What can we conclude about the comparison between experts and nonexperts, with respect to writing?

34. What can we conclude about the comparison between experts and nonexperts, with respect towriting?

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35. In discussing the social aspects of language, psycholinguistics researchers sometimes use ametaphor of two people dancing. Why is this metaphor appropriate?

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36. Knowledge of the social rules of language is called

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38. If you give a friend a fairly lengthy description about how you studied for your last exam,you are producing

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39. Hsi-Yen came to the United States from China when she was 14. Compared to her brother,who was 5 when he arrived, Hsi-Yen is most likely to have difficulty with

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40. What can we conclude about the relationship between attitudes and proficiency in a secondlanguage?

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41. Suppose that an elementary teacher has two classes, one monolingual and the other bilingual-

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42. One reason that psychologists conduct relatively little research on language production is that

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43. Which of the following people provides the most accurate information on the revision phaseof writing?

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44. A professor looks out at her class and notices that Jackie is falling asleep. She says loudly,"Wouldn't you be more comfortable in your own bed, Jackie?" The professor is using a kind ofdirective known asan indirect speech act.

10-1. Which of the following statements about language production is correct?
a. Roughly the same amount of research has been conducted on language comprehension and language production.
b. It is easier to conduct research on language comprehension than on language production.
c. During the past decade, psychologists have grown even less interested in language production than in previous years.
d. There is much more research on written language production than on spoken language production.

b. It is easier to conduct research on language comprehension than on language production.

10-2. Psychologists have conducted more research on language comprehension than on language production. Which of the following students provides the best explanation for this discrepancy?

a. Tina: "Psychologists find language comprehension to be more interesting from the perspective of social interactions."
b. Nayan: "Researchers find it easier to conduct research on language comprehension, because they can easily vary the material that participants hear or see."
c. Garth: "Researchers in the discipline of speech therapy have already conducted the relevant research on language production."
d. Louise: "Language production was the major topic of research just after the cognitive approach became popular; in the last decade, language comprehension has become the major topic of research."

b. Nayan: "Researchers find it easier to conduct research on language comprehension, because they can easily vary the material that participants hear or see."

10-3. Why is research on language comprehension easier to conduct than research on language production?
a. Language comprehension occurs more frequently than language production.
b. Language comprehension can be studied with participants of all ages, whereas language production can only be studied in older children and adults.
c. Language comprehension is more overt, whereas language production is more covert.
d. It is easier to manipulate a variable that can influence language comprehension than it is to manipulate a variable that can influence language production.

d. It is easier to manipulate a variable that can influence language comprehension than it is to manipulate a variable that can influence language production.

10-4. One reason that psychologists conduct relatively little research on language production is that
a. it is difficult to conduct research that is ethically appropriate.
b. the research overemphasizes the introspection technique.
c. it is difficult to manipulate the relevant independent variables.
d. people make numerous mistakes in producing language.

c. it is difficult to manipulate the relevant independent variables.

10-5. What can we conclude about the accuracy of speech production?
a. People frequently make errors that include phoneme combinations rarely found in English.
b. For most speakers, their language production is only about 45% accurate.
c. Speech production is far more accurate than language comprehension.
d. Even high-status speakers may produce a large number of speech errors.

d. Even high-status speakers may produce a large number of speech errors.

10-6. Sarah is trying to say the phrase "big blue bird," and it comes out "big blue blird." She has made a
a. linearization error.
b. pragmatic error.
c. slip-of-the-tongue.
d. prosody error.

c. slip-of-the-tongue.

10-7. Suppose that you want to say, "red bugs," and instead you say, "beg rugs." This kind of slip-of-the-tongue error is called a
a. sound error.
b. morpheme error.
c. word error.
d. pragmatic error.

a. sound error.

10-8. According to Dell's theory of speech errors,
a. slips of the tongue occur because each sound can be activated by several different words.
b. slips of the tongue tend to involve words from different syntactic categories.
c. slips of the tongue occur because people focus too closely on the pragmatics of language.
d. slips of the tongue occur because we pay too much attention to word choice.

a. slips of the tongue occur because each sound can be activated by several different words.

