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A) rules of discourse.
B) pragmatic rules.
C) prescriptive rules.
D) syntax rules.
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A) previous knowledge of his mother's opinions and beliefs
B) his memory for the beginning of the sentence she was speaking when cut off
C) the context of the conversation
D) the fact that our minds fill in missing words, which is called the phonemic restoration effect
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A) whenever a sentence is uttered, it must be followed by a noun phrase and a verb phrase.
B) the subject of a sentence must specify both a noun phrase and a verb phrase.
C) a sentence can consist of either a noun phrase or a verb phrase.
D) a sentence consists of a noun phrase followed by a verb phrase.
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A) place of articulation.
B) manner of production.
C) voicing.
D) speech locus.
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A) immature brain.
B) overreliance on a linguistic rule that precedes a mature understanding of when rules apply.
C) loss of previous understanding of irregular forms of words.
D) lack of (even unconscious) understanding of linguistic rules.
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A) Children born deaf without the opportunity to learn sign language invent their own gestural language.
B) Humans begin the language-learning process with a head start.
C) Children have the brain structures in place at birth to facilitate language learning.
D) Children learn languages more quickly than adults.
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A) make "proper" or "good" judgments about language.
B) are much like prescriptive rules.
C) are mostly used by new speakers who do not yet understand slang or common expressions.
D) describe how English is structured.
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A) the features of speech production correspond to what listeners hear when listening to speech.
B) production and perception are linked.
C) errors are more likely when production features are more similar.
D) listeners should be able to detect speech sounds simply by isolating individual sounds.
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A) Decisions about the parsing of individual words are not made until the entire sentence has been heard.
B) In general, we assume that the sentences we hear will be in the active, not passive, voice.
C) Parsing makes use of the small function words (e.g., "that" and "which") to identify the sentence's phrase structure.
D) The semantics of the sentence are used as an aid in determining the source of the action and the recipient.
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A) have underdeveloped muscles needed for speech production.
B) have damage to Wernicke's area.
C) are less likely to learn and use the rules of linguistics.
D) also show an impairment in intelligence.
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A) 8.
B) 40.
C) 150.
D) several thousand.
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A) Participant M
B) Participant Q
C) They will have equal color perception.
D) We cannot tell based on this evidence.
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A) electrical activity is the same, regardless of the content of the sentence.
B) our previous knowledge of the world influences how we parse sentences.
C) errors in syntax are worse than errors of semantics.
D) incorrect statements are associated with lower levels of brain activity than correct statements.
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A) sounds that are linked to ideas.
B) syntax.
C) someone to listen.
D) gestures.
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A) Lindsie will learn one language more quickly than the other language.
B) Lindsie will likely become confused and mix up the languages.
C) Lindsie will learn both languages as quickly and easily as she would if she was learning just one language.
D) Lindsie will not be able to learn two languages simultaneously.
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A) Broca's aphasia.
B) anomia.
C) Wernicke's aphasia.
D) specific language impairment.
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A) Performance often contains errors that the speaker knows how to correct.
B) Performance provides a direct assessment of the extent of one's linguistic knowledge.
C) Performance is influenced by slips, or mistakes, in language.
D) Performance often omits language patterns that the speaker is able to use but chooses not to use.
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