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76 Cards in this Set
- Front
- Back
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A(n) _______ is evident if one patient exhibits a language impairment with normal mathematical abilities and another patient exhibits a mathematical impairment with normal language. a. hemodynamic change b. localization c. double dissociation d. action potential |
c. double dissociation |
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A pediatrician evaluates Amber, a 4th grader who reads at a 1st grade level and struggles to decode the letters she sees on the page. In the evaluation, the doctor also discovers that Amber is shy, her IQ is normal, and her grandfather, a very successful businessman, avoids reading. What diagnosis do these characteristics indicate? a. Aphasia b. Downs syndrome c. William’s syndrome d. Developmental dyslexia |
d. Developmental dyslexia |
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_______ is a genetically-based disorder where language function seems relatively unaffected as other complex cognitive abilities are markedly impaired. a. Developmental dyslexia b. Williams syndrome c. Downs syndrome d. Specific language impairment |
b. Williams syndrome |
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Six-year old Olivia has trouble expressing herself verbally and seems to have an abnormally short working memory span. Doctors have not been able to find any specific neurological or physiological problems, but her twin sister, Jane, seems to have similar impairments. If you were her pediatrician, which of the following disorders of speech would you believe was affecting Olivia? a. Wernicke’s aphasia b. Broca’s aphasia c. Specific language impairment d. Williams syndrome |
c. Specific language impairment |
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Broca’s aphasia is characterized by a patient’s inability to a. understand spoken language. b. understand written text. c. speak fluently. d. understand the function of objects in their environment. |
c. speak fluently. |
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What would be more difficult for a patient with Broca’s aphasia than for a patient with Wernicke's aphasia? a. Understanding a political candidate's speech b. Delivering a speech without pauses or hesitations c. Getting the gist of an audiobook d. Following a movie that has a great deal of dialogue |
b. Delivering a speech without pauses or hesitations |
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A patient who underwent Sperry and Gazzaniga’s split brain procedure would most likely verbally report seeing the word _______ if the word HEART was briefly flashed in the middle of a computer monitor. a. HAT b. HE c. ART d. HEART |
c. ART |
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Wernicke believed that language processing was a. highly compartmentalized in the brain, with specific modules communicating in pre-set patterns. b. distributed throughout the brain in a highly coordinated network. c. localized in one specific brain area. d. strictly contained in the left hemisphere. |
a. highly compartmentalized in the brain, with specific modules communicating in pre-set patterns. |
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A deaf ASL signer suffering from Broca’s aphasia would a. have a difficult time mimicking and lip reading what a hearing person was trying to convey. b. have a difficult time understanding what other signers are signing in ASL. c. have difficulty interpreting pantomime signs produced by hearing individuals. d. have a difficult time generating ASL signs they once knew well. |
d. have a difficult time generating ASL signs they once knew well. |
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fMRI scans would find that English and Mandarin speakers a. both process tone information in the right hemisphere. b. both process tone information in the left hemispheres. c. process tone information differentially, with Mandarin speakers showing activation in the language areas for tones and English speakers showing activation in non-linguistic, sound processing regions. d. process tone information differentially, with English speakers showing activation in the language areas for tones and Mandarin speakers showing activation in non-linguistic, sound processing regions. |
d. process tone information differentially, with English speakers showing activation in the language areas for tones and Mandarin speakers showing activation in non-linguistic, sound processing regions. |
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What is the best interpretation of Stager and Werker’s 1997 data, represented by the four bars in the graph? a. Children have a difficult time realizing that two different auditory stimuli mean different things if the phonetic distinction between them is minimal. b. Children have a difficult time realizing that two different auditory stimuli mean different things if the phonetic distinction between them is large. c. Children reliably map different auditory stimuli onto different meanings regardless of whether the stimuli sound very similar or very different. d. Mean looking times cannot be used to describe how children map meaning onto sound information. |