10-9. According to Dell's explanation, a slip-of-the-tongue occurs because of
a. unconscious anxiety about the content of speech production.
b. classical conditioning.
c. interference from inappropriate sounds that are highly active.
d. a variant of the Stroop effect.

c. interference from inappropriate sounds that are highly active.

10-10. According to the discussion of word production in Chapter10,
a. the most challenging aspect of language production is the motor movements required to produce the various phonemes.
b. researchers agree that, during language production, we simultaneously retrieve information about three components of language—grammar, meaning, and sound.
c. if you try to produce a particular noun, you will often retrieve it more effectively if you make a hand gesture.
d. most college-educated North Americans have a speaking vocabulary of about 25,000 words.

c. if you try to produce a particular noun, you will often retrieve it more effectively if you make a hand gesture.

10-11 Chapter 10 described a study in which participants listened to definitions of concrete nouns, and they were asked to produce the correct noun. The participants were more likely to say the correct noun if
a. their hand movements were restricted.
b. their hand movements were unrestricted.
c. they were told to pronounce the noun as quickly as possible.
d. they were told to pronounce the noun as slowly as possible.

b. their hand movements were unrestricted.

10-12. Which of the following students provides the best information about the term "embodied cognition"?

a. Elizaveta: "Embodied cognition proposes that your motor system sometimes reveals your knowledge."
b. Artur: "Embodied cognition means that there is no connection between your mind and your motor system."
c. Rachel: "Embodied cognition is an outdated theory; it proposed that information flows from the sensory receptors to the motor system, and then flows to the cerebral cortex."
d. Erik: "Embodied cognition emphasizes that you can use your body movements to help you learn a new language that you are trying to master."

a. Elizaveta: "Embodied cognition proposes that your motor system sometimes reveals your knowledge."

10-13. How is the concept of gist relevant when you are planning to speak a sentence?
a. The gist of a sentence automatically solves the linearization problem.
b. The gist of a sentence frequently coordinates the prosody of the utterance.
c. The gist organizes several interrelated concepts, in order to produce discourse.
d. The gist is the overall meaning of a message that we want to convey.

d. The gist is the overall meaning of a message that we want to convey.

10-14. When we speak, we need to produce the words one at a time, which is a difficult task. This aspect of speech production is called
a. linearization.
b. parallel processing.
c. the gist of a sentence.
d. discourse.

a. linearization.

10-15. Imagine that you are about to utter a sentence. If you are currently struggling with the linearization problem, you will have difficulty
a. deciding which words to put first and which to put later.
b. assigning a linear order to the actor and the person who is acted upon.
c. discovering the deep structure from the surface structure.
d. deciding whether to use the active or the passive voice.

a. deciding which words to put first and which to put later.

10-16. When people speak to a young baby, their voices show great variation in both pitch and word emphasis. This aspect of speech production is called
a. linearization.
b. the gist.
c. syntax.
d. prosody.

d. prosody.

10-17. Suppose you hear a lecture about psychological disorders. The speaker says, "We have found that depressed individuals and nondepressed individuals differ in the prosody of their spoken language." Which of the following observations, if true, would be most consistent with that statement?

a. Depressed people tend to have a monotone voice during speaking; nondepressed people have more variation in intonation.
b. Depressed people have more difficulty overcoming the linearization problem, compared to nondepressed people.
c. Depressed people have more difficulty producing a sentence with noun-verb agreement, compared to nondepressed people.
d. Depressed people produce shorter, less complex sentences, compared to nondepressed people.

a. Depressed people tend to have a monotone voice during speaking; nondepressed people have more variation in intonation.

