nld ; school age language

Question 1

(motor) Improved coordination and balance for climbing, bike riding, and
beginning sports activities by

Answer 1

by around 6 years of age.

Question 2

(motor) Exhibit physical growth in limbs, hands, and feet and maturation in
nervous, respiratory, and circulatory system that approach adult
levels by

Answer 2

around 10 year

Question 3

(motor) Exhibit physical changes associated with the onset of puberty by

Answer 3

around 12 years.

Question 4

(motor) Exhibit increased vocal fold size resulting in drop of one octave in the
pitch of males with less change seen in females beginning around

Answer 4

14
years of age.

Question 5

(motor) Increased muscle mass, facial hair, greater height in males, as well as
breast and hip increases in females by around

Answer 5

16 years of age.

Question 6

(Cognitive) Longer attention span and more easily focuses on problem solving by around

Answer 6

6 years of age

Question 7

(cognitive) Moving from preoperational to operational stage of cognitive development.
Formal operations begin around

Answer 7

11-12 years

Question 8

(cognitive) develops conservation and reversibility around

Answer 8

7 years

Question 9

(cognitive) develops the clearer concept of classification, similarities, and differences as well as cause-effect relationships by around

Answer 9

age 10 years

Question 10

(cognitive) develops independent abstract reasoning, problem- solving, and anticipation of reversible consequences around

Answer 10

14 years of age

Question 11

(Cognitive) exhibits the ability to envision hypothetical outcomes, apply deductive reasoning, and examine one’s own thought styles (metacognition) around

Answer 11

16 years

Question 12

What kind of inferences do school age make from this observation is this “The floor in the hallway is wet.”

Answer 12

-There is a leak from the ceiling.
- Someone spilled a drink.
- The custodian is preparing to mop the floor.

Question 13

reasoning inductive

Answer 13

part to whole
* examples: name 2 fruits, apples and oranges are all fruits

Question 14

reductive reasoning

Answer 14

whole to part
*example: if you have seeds you are considered a fruit.

Question 15

part to whole analogies

Answer 15

battery: flashlight:: hard drive: computer

Question 16

cause and effect analogies

Answer 16

fatigue: yawning:: itching, scratching

Question 17

person to situation analogy

Answer 17

mother: home:: teacher: school

Question 18

synonym anology

Answer 18

obese: fat::slender:thin

Question 19

antonym analogy

Answer 19

poverty: wealth :: sickness: health

Question 20

geography analogy

Answer 20

chicago: illinois:: denver: colorado

Question 21

measurement analogy

Answer 21

pound: kilogram:: quart: liter

Question 22

time analogy

Answer 22

march:spring::december:winter

Question 23

Decentration

Answer 23

Involves the ability to pay attention to multiple attributes of an object or situation
rather than being locked into attending to only a single attribute.
This ability facilitates conservation and analogical thinking

Question 24

(social) Develops the ability to express own feelings and empathy for others’ feelings by

Answer 24

around 6 years
begins to be embarrassed by parents
wants privacy

Question 25

(social) Develops a stronger sense of peer group through structured games, sports, and hobbies by around

Answer 25

10 years likes to win

Question 26

(social) Develops interests that differentiate between sexes, but begins to engage in social activity centered around the opposite sex by around

Answer 26

14 years

Question 27

(social) Develops personal responsibility and ability to complete tasks without adult supervision by around

Answer 27

16 years developing conscience

Question 28

Final gains in the structure of language

Answer 28

(morphology and syntax)

Question 29

Large area of growth is in

Answer 29

vocabulary, greater awareness of the features of language and literacy

Question 30

Organization of vocabulary into hierarchical categories-

Answer 30

classifying words in superordinate and subordinate categories

Question 31

Increasing skills in the metalinguistic aspects of language

Answer 31

(syllabification, rhyming, multiple meanings, ambiguity, jokes, figurative language, etc.)