a. Children have a difficult time realizing that two different auditory stimuli mean different things if the phonetic distinction between them is minimal. |
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Based on the outcome of Hart and Risley’s 1995 study of parental-child conversations in families of differing socioeconomic status, which conclusion is not valid? a. Children growing up in poor households tend to have smaller vocabularies than children growing up in privileged homes. b. A child who is exposed to less language in childhood is more likely to have difficulties learning to read, regardless of the parents’ education levels. c. Children of parents with very low levels of education can have large vocabularies if they are exposed to a great deal of language at home. d. A child growing up in a poor household hearing a great deal of language will likely have a smaller vocabulary than a child from a privileged household who is exposed to less language. |
d. A child growing up in a poor household hearing a great deal of language will likely have a smaller vocabulary than a child from a privileged household who is exposed to less language. |
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Which of the following is the best example of a basic-level category? a. Of the words wing-tips, shoes, flip-flops; flip-flops is a basic-level category b. Of the words shoes, shirts, wardrobe; wardrobe is a basic-level category c. Of the words dog, terrier, and mammal; dog is a basic-level category d. Of the words lion, tiger, and mammal; mammal is a basic-level category |
c. Of the words dog, terrier, and mammal; dog is a basic-level category |
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In terms of babies’ category formation, an example of over-extension would be a. only referring to a daisy as a flower. b. calling all round objects ball. c. referring to any large-eared animal as hat. d. referring to any adult as a grown-up. |
b. calling all round objects ball. |
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Based on a study of speaker intent (Baron-Simon, Baldwin, & Crowson, 1997), a child with Autism Spectrum Disorder (ASD) would have a difficult time mapping meaning onto an object if a. a speaker is naming an object they are looking at, instead of one that the child is looking at. b. a speaker does not emphasize the object’s name in a sentence. c. the speaker does not describe what the object is used for to the child. d. the speaker is turning away from the child as he names the object. |
a. a speaker is naming an object they are looking at, instead of one that the child is looking at. |
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Which word contains more than one morpheme? a. Verve b. Wench c. Reface d. Stash |
c. Reface |
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Derivational affixes help us transform categories of words; which addition is an example of such a transformation? a. Adding -ed to move b. Adding -ful to joy c. Adding -ing to run d. Adding -s to walk |
b. Adding -ful to joy |
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Jean Berko Gleason’s 1958 study is hailed as a pivotal investigation into children’s word-form use. Based on her results, what prediction would you make about how complex word forms are learned by children of the same age as those in the study? a. Upon hearing the word foot for the first time, a child will incorrectly guess that the plural of foot is foots. b. Upon hearing the word foot for the first time, a child will correctly guess that the plural of foot is feet. c. A child will not be able to correctly produce the plural form of a regular noun like figs without hearing the correct plural form at least once. d. In guessing the plural form of nouns like hand and tooth, a child will be equally likely to make errors with regular forms like hands and irregular forms like teeth unless she has heard these plural forms before. |
a. Upon hearing the word foot for the first time, a child will incorrectly guess that the plural of foot is foots. |
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A child who, at an early age, used irregular verb forms correctly (using grow and its past tense grew) suddenly began using growed instead of grew. This child a. is regressing to a more comfortable state instead of learning to abstract the rules of grammar. b. is extracting the rules for how to form tenses and applying those generalizations to words that seem similar. c. has had an inadequate amount of parental input into the language learning process. d. needs more intense educational programs to learn the rules of grammar. |
a. is regressing to a more comfortable state instead of learning to abstract the rules of grammar. |
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Rumelhart and McClelland’s 1986 connectionist model would suggest that the best way to teach a young child the proper forms of regular and irregular verbs would be a. rote memorization, where the child is presented with both regular and irregular verbs and is encouraged to memorize each set. b. through mere exposure to language containing vast amounts of both types of verbs and their various forms. c. to practice speaking with a parent, where the parent corrects the child every time the child uses an incorrect verb form. d. to wait for the child to enter kindergarten where specialized teaching techniques are employed to teach children the correct forms of verbs. |
