Continue Chapter 3 -

Question 1

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

Answer 1

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.

Question 2

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

Answer 2

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.

Question 3

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

Answer 3

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

Question 4

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

Answer 4

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.

Question 5

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

Answer 5

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.

Question 6

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

Answer 6

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.

Question 7

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

Answer 7

: 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.

Question 8

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

Answer 8

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

Question 9

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

Answer 9

: 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.

Question 10

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

Answer 10

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

Question 11

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

Answer 11

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.

Question 12

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

Answer 12

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.

Question 13

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

Answer 13

: 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.

Question 14

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

Answer 14

: 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.

Question 15

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

Answer 15

c) Secondary circular reactions
Explanation: The infant is engaging in repetitive actions with external objects to elicit responses, a hallmark of secondary circular reactions.

Question 16

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

Answer 16

b) They struggle with accommodation, requiring mental restructuring
Explanation: Accommodation requires infants to adjust their existing schema to incorporate new and sometimes challenging experiences.

Question 17

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

Answer 17

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.

Question 18

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

Answer 18

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.

Question 19

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

Answer 19

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.

Question 20

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.

Answer 20

b) Memory development begins before birth.
Explanation: Studies show that memory begins developing before birth, challenging earlier notions that infants lack memory capabilities.

Question 21

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.

Answer 21

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

Question 22

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

Answer 22

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

Question 23

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.

Answer 23

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

Question 24

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

Answer 24

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.

Question 25

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.

Answer 25

8-9 months. Explanation: Infants can demonstrate recall memory for hidden objects as early as 8-9 months of age.

Question 26

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.

Answer 26

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.

Question 27

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

Answer 27

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.

Question 28

Which type of memory is primarily tested in infant memory studies? a) Recall memory. b) Recognition memory. c) Explicit memory. d) Procedural memory.

Answer 28

b) Recognition memory. Explanation: Recognition memory, similar to multiple-choice testing, is the primary focus of many infant memory studies.

Question 29

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.

Answer 29

c) Consistent cues and reminders. Explanation: Consistency in environmental cues and reminders significantly enhances memory retention in infants.

Question 30

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

Answer 30

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.

Question 31

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.

Answer 31

c) 8-9 months

Question 32

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

Answer 32

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.

Question 33

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

Answer 33

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

Question 34

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.

Answer 34

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.

Question 35

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

Answer 35

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

Question 36

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

Answer 36

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

Question 37

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

Answer 37

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.

Question 38

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

Answer 38

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.

Question 39

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

Answer 39

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.

Question 40

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.

Answer 40

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.

Question 41

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.

Answer 41

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

Question 42

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

Answer 42

c) First words Explanation: After babbling, infants typically progress to uttering their first meaningful words

Question 43

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.

Answer 43

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.

Question 44

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

Answer 44

c) To practice producing speech sounds. Explanation: Babbling allows infants to experiment with and practice speech sounds, laying the foundation for later language development.

Question 45

At what age do true first words typically emerge in infants? a) 6 months b) 9 months c) 12 months d) 18 months

Answer 45

c) 12 months

Question 46

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.

Answer 46

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.

Question 47

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.

Answer 47

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

Question 48

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

Answer 48

c) Words related to routine objects and actions. Explanation: The first 50 words typically include nouns, greetings, and words frequently encountered in daily routines.

Question 49

What is an example of telegraphic speech? a) "Mommy give toy." b) "Up up up!" c) "Daddy." d) "Give milk."

Answer 49

d) "Give milk." Explanation: Telegraphic speech involves using only essential words to convey meaning, such as "give milk" instead of a full sentence

Question 50

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

Answer 50

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.

Question 51

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.

Answer 51

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

Question 52

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.

Answer 52

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

Question 53

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.

Answer 53

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.

Question 54

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

Answer 54

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

Question 55

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.

Answer 55

: 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.

Question 56

At what age do infants typically begin producing two-word utterances? a) 6 months b) 12 months c) 18 months d) 24 months

Answer 56

c) 18 months Explanation: Around 18 months, infants start producing two-word utterances, often resembling telegraphic speech.

Question 57

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.

Answer 57

b) Assigning meanings to words and phrases. Explanation: Semantics involves understanding and conveying meaning, which becomes evident as children move beyond labeling objects

Question 58

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 58

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.

Question 59

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.

Answer 59

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.

Question 60

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.

Answer 60

: 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.

Question 61

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.

Answer 61

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

Question 62

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.

Answer 62

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.

Question 63

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.

Answer 63

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.

Question 64

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.

Answer 64

: 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

Question 65

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.

Answer 65

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

Question 66

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.

Answer 66

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.

Question 67

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

Answer 67

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.

Question 68

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.

Answer 68

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.

Question 69

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.

Answer 69

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.

Question 70

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.

Answer 70

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.

Question 71

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

Answer 71

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.

Question 72

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.

Answer 72

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.

Question 73

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.

Answer 73

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

Question 74

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

Answer 74

: 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.

Question 75

What are the three theories for learning approach

Answer 75

1. Learning theory: Skinner, reinforcement, modeling, observation 2. Social Interaction Approach Language develops through social interaction and communication, driven by a child’s motivation to engage socially 3. 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.