Question 32

Better skill at decoding

Answer 32

“teacher language” and “textbook language”

Question 33

All wh- questions will be

Answer 33

understood and expressed

Question 34

Wh- Order progresses from

Answer 34

what (objects), what do (actions), who (agents), where (locations) to time (when), causality (why), and instrumental (why)

Question 35

Syntax interacts with

Answer 35

semantics in the understanding and expression of wh-questions

Question 36

Complex and compound sentence

Answer 36

understanding and expression

Question 37

Using derivational morphology children can

Answer 37

form and understand new words- prefixes, suffixes (happy-unhappy, love-lovely, parenthood-neighborhood, astonishment-disillusionment)

Question 38

Prosody is used in the

Answer 38

understanding and production of stress pattern differences (yellowjacket vs. yellow jacket)

Question 39

(morphology) What is the example below: divine-divinity collide-collision explain-explanation

Answer 39

vowel shifting

Question 40

(syntax) Language productivity and speaking complexity are influenced by the

Answer 40

type of speaking task

Question 41

More complex language form with

Answer 41

expository (explanatory) than conversational exchanges

Question 42

More complex language form with preferred topics in conversation compared to

Answer 42

random topics

Question 43

Complex Sentences: semantic relations between an

Answer 43

independent and dependent clauses

Question 44

what syntax sentence is this - “We’ll finish the worksheet before we go outside.”

Answer 44

Temporal

Question 45

what type of syntax sentence is this - “You can’t go to recess because you haven’t finished your work.”

Answer 45

casual

Question 46

what type of syntax sentence is this - “You can go outside if you finish your work.”

Answer 46

conditional

Question 47

what type of syntax sentence is this - “I think I know the answer.”

Answer 47

epistemic

Question 48

what type of syntax sentence is this- “Show me how to work this problem.”

Answer 48

Notice-perception

Question 49

what is the type of syntax sentence is this- “That’s the boy who made the highest grade on the test.”

Answer 49

Specification

Question 50

what type of syntax sentence is this- “I love reading, but I hate math.”

Answer 50

Adversative

Question 51

Compound sentences

Answer 51

coordinating two independent clauses with conjunctions. Either “for, and, nor, but, yet, so” (FANBOYS)

Question 52

Some adverbs, such as afterwards, consequently, for example, however, nonetheless, and therefore, act like

Answer 52

conjunctions by linking either two main clauses separated by a semicolon, or two separate sentences. They express some effect that the first clause or sentence has on the second one

Question 53

what passive sentence is this - “It was broken.”

Answer 53

truncated

Question 54

what type of passive sentence is this - “The cookie was eaten by the girl.”

Answer 54

Irreversible

Question 55

what type of passive sentence is this - “The boy was chosen by the girl.”

Answer 55

Reversible

Question 56

Development of a literate lexicon with advanced syntactic forms such as

Answer 56

elaborated noun phrases adverbs mental/linguistic verbs conductions

Question 57

Elaborated Noun Phrase (ENP)

Answer 57

a group of words comprising a noun at its head and two or more modifiers providing additional information about the noun. Modifiers may include articles (e.g., a, an, the), possessives (e.g., my, his, their), demonstratives (e.g., this, that, those), quantifiers (e.g., every, each, some), wh-words (e.g., what which, whichever), and true adjectives (e.g., tall, long, ugly). Can precede the noun or follow the noun. example - there was this big green-looking thing.

Question 58

Adverbs

Answer 58

forms used to modify verbs. These modifiers increase the explicitness of action and event descriptions. ...–ly adverbs are most representative of literate language (the –ly suffix may be omitted) example ...and they finally came to the cave

Question 59

Mental and Linguistic Verbs

Answer 59

...verbs referring to various acts of thinking and speaking. Mental verbs include think, know, believe, imagine, feel, consider, suppose, decide, forget, and remember. Linguistic verbs include say, tell, speak, shout, answer, call, reply, and yell. they yelled real loud

Question 60

Conjunctions

Answer 60

used in discourse to organize information and clarify relationships among elements. Can be categorized as either coordinating (e.g., for, or, yet, but, so) or subordinating (e.g., after, although, as, because, for, if, how, since, still, that, though, unless, when, where, while, why). they ran away because they were scared

Question 61

Must be able to learn new words everyday (thousands a year). By graduation, average expressive vocabulary is

Answer 61

is 10,000 and A high-schooler may understand as many as 80,000 words

Question 62

Lexicon increases through

Answer 62

fast-mapping/quick incidental learning (QuIL) , primarily through literacy experiences (child must be able to handle de- contextualized learning)

Question 63

Word knowledge (definitions, word relationships such as synonyms, antonyms, homonyms, homophones, and multiple word meanings) involve

Answer 63

vertical (acquiring multiple meanings for words) and horizontal (adding additional features to words) growth

Question 64

Clustering:

Answer 64

grouping words together by categories or thematic events to reduce cognitive load and increase acquisition and retrieval

Question 65

Concept development is

Answer 65

refined