b. through mere exposure to language containing vast amounts of both types of verbs and their various forms. |
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Which statement is a telegraphic expression that your 2-year-old brother might produce to convey “Danny has eaten all of the candy.” a. Danny ate all the candy. b. Danny eat candy. c. No more candy. d. Caddy pweese. |
b. Danny eat candy. |
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What is the grammatical structure of The girl with a tattoo loves me? a. [NP The girl] [PP with a tattoo] [VP loves me] b. [NP The girl [PP with a tattoo]] [VP loves me] c. [PP The girl with] [NP a tattoo] [VP loves me] d. [VP [NP The girl] [PP with a tattoo] loves]] [NP me] |
b. [NP The girl [PP with a tattoo]] [VP loves me] |
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The principles and parameters theory suggests that children have the ability to learn any language because a. they are born with innate expectations that constrain their learning of grammar. b. of the adaptive nature of human cognition. c. the linguistic input from ordinary interactions with fluent speakers provides enough data to form syntactic heuristics. d. the bottom-up nature of language acquisition allows children to learn useful generalizations and categorize words as they develop. |
a. they are born with innate expectations that constrain their learning of grammar. |
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Which of the following statement(s) about Bayesian models of language acquisition are true? I. Bayesian models provide a possible solution to the ‘poverty of stimulus’ problem of language acquisition. II. Infants predominantly use other strategies to acquire language as their brains are not yet sufficiently developed to be able to make probability estimates. III. Bayesian models originate from the data-driven rather than nativist perspective of language. IV. Bayesian models of language acquisition are psychologically implausible as they require language learners to perform complex statistical calculations in their heads. a. I and IV. b. I and III. c. III only. d. II and IV. |
a. I and IV. |
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Lexical co-occurrence patterns would not help children a. recognize the semantic relationships between words, for example that frog and toad are similar animals. b. learn about syntactic organization, for example that a subject generally precedes a verb. c. recognize which words are more likely to appear together in particular constituents and phrases, for example “a _______” is likely to include a noun in the blank rather than a verb. |
d. recognize that words with similar phonetic patterns tend to belong to the same category, for example that plane and plate are both nouns. |
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You can say John threw the stone but you cannot say The stone threw. Our understanding that the second sentence is not grammatical derives from our experience with a. the subject-relative clause. b. subcategorization information. c. lexical co-occurrence. d. particles. |
b. subcategorization information. |
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Six-year-old Timmy participated in a new study, designed to be similar to the Wonnacott 2011 study. An artificial grammar was invented in which roi and des were both particles that followed animal words. During the learning phase, only roi appeared after the word elephant in a sentence. What will Timmy likely conclude? a. The word elephant should only ever be followed by roi. b. Either roi or des can legally follow the word elephant. c. Roi can also follow other animal words, such as cat, mouse, or pig. d. Roi should follow the word elephant, but des should follow other animal words. |
d. Roi should follow the word elephant, but des should follow other animal words. |
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Swahili and Turkish, in which syntactic information is expressed via multiple affixes bound to words, are _______ languages. a. associationist b. connectionist c. agglutinative d. transitive |
c. agglutinative |
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Using the connectionist model would be least appropriate to account for a. distributional evidence. b. lexical co-occurrence patterns. c. subcategorization information. d. long-distance dependencies. |
c. subcategorization information. |
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_______ suggest(s) that language stimuli do not contain enough information for children to acquire certain language structures and that some innate capacities must exist to help children extract important statistical information from the ambient language. a. Wh- island constraints b. Associationist theories c. Arguments from the poverty of the stimulus d. Distributional evidence |
c. Arguments from the poverty of the stimulus |
