 7 years
d. 10 to 15 years
e. 20 to 25 years

Answer 66

b. 2 to 3 years

Question 67

67. In the following narrative, identify the statement that illustrates the narrator’s ability to represent the landscape of action (subjectivity) of the story’s characters:
    “There was this boy who had a frog. He kept this frog in a jar in his bedroom. The boy and his family were going to a fancy restaurant, but the boy was worried about leaving the frog alone because he would have been lonely. So, the boy put the frog in his coat pocket, but his parents didn’t know he had the frog with him. When they got to the restaurant and sat down, the frog caused all kinds of chaos.”
    a. “There was this boy, who had a frog.”
    b. “He kept this frog in a jar in his bedroom.”
    c. “The boy was worried about leaving the frog alone.”
    d. “The boy put the frog in his coat pocket.”
    e. “The frog caused all kinds of chaos.”

Answer 67

c. “The boy was worried about leaving the frog alone.”

Question 68

All of the following concepts are part of the language component pragmatics, with the exception of:
a. Intentions
b. Narratives
c. Register
d. Lexicon
e. Presupposition skills

Answer 68

d. Lexicon

Question 69

How many t-units are present in the following passage?
“There was this boy who had a frog. He kept this frog in a jar in his bedroom. The boy and his family were going to a fancy restaurant, but the boy was worried about leaving the frog alone because he
in his coat pocket, but his parents didn’t know he had the frog with him. When they got to the restaurant and sat down, the frog caused all kinds of chaos.”
a. Three
b. Five
c. Seven
d. Nine
e. Six

Answer 69

c. Seven