10-18. The term discourse refers to
a. a sentence in which the speaker has made a speech error, and the listener fails to detect this error.
b. an interchange between two or more people, in which one person tries to convince the listener or listeners.
c. a series of sentences that describes a sequence of events, organized in terms of the date of occurrence.
d. language units that are more than a sentence in length.

d. language units that are more than a sentence in length.

10-19. If you give a friend a fairly lengthy description about how you studied for your last exam, you are producing
a. prosody.
b. a directive.
c. pragmatics.
d. discourse.

d. discourse.

10-20. Which of the following students provides the most accurate statement about the specific kind of discourse known as a narrative?
a. Tonya: "In a narrative, a speaker talks for a while without interruption, in order to describe a series of events."
b. William: "A narrative is the listener's ongoing interpretation of the speaker's utterances."
c. Skip: "A narrative is the verbal response that the listener is silently constructing; this narrative will be presented as soon as the speaker's turn has been completed."
d. Guillermo: "A narrative is a series of sentences that the speaker develops in order to present a specific logical argument."

a. Tonya: "In a narrative, a speaker talks for a while without interruption, in order to describe a series of events."

10-21. Suppose that you are telling a story. According to the research on narratives,
a. you are likely to interrupt your story several times to ask your listeners whether they have had similar experiences.
b. you are not likely to preplan the organization of the narrative before you speak.
c. the organization of this kind of discourse generally has a fairly clear structure.
d. people typically begin a narrative by emphasizing the point of the narrative.

c. the organization of this kind of discourse generally has a fairly clear structure.

10-22. In discussing the social aspects of language, psycholinguistics researchers sometimes use a metaphor of two people dancing. Why is this metaphor appropriate?
a. because one person must lead and the other must follow
b. because two people must coordinate their efforts
c. because one person is usually a novice and the other is an expert
d. because each person is trying to impress the other person

b. because two people must coordinate their efforts

10-23. Knowledge of the social rules of language is called
a. syntax.
b. morphemes.
c. pragmatics.
d. semantics.

d. semantics.

10-24. Joan is eating lunch, and she says to Brad, "Can you pass the salt?" Brad replies "Yes, I can"; however, he doesn't actually pass the salt. What kind of miscommunication does this brief conversation suggest?
a. a slip-of-the-tongue
b. a syntactic error
c. a pragmatic problem
d. the linearization problem

c. a pragmatic problem

10-25. Which of the following topics examines the pragmatic aspects of language?
a. the problem of understanding ambiguous sentences
b. whether we talk differently to a child than to an adult
c. whether the verb agrees with the appropriate noun
d. the problem of slips-of-the-tongue

b. whether we talk differently to a child than to an adult

10-26. Suppose that a psychology professor begins a lecture by saying, "OK, do you all remember the concept of "ecological validity"? The students all nod their heads. During this interaction, the professor was primarily interested in
a. solving the linearization problem.
b. avoiding a syntactic error.
c. formulating an indirect request.
d. establishing common ground.

d. establishing common ground.

10-27. The concept of common ground was discussed in connection with the social context of speech. Common ground means that
a. a speaker must coordinate gestures with spoken language.
b. the linearization problem should not dominate the social components of speech.
c. two speakers must agree to reveal similar amounts of personal information about themselves.
d. the speakers share somewhat similar information and experiences.

d. the speakers share somewhat similar information and experiences.

10-28. A 17-year-old camp counselor is trying to teach a new game to 5- and 6-year-olds. He begins by asking, "O.K., do any of you know some games where you look for things that are hidden?" His strategy would be called
a. trying to establish common ground.
b. emphasizing prosody.
c. trying to solve the linearization problem.
d. a shallow level of processing

a. trying to establish common ground.

10-29. Which of the following students provides the best information related to the concept called common ground?
a. Raoul: "Common ground occurs when you want to show that you know more about a topic than other people in your group."
b. Cyd: "Common ground happens when one or more speakers makes an ambiguous statement."
c. Ruth: "For people to achieve common ground, the speakers need to clarify misunderstandings."
d. Sam: "Common ground is relatively easy to establish, as long as people speak the same language."

c. Ruth: "For people to achieve common ground, the speakers need to clarify misunderstandings."