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If participants were asked to complete a lexical decision task, which priming word would result in the fastest recognition of bread as a real word? a. Baker, because of the semantic link between bread and a bakery b. Breadth, because of its similar phonetic structure to bread c. Mailbox, because of the similar shape between a mailbox and a loaf of bread d. White, because this is the typical color of bread |
a. Baker, because of the semantic link between bread and a bakery |
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Below is a lexical decision task in which a prime is presented very briefly, covered by a “mask” and then followed by a target word, as shown below. What is the rationale for using this masked priming methodology? a. It reduces the likelihood that participants will use a task-specific strategy of trying to think of words related to NURSE or WRENCH. b. It increases the likelihood that participants will respond faster to DOCTOR when it is preceded by a related word, such as NURSE, than an unrelated word, like WRENCH. c. It decreases the likelihood that participants will respond faster to DOCTOR when it is preceded by a related word, such as NURSE, than an unrelated word, like WRENCH. d. It allows researchers to present the target stimulus at just the right time when a priming effect is most likely to occur. |
a. It reduces the likelihood that participants will use a task-specific strategy of trying to think of words related to NURSE or WRENCH. |
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In Swinney’s 1979 crossmodal priming study, which condition led to decreased activation of the test word’s meaning that was not primed? a. Decreasing the ISI between the test word and the prime b. Presenting the study passage at a louder volume c. Increasing the ISI between the test word and the prime d. Presenting the study passage text on the screen along with the auditory presentation of the study passage |
a. Decreasing the ISI between the test word and the prime |
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As you begin to hear the word storm, other phonetically similar words such as store and stomp may also be activated during the first few hundred milliseconds of storm. Which model or effect best accounts for this type of spoken word activation? a. Neighborhood density effect b. Marslen-Wilson’s cohort model c. McGurk effect d. Implicit semantic priming |
b. Marslen-Wilson’s cohort model |
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Imagine that your child is learning a popular holiday song, and instead of singing “All of the other reindeer,” she has learned the words as “Olive, the other reindeer.” This is an example of a. the rhyme effect. b. a homograph. c. a mondegreen. d. the Ganong effect. |
c. a mondegreen. |
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In the figure, longer eye fixation on the parrot compared to the nickel at the prompt Pick up the carrot is best explained by the a. cohort model b. McGurk effect c. Ganong effect d. TRACE model |
b. McGurk effect |
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The ______ is the best evidence that our sound perception is affected by crossmodal properties of speech. a. existence of mondegreens b. McGurk effect c. existence of cross-language word activation in bilinguals d. cohort model of lexical activation |
b. McGurk effect |
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Imagine that you were a participant in William Ganong’s 1980 study, and you were asked to report whether you heard the word beard or deard when presented with an ambiguous phoneme sound between /b/ and /d/ at the start of _eard. You would a. be equally likely to report hearing deard as beard. b. be more likely to report hearing beard than deard. c. be more likely to report hearing deard than beard. d. report hearing eard and not recognize the initial phoneme as a legitimate linguistic component. |
b. be more likely to report hearing beard than deard. |
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In general, ventriloquists seem to use techniques and illusions that heavily rely on their audience’s _______ processing of stimuli, where previous knowledge has a great influence on shaping perception. a. bottom-up b. top-down c. crossmodal d. architectural |
c. crossmodal |
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The equation 4 + 3 = 7 conveys meaning using a _______ writing system; whereas the word seven conveys meaning using a _______ writing system. a. syllabic; logographic b. alphabetic; syllabic c. logographic; alphabetic d. logographic; syllabic |
c. logographic; alphabetic |
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A _______ can be used to evaluate if a child can shift their perspective of a situation from their own to that of another person. a. false belief test b. false belief test or a referential communication task c. social gating task d. social gating task or a lexical decision task |
b. false belief test or a referential communication task |
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Refer to the figure below. You could conclude that the child in this figure is able to adopt the perspective of his conversational partner if he a. immediately looks at the taller glass when the speaker says “Pick up the glass.” b. looks at both glasses when the speaker says “Pick up the glass,” and then asks “Which one?” c. says “Pick up the tall glass” if he wants the glass on the right. d. points if he wants either of the glasses. |
