Speech and Language Development
Final Exam Questions
Course Introduction
This course explores the typical development of speech and language in children from birth through adolescence. Students will examine key milestones in phonological, morphological, syntactic, semantic, and pragmatic aspects of language, as well as the cognitive, social, and biological factors that influence language acquisition. The course also addresses cultural and individual variability in language development and introduces foundational assessment techniques for identifying atypical language patterns. Emphasis is placed on current research, theoretical perspectives, and practical implications for educators, speech-language pathologists, and related professionals.
Recommended Textbook
Language Development 4th Edition by Erika Hoff
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10 Chapters
551 Verified Questions
551 Flashcards
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Chapter 1: Introduction to the Study of Language Development
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Sample Questions
Q1) The study of "The Wild Boy of Averyron," a child deprived of language access in his early years does which of the following?
A) Demonstrates how children learn to talk in normal environments.
B) Reflects the influence of environment on child language development.
C) Demonstrates appropriate language intervention practices for young children.
D) Indicates that there may be a critical period for normal language acquisition.
Answer: D
Q2) Major disagreements about language learning center on the:
A) nativist vs. interactionist view.
B) interactionist view vs. the constructivist view.
C) constructivist view vs. the connectionist view.
D) nature vs. nurture view.
Answer: A
Q3) Students refer to journals to:
A) study of specific topics of interest.
B) reference to research reported in the text.
C) complete class assignments.
D) All of these answers are true.
Answer: B
Page 3
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Chapter 2: Biological Bases of Language Development
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Sample Questions
Q1) The human vocal tract is:
A) Better-adapted for producing speech and less well-adapted for other functions than the vocal tracts of other animals.
B) less well-adapted for producing speech and better-adapted for other functions than the vocal tracts of other animals.
C) equally well-adapted for speech and biological functions as the vocal tracts of other animals.
D) equally well-adapted for biological functions, but better-adapted for speech than the vocal tracts of other animals.
Answer: A
Q2) Children suffering from childhood aphasia:
A) almost always have right-hemisphere injury and rarely followed left-hemisphere injury.
B) almost always have left-hemisphere injury and rarely followed right-hemisphere injury.
C) have equal potential for injury on either side of the brain.
D) do not have related brain injury.
Answer: B
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4
Chapter 3: Communicative Development: Foundations and Functions of Language
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Sample Questions
Q1) The development of conversational skill depends upon understanding of:
A) rules on how to respond to speakers and the ability to initiate topics.
B) learning how to adapt rules to different types of utterances.
C) use of repairs and knowing how to sustain ongoing dialogue.
D) All of these answers are true.
Answer: D
Q2) The Gricean maxim regarding manner refers to:
A) being as relevant as you can for most of the time.
B) maintaining clarity with brief, orderly and unambiguous statements.
C) contributing truthfulness to conversation.
D) being as informative as possible without giving too much information.
Answer: B
Q3) In his 1974 study of twin 2-year-old boys, Keenan found:
A) that their language was limited and there was little interaction.
B) support for Piaget's view that young children rely on egocentric language.
C) that the children sustained discourse with sounds and speech.
D) that the children preferred communicating with each other rather than with adults.
Answer: C
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Chapter 4: Phonological Development: Learning the Sounds of Language
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Sample Questions
Q1) Define "connectionist" and describe two research articles that are based on the connectionist model.
Q2) Speech sounds can be described as:
A) having physical properties such as place and voicing.
B) the production of consonants and vowels.
C) having frequency and amplitude.
D) a definition of articulatory phonetics.
Q3) True syllables first occur with the onset of:
A) non-reduplicated babbling
B) cooing and laughter
C) reflexive crying and vegetative sounds
D) reduplicated babbling
Q4) Describe the features of the four models of phonological development. Compare and contrast each model.
Q5) The study of phonology includes the sounds of a language and:
A) identifying stages of language development.
B) studying how infants acquire language.
C) the study of how sound segments is sequenced in words, study of stress patterns and prosodic qualities.
D) None of these answers are true.
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Chapter 5: Lexical Development: Learning Words
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Sample Questions
Q1) The natural partitions hypothesis refers to:
A) children learning nouns before verbs.
B) children learning verbs before nouns.
C) how children learn meanings for nouns.
D) how children learn meanings for verbs.
Q2) The pragmatic principle of word learning proposes that when trying to make sense of new words they hear, children operate on the assumption that:
A) speakers are trying to communicate a new or different meaning when they use new or different words.
B) linguistic meaning is consistent.
C) every word has a different meaning.
D) the speaker will tell them what the word means.