10-30. Chapter 10 discussed a study by Clark and Wilkes-Gibbs in which two people try to communicate about the order in which various geometric figures are to be arranged. The research showed that
a. people could not accomplish this task unless they were close friends.
b. people soon developed a shorthand communication system.
c. people typically increased their hand gestures at the same time that they decreased their verbal output.
d. people seem to remain fairly stable across trials in terms of the number of turns required to agree upon a figure.

b. people soon developed a shorthand communication system.

10-31. Chapter 10 discussed research in which two people need to work together to place some abstract shapes in a specified order. This research showed that:
a. people had great difficulty agreeing about the descriptions for abstract shapes, so this task was extremely challenging.
b. people typically reached agreement after only one trial.
c. people quickly learned to create brief names for each abstract shape.
d. people cannot establish "common ground" with strangers.

c. people quickly learned to create brief names for each abstract shape.

10-32. Chapter 10 discussed Lakoff's concept of framing, in connection with language production. Which of the following options is the best example of a frame?
a. You and a friend have different ideas about the concept of "freedom."
b. The German language typically places the verb at the end of a sentence, whereas the English language typically places the verb toward the beginning of a sentence.
c. People who have worked together for many months are more skilled at creating directives.
d. A person tries to use carefully calculated language, in order to bribe a police officer.

a. You and a friend have different ideas about the concept of "freedom."

10-33. A sentence that asks someone to do something is called a
a. directive.
b. heuristic.
c. structural ambiguity.
d. pragmatic.

a. directive.

10-34. A third-grader calls out an answer in class, without raising his hand. The teacher says, "Is your arm broken, Johnny?" The teacher's remark can be called a(n)
a. direct request.
b. indirect request.
c. failure to establish common ground.
d. pragmatic violation.

b. indirect request.

10-35. A professor looks out at her class and notices that Jackie is falling asleep. She says loudly, "Wouldn't you be more comfortable in your own bed, Jackie?" The professor is using a kind of directive known as
a. a metalinguistic message.
b. establishing common ground.
c. the communication of gist.
d. an indirect request.

d. an indirect request.

10-36. Compared to writing, speaking is more likely to
a. involve delayed feedback from other people.
b. require many revisions.
c. use relatively simple syntax.
d. require more time to be produced.

c. use relatively simple syntax.

10-37. Compared to speaking, writing is more likely
a. to be carefully studied by researchers.
b. to be performed in isolation.
c. to be an automatic process.
d. to establish common ground.

b. to be performed in isolation.

10-38. Researchers have compared people's spoken language with their written language. When people speak, they are:
a. more likely to use complex syntax.
b. more likely to refer to themselves.
c. less likely to create common ground.
d. less likely to use high-frequency words.

b. more likely to refer to themselves.

10-39. According to the research about the writing process,
a. writing is produced by directly accessing semantic memory.
b. the components of working memory are all active during writing.
c. writing requires the extensive use of default assumptions and graceful degradation during parallel distributed processing.
d. writing is essentially the same as speaking, except for the motor movements required to produce language.

b. the components of working memory are all active during writing.

10-40. Chapter 10 pointed out that people who are working on a writing assignment are operating on a "full-time cognitive overload." This phrase suggests that
a. people need to write down phrases as soon as they are created, to reduce this overload problem.
b. decision making is a central component of writing, so that writers can reject ideas that are not productive.
c. it's important to transfer ideas from working memory to long-term memory, prior to writing them down.
d. writers typically use all the components of working memory, as well as long-term memory.

d. writers typically use all the components of working memory, as well as long-term memory.

10-41. Chapter 10 discussed research by Kellogg and his colleagues, which examined the cognitive components of writing. According to this research,
a. the phonological loop does not appear to be involved during any form of writing.
b. the phonological loop is involved when we write a complete sentence, but not when we are writing a short word.
c. the spatial component of the visuospatial sketchpad is involved when we are writing about concrete nouns.
d. the visual component of the visuospatial sketchpad is involved when we are writing about abstract concepts.

c. the spatial component of the visuospatial sketchpad is involved when we are writing about concrete nouns.