a. immediately looks at the taller glass when the speaker says “Pick up the glass.” |
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If your roommate states “I’d really love some Chinese takeout food this evening, but I don’t have time to go get it,” you might interpret this as a request for you to pick up the food. This is an example of _______, a term coined by philosopher H. Paul Grice. a. a false belief test b. conversational implicature c. using the linguistic code d. referential communication |
b. conversational implicature |
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A scalar implicature arises when the sentence _______ is understood to mean ______. a. We should hire Raj because he has a degree in psychology; the other candidates do not have a degree in psychology b. Go see if the beef stew at Table 7 wants anything to drink; go see if the man who ordered beef stew wants anything to drink. c. Donna enjoys eating some vegetables; that Donna does not enjoy eating all vegetables. d. I went to bed at ten and lay there horizontally for eight hours; I went to bed but I did not sleep for all, or even most, of the eight hours I lay there. |
c. Donna enjoys eating some vegetables; that Donna does not enjoy eating all vegetables. |
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Which linguistic behavior shows evidence of audience design? a. In planning a potentially ambiguous sentence, a speaker always orders a shorter phrase before a longer phrase. b. A valedictorian practices her speech repeatedly until she is able to deliver it without any disfluencies. c. (MAYBE) A speaker provides more detail in referring to a person his conversational partner has never met than in referring to a mutual friend. d. A political candidate speaks at a lower pitch in order to sound more authoritative to voters. |
d. A political candidate speaks at a lower pitch in order to sound more authoritative to voters. |
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Which scenario describes back-channel responses? a. A conversation where the listener is following a complicated story and interrupts the speaker with questions to make sure they have understood the details. b. A conversation where the listener has heard the story being told to them by the speaker on several previous occasions, but is doing their best to stay alert and seem interested in the story. c. A conversation where the speaker is trying to use non-verbal cues such as facial expressions and hand movements to emphasize the important parts of a story to the listener. d. A conversation where the speaker is using practiced gestures to recount an important story that he has told on several previous occasions |
a. A conversation where the listener is following a complicated story and interrupts the speaker with questions to make sure they have understood the details. |
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An egocentric perspective is most closely aligned with the _______ perspective of language generation. a. ease-of-production b. audience design c. scalar implicature d. pedagogic stance |
a. ease-of-production |
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Compared to children diagnosed with ASD, typically developing children were found to a. be worse at recognizing when conversational norms had been violated. b. score about the same on tasks where they had to identify if conversational norms had been violated. (MAYBE) c. be better at recognizing when conversational norms had been violated. d. be better at identifying violations of conversational norms related to the maxim of Relevance but worse at identifying violations related to the maxim of Quantity. |
d. be better at identifying violations of conversational norms related to the maxim of Relevance but worse at identifying violations related to the maxim of Quantity. |
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Greenberg’s work on linguistic universals suggests that a. all human languages exhibit Hockett’s design features of language, but otherwise vary without constraint. b. the sound structure of languages is more variable than the syntax. c. there are only 30 different grammars found across all human languages. d. the patterns found across languages make up a small subset of logically possible patterns. |
b. the sound structure of languages is more variable than the syntax. |
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A pattern that is common across many languages likely reflects an underlying cognitive constraint on language learning if the pattern a. pertains to syntactic structure. b. is common mainly among languages in Southeastern Africa. c. is found in a number of languages that are historically and geographically unrelated. d. is found mainly among languages within the Indo-European family. |
c. is found in a number of languages that are historically and geographically unrelated. |
