Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Question
cross-linguistic differences generally reflect:
a.the formal complexity of a language
b.the amount by which parents and caregivers use child-directed speech
c.individual differences among the children studied
d.the conceptual complexity of a language
Answer
This answer is hidden. It contains 1 characters.
Related questions
Q:
studies of counterfactual reasoning in english- and chinese-speaking individuals have demonstrated that: a.chinese speakers cannot solve counterfactual reasoning problems b.english speakers make more errors on counterfactual reasoning problems than chinese speakers c.even though the english and chinese languages are so different, speakers of both languages reasoned in precisely the same way. d.variations in materials and subjects in these studies have made it difficult to interpret the results
Q:
phrases that reference object coordinates, as in front of the post or to the left of her are examples of _____ spatial terms. a.absolute b.conditional c.relative d.intrinsic
Q:
which of the following has not been proposed to explain language origins? a.spoken language evolved from gestures b.spoken language evolved from primitive vocalizations, such as grunts and danger calls c.spoken language evolved from birdsong d.spoken language evolved as a byproduct of developing non-linguistic cognitive processes
Q:
studies of comprehension of humor have shown that: a.patients with either right- or left-hemisphere damage have difficulty processing humor b.patients with right-hemisphere damage have greater difficulty than those with left-hemisphere damage c.patients with left-hemisphere damage have greater difficulty than those with right-hemisphere damage d.the ability to process humor remains intact despite damage to either hemisphere
Q:
evoked potentials are measures of: a.how well a patient will recover from stroke b.muscle activity anywhere in the human body c.brain activity after presentation of a stimulus d.the true linguistic abilities of patients who have difficulty producing speech
Q:
in split brain patients, the corpus callosum was surgically severed: a.to study how each hemisphere operates independently b.to relieve severe depression c.to control severe epilepsy d.to control parkinsons disease
Q:
the tendency for a psychological function to be located in one hemisphere is referred to as: a.dissociation b.displacement c.lateralization d.conduction
Q:
the bundle of fibers that connects the left and right hemispheres is called the: a.angular gyrus b.association cortex c.arcuate fasciculus d.corpus callosum
Q:
patients with conduction aphasia: a.have trouble producing grammatical sentences b.have trouble choosing the correct word for an object c.are unable to write d.cannot repeat what was said to them
Q:
wernickes aphasia is characterized by: a.injury to the left frontal lobe b.deficits of comprehension and semantics c.difficulty of repeating what is heard d.pragmatically inappropriate speech
Q:
the main functional area for auditory processing is in the: a.occipital lobe b.temporal lobe c.parietal lobe d.cortical lobe
Q:
____________ constitutes evidence to a child that a particular utterance is ungrammatical. a.deduction b.induction c.positive evidence d.negative evidence
Q:
children who have mastered object permanence begin to use words that refer to: a.objects that dont move b.objects that they can move or manipulate themselves c.any object in the immediate environment d.objects that are not immediately present
Q:
childrens overregularizations of grammatical morphemes corresponds to which operating principle? a.pay attention to the ends of words b.avoid interruption or rearrangement of linguistic units c.pay attention to the order of words and morphemes d.avoid exceptions
Q:
hakuta and bialystok (2001) argued against the concept of a critical period for second-language (l2) acquisition. they argued that: a.even though earlier immigrants show greater l2 proficiency, there was a sharp break at 15 years of age b.younger and older learners differ in cognitive development, and perhaps in the cognitive strategies they use in l2 learning c.the sheer amount of practice that adults receive in l2 is far greater than that received by children d.adults fears and attitudes about second language learning strongly affects their l2 acquisition
Q:
genies language acquisition was particularly weak in the area of: a.semantics b.pragmatics c.syntax d. phonology
Q:
the words sand, mud, and air are: a.count nouns b.complex nouns c.mass nouns d.regular nouns
Q:
rozin et al (1974) showed kindergarten children short words such as mow, and long words such as motorcycle. _____% of the children were able to identify the short word. a.0 b.10 c.90 d.95
Q:
in observing childrens acquisition of genres, hicks (1990, 1991) found that children ________ more often when telling stories as opposed to recounting news events. a.used the present tense b.provided more evaluative remarks c.used a factual reporting style d.used ungrammatical sentences
Q:
which is the following is not true of childrens use of cohesion? a.children as young as 2 years old use cohesive devices, such as reference pronouns, verbal ellipsis, and conjunctions. b.once acquired, the relative proportion of cohesive devices remains stable from 3.5 to 9.5 years of age. c.children frequently use one pronoun (e.g., she) to refer to several characters in a single narrative. d.the cohesive device most often used by children is repetition.
Q:
which of the following phonological awareness tasks do kindergarten children find easiest? a.given a word (for example, task), identify what is left when the first consonant is removed b.given four words (for example, rat, dime, boat, mitt), identify the one with a different final consonant c.given a word (for example, fish), supply a rhyme d.given two words (for example, cat, at), identify the sound present in one that is missing in the other
Q:
metalinguistic skills are thought to develop _________ the primary skills of speaking and listening a.well before b.just before c.concurrently with d.after
Q:
gleitman, gleitman, and shipley (1972) found that childrens first attempts to judge the acceptability of sentences focused on: a.simple, declarative sentences b.wh- questions c.semantic factors d.holophrases
Q:
when children produce utterances such as where i should put it? they have evidently failed to master the _____ transformational rule a.wh- preposing b.negation c.noun phrase-auxiliary inversion d.passive
Q:
nelson (1973) found that ________ and ________ were two distinct strategies children tended to use for learning language: a.syntactic, positional b.ostensive, pragmatic c.original, basic d.referential, expressive
Q:
the positional interpretation of childrens multi-word utterances is that children: a.prefer putting certain words in specific positions in a sentence b.use knowledge of semantic knowledge to learn syntactic relations c.intuitively grasp that either agents and objects can be the subjects of sentences d.intuitively grasp that subjects are typically followed by predicates
Q:
if a child said dada when she heard her father come in, what semantic relation is involved? a.naming b.agent c.action d.object
Q:
which relation is the earliest to occur in one-word speech? a.object b.possessor c.location d.naming
Q:
ninios (1980) study of ostensive definitions in vocabulary learning found that the overwhelming percentage referred to: a.the most salient part of the object b.an action c.a whole object, rather than a part of the object d.all of the above
Q:
most of childrens early words: a.refer to objects in the environment that do not move b.refer to objects that the child cannot manipulate c.refer to nominals and action words d.refer to modifiers and function words