|
1. |
Many patients with aphasia, surprisingly retain the ability to ________ even if they've lost the ability to speak - a clear indication that these seemingly similar activities are controlled by different processes. |
| |
A) |
sing |
| |
B) |
do math |
| |
C) |
walk and dance |
| |
D) |
hear/listen |
|
2. |
One of the universals of language is the idea that it is communicative. This basically means that: |
| |
A) |
written language is a universally used method of communication among all humans throughout history. |
| |
B) |
whenever people or animals are communicating, they are using language. |
| |
C) |
language allows for communication. |
| |
D) |
All of the above. |
|
3. |
The fact that words are symbols that refer to some meaningful concept despite there rarely ever being a direct relationship between that symbol (word) and referent (object) describes the ________ of language. |
| |
A) |
semanticity |
| |
B) |
structure |
| |
C) |
dynamic nature |
| |
D) |
arbitrariness |
|
4. |
Because any language is always evolving, the language we use today is not likely to be the same as how it was used 200 years ago, or will be used 200 years from now. This means that language is: |
| |
A) |
arbitrary. |
| |
B) |
generative. |
| |
C) |
dynamic. |
| |
D) |
semantic. |
|
5. |
The smallest language units that carry meaning in a language are called: |
| |
A) |
phonemes. |
| |
B) |
morphemes. |
| |
C) |
syntactics. |
| |
D) |
semantics. |
|
6. |
The smallest linguistic sounds that make up a spoken language are called: |
| |
A) |
phonemes. |
| |
B) |
morphemes. |
| |
C) |
free morphemes. |
| |
D) |
phonologies. |
|
7. |
Spoken language tends to produce a continuous and uninterrupted flow of sound. The listener's job is to ________ the speech stream to identify the word boundaries. |
| |
A) |
blend |
| |
B) |
internally repeat or shadow |
| |
C) |
find the natural pauses between words of |
| |
D) |
segment |
|
8. |
Although spoken languages are made up of a limited number of sounds, these sounds are pronounced differently when spoken in sentences. This is because of a phenomenon called: |
| |
A) |
coarticulation. |
| |
B) |
context-induced aphasia. |
| |
C) |
phonemic restoration. |
| |
D) |
None of the above. |
|
9. |
If a portion of a word in a spoken sentence is disrupted by a cough noise, or, is entirely removed as in "The state governors met with their respective legi latures." listeners still hear the word as though it were intact ("legislatures."). This phenomenon is called: |
| |
A) |
coarticulation. |
| |
B) |
context-induced aphasia. |
| |
C) |
phonemic restoration. |
| |
D) |
auditory unmasking. |
|
10. |
Kuhl proposed the ________ to describe the categorical perception that occurs during auditory comprehension. Essentially, despite variability in the sounds we hear (people can have slightly to extremely different pronunciations of identical words), perception of words remains relatively constant (i.e., we tend to hear the words rather than the distinctive sounds making up those words). |
| |
A) |
phonemic restoration theory |
| |
B) |
perceptual magnet effect |
| |
C) |
prototype resemblance theory |
| |
D) |
ambiguity resolution effect |
|
11. |
The rules that govern the structure of a phrase or a sentence refer to the ________ of a language. |
| |
A) |
semantics |
| |
B) |
syntax |
| |
C) |
phonology |
| |
D) |
morphology |
|
12. |
Noam Chomsky wrote the sentence, "Colorless green ideas sleep furiously" to illustrate: |
| |
A) |
that language can be poetic when used to convey meaning, but only if the semantics and the syntax are aligned. |
| |
B) |
how semantics is necessary for people to communicate ideas. |
| |
C) |
the argument between the nature vs. nurture view of language learning. |
| |
D) |
a point about the independence of syntax and semantics (you can have one without the other). |
|
13. |
With regard to phrase structure rules, ________ are those that describe how a language is actually used by fluent speakers and listeners, while ________ are those that describe how a language is "supposed to be used." |
| |
A) |
restrictive rules; unrestrictive rules |
| |
B) |
descriptive rules; prescriptive rules |
| |
C) |
prescriptive rules; descriptive rules |
| |
D) |
predictive rules; unpredictive rules |
|
14. |
When a sentence can be interpreted in more than one way, it is said to be: |
| |
A) |
an ambiguous sentence. |
| |
B) |
an incomplete sentence. |
| |
C) |
a garden path sentence. |
| |
D) |
an unpredictive sentence. |
|
15. |
When a sentence initially leads to one interpretation and that interpretation turns out later in the sentence to be wrong, it is said to be: |
| |
A) |
an ambiguous sentence. |
| |
B) |
an incomplete sentence. |
| |
C) |
a garden path sentence. |
| |
D) |
an unpredictive sentence. |
|
16. |
Sometimes we can change the rise and fall of our speech intonation and pattern of pauses during speech production in order to clarify what a sentence is supposed to mean. This is called: |
| |
A) |
syntax. |
| |
B) |
accented speech. |
| |
C) |
prosody. |
| |
D) |
enunciation. |
|
17. |
The sentence, "Prostitutes appeal to Pope." has more than one interpretation that derives from: |
| |
A) |
lexical ambiguity. |
| |
B) |
a garden path structure. |
| |
C) |
surface ambiguity. |
| |
D) |
an unpredictive syntax. |
| |
E) |
underlying (or deep) ambiguity. |
|
18. |
The sentence, "The soldiers attacked the protestors with knives." has more than one interpretation that derives from: |
| |
A) |
lexical ambiguity. |
| |
B) |
a garden path structure. |
| |
C) |
non-lexical ambiguity. |
| |
D) |
an unpredictive syntax. |
|
19. |
The sentence, "Two ships collided, one died." has more than one interpretation that derives from: |
| |
A) |
lexical ambiguity. |
| |
B) |
a garden path structure. |
| |
C) |
an unpredictive syntax. |
| |
D) |
non-lexical ambiguity. |
|
20. |
Damage to the brain's left frontal lobe (for most people) would likely produce a disruption in language known as ________ aphasia in which a person could understand language, but would have great difficulty writing or speaking. |
| |
A) |
auditory |
| |
B) |
Broca's |
| |
C) |
tactile |
| |
D) |
Armstrong's |
| |
E) |
Wernicke's |
|
21. |
Damage to the brain can sometimes result in a pattern of behavior in which a person can seem to talk fluently, but they actually convey very little. This is known as: |
| |
A) |
auditory disphasia. |
| |
B) |
Broca's aphasia. |
| |
C) |
Armstrong's syndrome. |
| |
D) |
Wernicke's aphasia. |
|
22. |
The notion that language shapes thought is called: |
| |
A) |
the Whorfian hypothesis. |
| |
B) |
linguistic relativity. |
| |
C) |
None of the above. |
| |
D) |
Both (a) and (b). |
|
23. |
Bilingual children tend to: |
| |
A) |
have smaller vocabularies than monolingual children, but they will eventually catch up. |
| |
B) |
have larger vocabularies than monolingual children, who will eventually catch up. |
| |
C) |
confuse or blur together the differing language rules for putting words together. |
| |
D) |
eventually just choose one language to communicate with and allow the other one to fade. |
|
24. |
Speech errors (slips of the tongue) are fairly common, which is understandable given the complicated nature of language production. It turns out that the most common types of speech errors are: |
| |
A) |
dropping vowels. |
| |
B) |
dropping consonants. |
| |
C) |
exchange errors. |
| |
D) |
blends. |