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Which method would be best for investigating the hypothesis that language universals arise from cognitive constraints? a. Compile similarities and differences across all natural languages spoken and determine which patterns are most common. b. Track the evolution of languages to distinguish between old (e.g., Latin) and young (e.g., Nicaraguan Sign Language) languages, and evaluate whether young or old languages are easier to learn. c. Evaluate whether certain patterns are learned more readily than others in artificial languages, and whether these correspond to common patterns found across languages. d. Track the migratory patterns related to various languages and determine which language communities have the highest rates of language disorders. |
a. Compile similarities and differences across all natural languages spoken and determine which patterns are most common. |
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_______ are morphemes attached to words to help identify grammatical roles such as subject, object, and indirect object. a. Classifiers b. Prefixes c. Case markers d. Honorifics |
c. Case markers |
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What is the most plausible reason for the diverse number of color names across languages? a. Some groups of individuals, geographically isolated from others, have developed mutations that result in different color-differentiation abilities and thus do not have words that distinguish certain colors, such as greens from blues. b. Some languages have relatively few words for colors because they do not place importance on labeling color as a property of objects, given that color is generally predictable from the category membership of the object. c. Some cultures group colors with other concepts or categories, such as using the same word to convey “blue” as well as “broom,” so the number of different color names is more difficult to identify due to this translation challenge. d. Some language communities have borrowed color terms from other languages, adding new terms to their original inventory of color names. |
b. Some languages have relatively few words for colors because they do not place importance on labeling color as a property of objects, given that color is generally predictable from the category membership of the object. |
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What is the most plausible explanation for the fact that English speakers distinguish between the words in and on, whereas Spanish speakers use a single word en to encompass both? a. Historically, English speakers have lived in a more spatially complex environment than Spanish speakers, requiring them to make a greater number of spatial distinctions. b. In general, English-speaking cultures value precision to a greater extent than Spanish speaking cultures. c. Over time, changes in sound have resulted in two separate Spanish words being pronounced the same. d. No plausible explanation exists, suggesting that the match between concepts and words in a particular culture may be arbitrary to some extent. |
d. No plausible explanation exists, suggesting that the match between concepts and words in a particular culture may be arbitrary to some extent. |
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Bilinguals tend to _______ than monolinguals. a. switch between tasks more efficiently b. show earlier cognitive decline with age c. have better musical skills d. have better motor control |
a. switch between tasks more efficiently |
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What language would you recommend your uncle study to protect himself against cognitive decline due to aging? a. French or Spanish, because learning romance languages tends to increase a person’s memory capacity. b. German, because it helps boost a person’s analytical skills. c. Chinese, because it increases a person’s spatial working memory. d. There is no evidence to suggest that any particular language is better than another for preserving cognitive function. |
d. There is no evidence to suggest that any particular language is better than another for preserving cognitive function. |
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What can be inferred from the findings of studies that investigated how specific languages can influence specific cognitive processes? a. Auditory exposure to a tonal language in early life can enhance a person’s perception of pitch. b. Auditory exposure to a tonal language, whether in early life or later, can enhance a person’s perception of pitch. c. (Maybe) Mastery of a tonal language can enhance a person’s perception of pitch. d. There is no evidence that experience with a tonal language can enhance a person’s perception of pitch. |
a. Auditory exposure to a tonal language in early life can enhance a person’s perception of pitch. |
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Which outcome suggests that participants process meaning during the shadowing task? a. Participants’ shadowing slows down when the sentence they are repeating combinesmeaningful words in nonsensical ways. b. Participants say that they are processing the meaning as they shadow what they hear. c. Researchers ask the participants to report the gist of each sentence. d. Shadowing is the process of understanding |
a. Participants’ shadowing slows down when the sentence they are repeating combines meaningful words in nonsensical ways. |