10-42. According to the discussion about the cognitive approach to writing,
a. most people report that a writing assignment requires a relatively small portion of their cognitive capacity.
b. the phonological loop is seldom active when people are working on a writing assignment.
c. people often use the "visual" part of the visuospatial sketchpad when they are trying to describe an object's shape.
d. the central executive is relatively inactive when people are writing a paper.

c. people often use the "visual" part of the visuospatial sketchpad when they are trying to describe an object's shape.

10-43. The cognitive model of writing proposes that the central executive plays an important role when we write. Specifically, the central executive
a. establishes that the text has been transferred to sensory memory.
b. stores the actual words that we intend to write.
c. integrates information from different components of working memory.
d.establishes the connection weights that are responsible for parallel distributed processing.

c. integrates information from different components of working memory.

10-44. According to the discussion of writing in Chapter 10,
a. the stages of writing do not overlap with one another, unlike the situation in spoken language.
b. the components of writing are relatively simple; they seldom strain the limits of attention.
c. good writers are more likely than poor writers to spend time carefully planning a writing assignment.
d. the prewriting phase is a relatively automatic component of language.

c. good writers are more likely than poor writers to spend time carefully planning a writing assignment.

10-45. Suppose that you decide to adopt the advice suggested in the discussion of writing in Chapter 10. You are likely to write a better paper if you
a. generate sentences prior to the prewriting phase.
b. construct a written outline before beginning.
c. make certain that the stages in writing do not overlap with each other.
d. try to avoid using the active-voice form of every verb.

b. construct a written outline before beginning.

10-46. According to the research on sentence generation during writing,
a. the linearization problem is seldom an issue for written language.
b. hesitant phases tend to alternate with fluent phases.
c. sentence generation is typically an orderly, systematic process.
d. sentence generation during writing has almost nothing in common with sentence generation during speaking.

b. hesitant phases tend to alternate with fluent phases.

10-47. An English professor has just asked the students in his class to revise their term papers. He is likely to find that
a. the students will carefully evaluate whether their paper accomplishes their goals for the assignment.
b. students will actually spend about 30% of their total writing time on revising.
c. most students will examine only one sentence at a time, checking spelling and grammar.
d. most students will be very aware of the major problems in their paper.

c. most students will examine only one sentence at a time, checking spelling and grammar.

10-48. When revising their papers, first-year college students are more likely than expert writers to
a. spend a large percentage of the time revising their writing.
b. approach the revision phase one sentence at a time.
c. provide a specific diagnosis for a defective sentence.
d.figure out whether their writing shows good transitions between ideas.

b. approach the revision phase one sentence at a time.

10-49. Which of the following people provides the most accurate information on the revision phase of writing?
a. Satyajit: "Students usually spend very little time in revising a paper they have written."
b. Yasujiro: "Students typically underestimate the amount of time they spend in revising their papers."
c. Margarethe: "When students are asked to revise sentences written by another person, they typically focus on the organizational problems."
d. Luís: "Students are remarkably accurate when identifying the specific grammatical errors in an essay."

a. Satyajit: "Students usually spend very little time in revising a paper they have written."

10-50. Some research has been conducted about how students revise their papers during the writing process. According to this research,
a. students are not highly accurate in identifying defective sentences in their papers..
b. the revision process takes about 30% of students' time spent on a paper.
c. students can proofread their own papers more accurately than the papers of other students.
d. students can proofread their own paper more accurately immediately after they have written it; accuracy drops after a delay of one day or more.

a. students are not highly accurate in identifying defective sentences in their papers..

