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The prevalent view in the early part of the twentieth century of how young children acquir

The prevalent view in the early part of the twentieth century of how young children acquire language held that

a.it developed according to an inner time clock.

b.was shaped by the environment.

c.its onset was biologically determined.

d.infants were capable of learning more than one language and, ideally, should be exposed to several languages at a very early age.

2.              According to B. F. Skinner, infants’ language develops because

a.someone takes the time to teach language to them.

b.of the deep structure.

c.of the surface structure.

d.of parents’ reinforcement through smiling, cuddling the baby, and verbalizing.

3.              The fact that children are “wired” to know without being taught that communication has meaning and that it has universal rules and uses is reflected in

a.the cognitive interactionist view of language acquisition.

b.the behaviorist view of language acquisition.

c.the surface structure.

d.the deep structure.

4.              The view that suggests that many factors, including the social environment, maturation, biology, and cognition, are involved in language development is the

a.innatist view.c.interactionist view.

b.psychosocial view.d.behaviorist view.

5.              According to theorists like Piaget, children’s language development

a.is dependent on the social environment and interaction with adults, particularly parents.

b.is tied to cognitive development and requires, for instance, that children be able to represent objects mentally before they can represent them verbally.

c.emerges according to a biologically determined timetable.

d.requires external stimulation and reinforcement.

6.              Language is considered to begin

a.from birth.

b.when children start responding, in give-and-take conversation, to adults.

c.when they begin babbling.

d.when the first words appear.

7.              Babies’ early communication takes the form of

a.one-word sentences.c.cooing.

b.babbling.d.words like “mama” and “dada”.

8.              Generally, young children begin to use negatives, possessives, and learn action words during

a.the second year.

b.the third year.

c.the fourth year.

d.This question cannot be answered because there is too much variation in when these skills appear.

9.              By the end of the second year, many toddlers have a vocabulary of

a.10 to 25 words.c.50 to 100 words.

b.25 to 50 words.d.At least 200 words.

10.              Children’s vocabulary expands dramatically during their first few years of life. It is estimated that by age five, children typically have a vocabulary of

a.1,000 to 1,100 words.c.1,700 to 1,800 words.

b.1,500 to 1,600 words.d.2,100 to 2,200 words.

Dec 12 2019 View more View Less

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