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Which sentence is a garden path sentence? a. The lawyer with a wart was hit by the gang leader. b. The gang leader hit the lawyer with a wart. c. The cruel man beat his puppy using a thick stick. d. The puppy was beaten with a thick stick by the cruel man |
d. The puppy was beaten with a thick stick by the cruel man |
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Imagine that you are designing a study to evaluate whether certain types of sentences areambiguous and lead to misunderstanding. Which technique would permit the most naturalenvironment for your study? a. Self-paced reading task b. Shadowing task c. Moving window paradigm d. Eye-tracking reading task |
a. Self-paced reading task |
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Refer to the example below, in which participants read through sentences a phrase at a time,pressing a button to advance from step 1 through 3. 1. The British ---- ------- -- -------- ------- . 2. --- ------- left waffles -- -------- ------- . 3. --- ------- ---- ------- on Falkland Islands.The above stimulus is an example of which research method? a. Lexical decision task b. Shadowing task c. Eye-tracking method d. Moving window paradigm |
d. Moving window paradigm |
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The garden path theory stipulates that parsers rely on _______ to make initial predictionsabout the meaning of an ambiguous sentence. a. strict rules b. heuristics c. interactive model processes d. phonetic cues |
a. strict rules |
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Based on the results of the experiment illustrated, how does context affect a subject’s ability tomake sense of the ambiguous component in the sentence Put the apple on the towel in the box? a. The pencil does not aid the listener in A, but the apple in B provides context, helping thesubject avoid confusion. b. The listener is confused in both A and B. Since they do not know to look only at the appleon the towel, they look at the single apple first. c. The time spent looking at the towel in A demonstrates a clear understanding of thesentence. d. The two sets of timelines of eye-gaze duration in A and B show that context does notaffect the listener’s ability to disambiguate sentence |
a. The pencil does not aid the listener in A, but the apple in B provides context, helping the subject avoid confusion. |
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Based on eye movements, which statement about subjects’ perceptions of the two sentences istrue? a. Both sentences reveal some initial misinterpretation by listeners. b. The first sentence reveals some initial misinterpretation, whereas the second sentence issmoothly and correctly parsed. c. The second sentence reveals some initial misinterpretation, whereas the first sentence issmoothly and correctly parsed. d. Listeners are able to use context to avoid misinterpretation in both sentences. |
b. The first sentence reveals some initial misinterpretation, whereas the second sentence is smoothly and correctly parsed. |
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What seems to be a crucial difference between using ERP analysis and eye-tracking toevaluate subjects’ moment-by-moment experiences of spoken language? a. ERPs can capture unconscious processing, whereas eye-tracking studies can only provideinformation about conscious linguistic processes. b. Eye-tracking provides researchers with data about moment-by-moment processing oflanguage, whereas ERP data only allows them to view discrete time points within theprocess. c. ERP experiments allow researchers to test more abstract or complex language, whereaseye-tracking studies are limited to stimuli that can be easily represented in pictures. d. Eye-tracking is an older and more established technique among researchers, whereas ERPis still considered to be in its developmental infancy |
c. ERP experiments allow researchers to test more abstract or complex language, whereas eye-tracking studies are limited to stimuli that can be easily represented in pictures. |
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During the Stroop test, subjects a. experience interference from the physical characteristics of a word, such as the color inwhich it is written, as they attempt to read the word out loud. b. are asked to identify a visually presented word while another word is simultaneouslypresented auditorily. c. are asked to repeat out loud what they hear through head phones as soon as they hear it. d. experience interference from the semantic characteristics of words as they attempt toidentify their physical characteristics, such as color. |
a. experience interference from the physical characteristics of a word, such as the color in which it is written, as they attempt to read the word out loud. |
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Which pair offers the best example of competence and performance, respectively? a. Distinguishing grammatical sentences from ungrammatical ones; Being able to speakgrammatically b. Being able to write grammatical sentences; Explaining the rules of grammar to your friend c. Speaking a foreign language; Reading a foreign language d. Speaking a foreign language; Understanding what is said in a foreign language |
a. Distinguishing grammatical sentences from ungrammatical ones; Being able to speak grammatically |