10-51. What can we conclude about the comparison between experts and nonexperts, with respect to writing?
a. An expert writer is more likely to approach a revision one sentence at a time.
b. An expert writer is more likely to have a global sense—rather than a specific sense—that something is wrong with a sentence.
c. An expert writer spends longer looking for spelling errors.
d. An expert writer pays more attention to transitions between ideas.

d. An expert writer pays more attention to transitions between ideas.

10-52. Sara has spoken English all her life. In high school and college, she takes French and eventually becomes fluent in that language. This is an example of
a. simultaneous bilingualism.
b. sequential bilingualism.
c. the dual-route approach
d. multilingualism.

b. sequential bilingualism.

10-53. According to the introductory discussion of bilingualism,
a. more than half of the people in the world are at least partially bilingual.
b. technically, a multilingual is someone who speaks two different languages that have different historical origins.
c. a speaker's first language is the language that she or he currently speaks most fluently.
d. the majority of the world's bilinguals learned their second language during high school.

a. more than half of the people in the world are at least partially bilingual.

10-54. Anne is 20 years old, and she has spoken English all her life. She has taken Spanish courses in both high school and college. She enrolls in a study-abroad program in Buenos Aires and becomes fluent in Spanish, before returning to the United States. Anne's situation is an example of
a. sequential bilingualism.
b. simultaneous bilingualism.
c. metalinguistics.
d.multilingualism

a. sequential bilingualism.

10-55. Jason is an infant whose parents speak English in the home. When his parents are at work, Jason stays in a family day care home where all the employees speak only Spanish. Jason is experiencing
a. multilingualism.
b. a confirmation of the critical period hypothesis.
c. sequential bilingualism.
d. simultaneous bilingualism.

d. simultaneous bilingualism.

10-56. According to your text, the U.S. educational system freqently
a. pressures immigrant children to develop their English skills, and it does not emphasize the value of children retaining their first language.
b. values children who retain fluency in a first language such as Vietnamese, Portuguese, or Arabic.
c. makes great efforts to encourage simultaneous bilingualism.
d. believes that a student's attitude toward people who speak a foreign language is much more important than his or her skill in speaking that language.

a. pressures immigrant children to develop their English skills, and it does not emphasize the value of children retaining their first language.

10-57. What can we conclude about the relationship between attitudes and proficiency in a second language?

a. After becoming proficient in French, English Canadians are no more positive about French Canadians.
b. A student's attitude toward a group that speaks another language is not related to his or her ability to learn that language.
c. People who are positive toward speakers of another language are likely to learn that language more quickly than those who are neutral or negative about that group.
d. Because attitudes are a topic from social psychology, and second-language proficiency is a topic from cognitive psychology, this kind of interdisciplinary research has not yet been conducted.

c. People who are positive toward speakers of another language are likely to learn that language more quickly than those who are neutral or negative about that group.

10-58. Your textbook discusses a recent study, with bilingual Arab Israeli students who were enrolled at a university in Israel. The fluently bilingual researcher spoke to students in either Arabic or Hebrew. The results of this study showed that these students:
a. understood the instructions better if they were tested in their first language (Arabic), even though they were supposed to be bilingual.
b. understood the instructions better if they were tested in their second language (Hebrew), even though they were supposed to be bilingual.
c. had more positive attitudes toward Jewish individuals when the researcher was speaking Hebrew.
d. had more positive attitudes toward Jewish individuals when the researcher was speaking Arabic.

d. had more positive attitudes toward Jewish individuals when the researcher was speaking Arabic.

10-59. The early research and theory on bilingualism
a. were remarkably sophisticated in terms of manipulating the appropriate variables.
b. were not valid, because the bilinguals had actually received a greater amount of formal language training.
c. actually measured short-term memory in monolinguals and working memory in bilinguals.
d. argued that bilingualism produced a cognitive deficit.

d. argued that bilingualism produced a cognitive deficit.

10-60. Imagine that a young girl is describing how people must add a term such as -ed if they want to form a past tense. Her description shows that she has competence in
a. semantics.
b. pragmatics.
c. meta-analysis.
d. metalinguistics.

d. metalinguistics.