Q3) Describe the content of children's first 50 words and discuss the relationship between the children's vocabulary development and cognition.
Q4) Describe two hypotheses about the underlying factors to the word spurt and compare them for adequacy of explanation.
Q5) Describe the research on how children acquire their first words. Include a discussion of evidence on referential word use.
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Chapter 6: The Development of Syntax and Morphology:
Learning the Structure of Language
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Sample Questions
Q1) Mastery of the use of grammatical morphemes:
A) emerges early in the child's language after starting to use telegraphic speech.
B) occurs when the child has full command of the use of the progressive "ing".
C) requires a long time to achieve.
D) is a simple, but gradual process.
Q2) Describe the research on how children develop comprehension of structured speech.
Q3) Research on children's early language development and grammatical rules indicates that children:
A) utilize lexically based rules on how to understand language.
B) process language in terms of a semantically based grammar system of knowledge.
C) apply an underlying knowledge of syntax to comprehension of language.
D) All of these answers are true.
Q4) Two-word utterances:
A) represent the use of agent + action relations.
B) represent the use of agent + object relations.
C) utilize one of eight basic relational meanings in the majority of utterances.
D) requires extensive vocabulary development.
Page 8
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Chapter 7: Language, Culture, and Cognition in Development
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Sample Questions
Q1) A 2003 study comparing how Korean- and English-speaking children and adults:
A) demonstrates that the Whorfian Hypothesis does not hold true when applied to semantics.
B) supports the application of the Whorfian Hypothesis to how special distinctions are made in language.
C) compared how children and adults described tight-fitting containment, or putting letter shapes into a puzzle.
D) indicated that children used the same terms to describe tight-fitting containment across cultures.
Q2) Parents and caregivers across cultures:
A) implicitly teach language to their children.
B) vary in how often and how much they explicitly teach language to their children
C) teach mainly through nursery rhymes a singing.
D) routinely correct their children's language errors.
Q3) Identify and briefly describe the main points in the text regarding the cultural influences on language development.
Q4) Describe research regarding the influence of language on the development of thought?
Page 9
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Chapter 8: Childhood Bilingualism
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Sample Questions
Q1) Studies on whether and when bilinguals acquire phonological differentiation indicate that:
A) further research is required to get accurate results.
B) this occurs between 1-½ years and two years of age.
C) Spanish and English bilingual children acquire these skills at age three.
D) adults can clearly identify bilingual children's language through speech production when they are two years old.
Q2) Researchers, including _______________, described how children acquire second languages in childhood in terms of dyadic interactions.
A) Wong Fillmore (1991)
B) Heath (1983)
C) Bates, Bretherton, & Snyder, (1998)
D) All of these researchers.
Q3) Second language learning is influenced by:
A) the socio-cultural environment and group acceptance of immigrants new to the community.
B) cognitive and linguistic characteristics.
C) social and personality characteristics.
D) All of these answers are true.
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Page 10
Chapter 9: Language in School Years
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Sample Questions
Q1) Cultural mismatches between teachers and students in the classroom influence:
A) Student responses to teacher expectations.
B) How teachers treat students' incorrect responses.
C) Teacher opinion of student skill development.
D) All of the answers are true.
Q2) Huttenlocher, Levine and Evea (1998) measured children's vocabulary at three ages and:
A) examined how the school experience influenced oral language development.
B) studied the effect of schooling on children's grammar.
C) found that the children learned more in the younger grades than in older grades.
D) demonstrated that school has a positive affect on vocabulary development in older grades.
Q3) Describe research on how children acquire phonological awareness in different languages.
Q4) Discuss how narrative skills are built on developing conversational skill and conversational style.
Q5) Describe the main points in research and the discussion on learning to read and teaching reading.
Q6) Describe how children acquire accents and make changes in dialect.
Page 11
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Chapter 10: Language Development in Special Populations
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Sample Questions
Q1) Infants and young children with intermittent hearing loss due to such conditions as otitis media have:
A) little or no language delay in later years.
B) significant language delay in most circumstances.
C) the probability of being at a significantly higher risk of language delay in later years.
D) continued problems throughout their developmental stages.
Q2) The relationship between the degree of mental retardation and its affect on language development is:
A) the degree of mental retardation is an accurate predictor of language growth.
B) if cognitive skills are delayed so are language skills.
C) that the degree of mental retardation does not predict the course of language development.
D) None of these answers are true.
Q3) Identify how children with Williams Syndrome develop grammatical, lexical and gender assignment skills. What are the implications for research?
Q4) Describe how children with Williams Syndrome develop language. Discuss how this is different from individuals with Down syndrome.
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