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Which pair offers the best example of competence and performance, respectively? a. Distinguishing grammatical sentences from ungrammatical ones; Being able to speakgrammatically b. Being able to write grammatical sentences; Explaining the rules of grammar to your friend c. Speaking a foreign language; Reading a foreign language d. Speaking a foreign language; Understanding what is said in a foreign language |
a. Distinguishing grammatical sentences from ungrammatical ones; Being able to speak grammatically |
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Enraged at flubbing a penalty kick, Delilah kicked the soccer ball directlyat her opponent’s head, giving her a severe concussion. The victim’sfather, observing from the sidelines, immediately pulled out his cellphoneto have a big bouquet of flowers sent to Delilah’s mother.The passage above poses difficulty for the reader because a. it contains many stops and starts, typically found in spoken language b. it uses complex and potentially ambiguous grammatical structures that are difficult toparse. c. the obscure and uncommon words used by the author require expert knowledge inmedicine and soccer to understand. d. the sequence of the sentences does not allow the reader to create a plausible mental modelof the situation and how the components are related to one another. |
d. the sequence of the sentences does not allow the reader to create a plausible mental model of the situation and how the components are related to one another. |
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The figure represents stimuli and results from McDonald and Just’s 1989 study. The graphshows subjects’ response times to indicate that “Yes” a target word was present in a previouslyread sentence. Which of the following can be deduced from the results? a. Subjects respond slower to negated words, suggesting that meaning is primarily encodedin memory using mental models, rather than propositions. b. Subjects respond faster to words that are in the stimuli, suggesting a priming effect. c. Subjects respond slower to negated words, suggesting that words with quantifiers requiregreater processing. d. Nothing – there is a confound of syllable count that also affects word recognition. |
a. Subjects respond slower to negated words, suggesting that meaning is primarily encoded in memory using mental models, rather than propositions. |
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A survey of pronoun systems across various spoken languages indicates that a. some languages may drop pronouns entirely, but this never occurs with third personpronouns. b. most languages avoid any possibility of ambiguity in their pronouns. c. gender and number tend to be marked more often on third-person pronouns than on firstpersonpronouns. d. many languages do not have second-person pronouns. |
c. gender and number tend to be marked more often on third-person pronouns than on firstperson pronouns. |
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In the sentence Tim watched the baby as he rocked him in his arms, the antecedent of his is a. grammatically unambiguous. b. grammatically ambiguous but disambiguated by information present in the mental model. c. grammatically ambiguous but disambiguated by information present in the mental modeland the use of a cleft sentence. d. extremely difficult for a hearer or reader to disambiguate because of competing cues. |
b. grammatically ambiguous but disambiguated by information present in the mental model. |
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In these graphs from Arnold et al.’s 2000 study showing the effect of manipulations ofgrammatical gender marking and order of mention, the eye-fixation data indicate that a. hearers had no difficulty correctly interpreting the pronoun in any of the conditions. b. order of mention was a more effective disambiguating cue than gender marking. c. hearers were able to make use of the gender marking cue more quickly than the order ofmention cue. d. under certain circumstances, hearers experienced persistent difficulty in correctlyinterpreting the pronoun. |
c. hearers were able to make use of the gender marking cue more quickly than the order of mention cue. |
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Subjects who read _______ would subsequently demonstrate the shortest reading times for thesentence: Betsy picked up the popsicle stick and put it in the trash. a. The popsicle stick flew out the car window. b. The popsicle stick fell on the floor. c. The popsicle stick was glued onto the paper. d. The popsicle stick was stained green |
b. The popsicle stick fell on the floor. |
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Alf has stopped running because of a tear in his meniscus.In the sentence above, a(n) _______ conveys that Alf has been running in the past. a. elaborative inference b. presupposition c. antecedent d. proposition |
b. presupposition |
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Presuppositions have been used to induce _______, leading researchers to ask criticalquestions about potential problems in the questioning of eyewitnesses. a. false memories b. predictive inferences c. ambiguity d. lying |
a. false memories |