10-61. Suppose that you have a summer job in which you work with both monolingual and bilingual children, although the two groups are otherwise similar. You would expect to find that

a. the monolingual children would typically be better at following directions.
b. the bilingual children would learn the pragmatics of only one language, so if English is their second language, they would be likely to make pragmatic errors.
c. the bilingual children would usually be better at following complex instructions.
d. the bilingual children would generally perform better at all language tasks except for tasks requiring metalinguistic expertise.

c. the bilingual children would usually be better at following complex instructions.

10-62. Imagine that an elementary teacher has two classes, one monolingual and the other bilingual—though their other characteristics are similar. The bilingual class is more likely to

a. have a better understanding of the structure of their first language.
b. believe that a moon must be called "moon"; it could not have another name.
c. have difficulty with the pragmatic aspects of language.
d. perform poorly on tests of nonverbal intelligence.

a. have a better understanding of the structure of their first language.

10-63. Which of the following students' statements is the best summary of the research on bilingualism?
a. Nils: "Bilinguals have an advantage over monolinguals in their syntax, but not in their basic understanding of language."
b. Joe: "Bilinguals have advantages over monolinguals in many areas, such as metalinguistics and performance on cognitive tasks; they have slight disadvantages in a few areas."
c. Jorge: "Bilinguals have an advantage over monolinguals in terms of social skills concerned with language; however, when we look at proficiency in their first language, monolinguals have a better command of syntax."
d. Tanya: "So far, no major differences between monolinguals and bilinguals have been detected."

b. Joe: "Bilinguals have advantages over monolinguals in many areas, such as metalinguistics and performance on cognitive tasks; they have slight disadvantages in a few areas."

10-64. Suppose you are testing children who are monolingual English speakers and children who are fluent in both English and Spanish. Assuming that their other characteristics are similar, you are likely to find that
a. the monolinguals are more polite than the bilinguals.
b. the bilinguals are more aware of situations in which a listener might require additional information.
c. the monolinguals are better at following your instructions.
d. the two groups are similar in their pragmatic and syntactic skills, but not in their metalinguistic skills.

b. the bilinguals are more aware of situations in which a listener might require additional information.

10-65. On which of the following tasks is a bilingual child likely to have some difficulty, compared with a monolingual child?
a. understanding the structure of his or her native language
b. awareness that names are arbitrarily assigned to concepts
c. sensitivity to the pragmatics of language conversation
d. processing language quickly.

d. processing language quickly.

10-66. Which of the following students provides the most accurate information about bilingual people and monolingual people?
a. Molly: "On every cognitive skill that has been measured so far, bilingual people consistently score higher than monolingual people."
b. Liam: "On every metalinguistic task that has been tested so far, bilingual people consistently score higher than monolingual people."
c. Ross: " Bilingual people are more likely than monolingual people to develop dementia at a young age."
d. Amelie: "Bilingual people are more likely to notice some pragmatic components of a language task."

d. Amelie: "Bilingual people are more likely to notice some pragmatic components of a language task."

10-67. Suppose that you are listening to a lecture by a speaker who supports the critical period hypothesis for a particular motor skill in children. The speaker is likely to say that

a. the ability to acquire this skill increases gradually over time.
b. the ability to acquire this skill shows an abrupt increase during development.
c. children will show a gradual decline in acquiring the skill competently, as the age of acquisition increases.
d. children will show an abrupt drop in acquiring the skill competently, as the age of acquisition increases.

d. children will show an abrupt drop in acquiring the skill competently, as the age of acquisition increases.

10-68. Hsi-Yen came to the United States from China when she was 14. Compared to her brother, who was 5 when he arrived, Hsi-Yen is most likely to have difficulty with
a. phonology.
b. constructing a simple sentence.
c. mastery of pragmatics.
d. vocabulary.

a. phonology.

10-69. The in-depth section in Chapter 10 examined a study by Flege and his colleagues (1999), concerning the pronunciation skills of people who had emigrated from Korea to the United States. According to this research,
a. people who had come to the United States during childhood were least likely to speak English with an accent.
b. people who had come to the United States during adolescence were least likely to speak English with an accent.
c. people who had come to the United States during adulthood were least likely to speak English with an accent.
d. age of arrival had no effect on pronunciation skills, though it had a significant effect on the mastery of grammar.

a. people who had come to the United States during childhood were least likely to speak English with an accent.

10-70. What is the most controversial issue concerning bilingualism and age of acquisition?
a. Can adult bilinguals acquire pragmatic competence in their second language?
b. Are adults and children equally talented in acquiring new vocabulary words in a second language?
c. With respect to the mastery of phonology, do people who acquired a second language as adults differ from people who acquired a second language as children?
d. With respect to the mastery of grammar, do people who acquired a second language as adults differ from people who acquired a second language as children?

d. With respect to the mastery of grammar, do people who acquired a second language as adults differ from people who acquired a second language as children?

10-71. What can we conclude about the relationship between a person's age of acquisition of a second language and his or her mastery of grammar?
a. So far, no research has demonstrated a relationship between these two variables.
b. Linguistically skilled individuals tend to master grammar better if they learn a second language during childhood; individuals with below-average skills tend to master grammar better if they learn a second language during adulthood.
c. The results clearly support the critical period hypothesis, because people have greater mastery of grammar if they learn a second language during childhood.
d. The results are complicated, because the answer depends on the match between the two languages, as well as the amount of education in the second language.

d. The results are complicated, because the answer depends on the match between the two languages, as well as the amount of education in the second language.

10-72. Suppose you have a 22-year-old friend who came to North America from Korea when he was 15 and then began to learn English. If he is like the participants in Flege's study on bilingualism, he will find that
a. he will develop trouble in Korean with verb tenses and the gender of nouns, but will maintain his Korean vocabulary.
b. he will lose a substantial percentage of his Korean vocabulary.
c. he will have difficulty mastering English vocabulary.
d. he will master English grammar as well as a Korean speaker who learned English as a 10-year-old child, as long as they both have the same amount of U.S. education.

d. he will master English grammar as well as a Korean speaker who learned English as a 10-year-old child, as long as they both have the same amount of U.S. education.

10-73. What can we conclude about age of acquisition and mastery of a second language?
a. We cannot draw any conclusions until we have research using the experimental method.
b. For speakers of first languages similar to English, it's better to learn English early; for speakers of first languages that are different from English, it's better to learn English late.
c. The research shows quite clearly that children acquire a second language more rapidly than adults do.
d. The research is not clear-cut; instead, the findings seem to depend upon factors such as the similarity between the first language and the second language.

d. The research is not clear-cut; instead, the findings seem to depend upon factors such as the similarity between the first language and the second language.

10-74. The in-depth section in Chapter 10 examines the relationship between age of acquisition and ability to learn a second language. Before we can draw conclusions about this topic, which of the following questions needs further attention?
a. Do the same findings hold true when the second language is something other than English?
b. Are children and adults equally skilled in learning vocabulary words in their new language?
c. Do the results on grammar hold true when a younger group and an older group have similar formal training in the English language?
d. Does age of acquisition have a significant effect on phonology in a second language?

a. Do the same findings hold true when the second language is something other than English?

10-75. Chapter 10 discussed a study that compared the working-memory skills of three groups of Dutch-English bilinguals. This study concluded that
a. the students had the best working-memory scores.
b. the teachers had the best working-memory scores.
c. the simultaneous interpreters had the best working-memory scores.
d. the three groups did not differ significantly in their working-memory scores.

c. the simultaneous interpreters had the best working-memory scores.

What can we conclude about the age of acquisition and mastery of a second language?

What can we conclude about the accuracy of speech production?

What general conclusion can we reach about making inferences during reading?

Which concept from cognitive psychology is important for writing?