A. children learn how to tease their elders Show
B. caregivers teach children what replies are appropriate in particular situations C. children learn forms of address D. children learn vocabulary A. verbal praise B. reinforcement and positive rewards C. shaming D. punishment A. being passive B. competition C. independence D. being assertive A. humans can communicate emotions B. animals can communicate emotions C. animals communicate to ensure their own welfare D. humans communicate to ensure their own welfare A. a symbol B. a signal C. a non-verbal gesture D. nonverbal communication A. symbols B. signals C. gestures D. vocalizations A. signals B. nonverbal communication C. verbal communication D. computer mediated communication A. signals B. symbols C. grammar D. language A. semantic B. symbol C. grammar D. syntax A. semantics B. grammar C. signal D. syntax A. semantics B. grammar C. signal D. syntax A. morpheme B. semantics C. phoneme D. syntax A. a signal B. a symbol C. referent honorifics D. addressee honorifics A. a signal B. a symbol C. referent honorifics D. addressee honorifics A. Chomsky B. Piaget C. Vygotsky D. Skinner A. the language acquisition device B. the nativist theory C. operant conditioning D. observational learning A. operant conditioning B. nativism C. the language acquisition device D. reinforcement A. operant conditioning B. reinforcement C. radical behaviorism D. the language acquisition device A. children repeat sounds they hear B. children imitate adult language speakers C. all infants coo and babble D. children acquire vocabulary through selective reinforcement A. sensitive periods of development B. semantics C. syntax D. nativism A. syntax B. semantics C. communicative competence D. radical behaviorism A. high context culture B. low context culture C. traditional community D. rural community A. high context culture B. low context culture C. traditional community D. rural community A. verbal cues B. contextual cues C. direct confrontation D. direct eye contact A. Germany B. the United States C. Norway D. Japan A. Japan B. China C. India D. Sweden A. asking a boss “are you sure this is what you want and meant? B. directly confronting a colleague at work C. questioning a boss’ decision D. avoiding a verbal argument to save a colleague at work from embarrassment A. most Japanese speakers use more command words that most English speakers do B. most Japanese speakers use more declarative words than most English teachers do C. most Japanese speakers speak considerably less than most English speakers do D. most Japanese speakers used direct forms of communication more than most English speakers do A. omiyari B. amae C. lonne D. tatemae A. it reinforces empathy B. reinforces respect for elders C. reinforces group harmony D. helps speakers learn to anticipate that listeners will be able to understand the speaker’s feelings and motives A. as a group, Argentinian mothers used more indirect speech than any other group B. as a group US mothers used more commands as a way to structure learning context in conversation than any other group C. mothers in all cultural groups converse more with older children than with their infants D. Japanese mothers were less responsive to their children than mothers in any other group A. pre-linguistic B. linguistic C. referential D. expressive A. babbling B. cooing C. one-word utterances D. morphemes A. cooing B. phonemes C. linguistic speech D. babbling A. infants never acquire the ability to recognize sounds that do not belong to their native language B. infants can only recognize the sounds of their native language when they hear verbal speech C. somewhere between 2-3 months infants are able to distinguish sounds they hear frequently in their native language from other unfamiliar sounds D. somewhere between 10-12 months babies are better at distinguishing sounds they hear frequently while weeding out unnecessary sounds A. bilingual speaker B. polyglot C. monolingual speaker D. linguist A. all individuals are similar in their ability to learn different languages B. you can only learn a language while you are young C. you can learn a language at any age but it is easier to do so while you are younger D. you can only learn two languages throughout your lifetime A. learning a language later in life has no cognitive benefits B. if you learn different languages at birth, the same brain region will process those languages C. language learning decreases gray matter D. language learning leads to white matter decay in the brain A. enculturation B. assimilation C. accommodation D. language socialization A. knowledge about cultural norms B. knowledge about mind in culture C. knowledge about cultural practices D. how to produce speech A. cooing B. babbling C. linguistic speech D. child directed speech A. cooing B. babbling C. child directed speech D. over-regulation A. cooing B. over-regularization C. babbling D. pre-linguistic speech A. the Sapir-Whorf hypothesis B. linguistic relativity C. language socialization D. language acquisition A. language and culture are separate and independent B. language is not necessary to help people organize their world C. this hypothesis is widely unsupported today D. if a language possessed no term for an object speakers would have no trouble in thinking about that object A. the Sapir-Whorf hypothesis B. linguistic relativity C. language socialization D. language acquisition A. the Sapir-Whorf hypothesis B. linguistic relativity C. language learning through reinforcement D. nativism A. culturally situated thinking styles B. language biases C. environmental influences D. language vocabularies A. the Finnish language had the most gender terms B. Hebrew had the least gender terms C. Hebrew speaking children acquired gender identity earlier than the other two groups D. Finnish speaking children acquired gender identity earlier than the other two groups A. to help convey meaning about our social relationships B. to teach cultural norms C. to teach about gender roles D. language socialization A. child directed speech B. discussione C. peer culture D. preschool activities A. share their experiences B. develop a sense of belonging with peers C. learn grammatically correct responses D. construct and produce meaning about friendship A. sociology B. sociolinguistics C. anthropology D. cultural psychology A. code-mixing B. code-switching C. dialects D. sociolinguistics A. sociolinguistics B. code-switching C. code-mixing D. dialects A. code-switching B. sociolinguistics C. code-mixing D. dialects A. people opt for the language with which they are most comfortable B. to highlight the native language C. for group solidarity D. to help people construct their cultural identity A. sociolinguistics B. code-switching C. code-mixing D. dialects A. Jack, a monolingual adult B. Jane, a bilingual adult C. Abby, a bilingual child D. David, a monolingual child A. speaking French solidifies their cultural identity B. not every speaker can be bilingual C. all public and government information in Canada is in French D. French is widely spoken throughout Canada A. there is no support for the Welsh language from schools and the government B. the number of Welsh speaking children is increasing C. fathers are responsible for teaching their children the Welsh language D. caregivers raised in Welsh speaking households highly value the Welsh language and provide opportunities for their children to learn and speak it A. bilingualism B. subtractive bilingualism C. code-mixing D. code-switching A. contemporary Ukrainians connect language to Ukrainian ethnic identity B. Ukrainian is the official language in most schools C. most government officials are fluent in pure Ukrainian D. speaking pure Ukrainian leads to better jobs and greater prestige A. maintaining fluency in Kreyol is extremely important to Haitian parents B. maintaining fluency in Kreyol connects to academic success C. Haitian children are becoming less fluent in Kreyol due to their parents emphasis upon learning and speaking English D. speaking Kreyol does not connect to Haitian ethnic identity A. eye gaze B. hand gesture C. body posture D. a video chat A. there is some support for universal facial expressions B. nonverbal communication is mediated exclusively by cultural factors C. there is no interaction between facial expressions and biological mechanisms D. nature and nurture do not interact in shaping our nonverbal behaviors A. in infancy B. at birth C. in childhood D. later in life A. facial expressions B. body posture C. eye gaze D. text A. they involve a sender and receiver B. you cannot access contextual cues C. they are similar with respect to voice quality D. it is easy to distinguish if an individual is serious or joking A. it requires a verbal component B. it is a cultural universal behavior C. it does not occur along with body posture D. it is culture specific A. sociolinguistics B. eye gaze C. dialects D. body posture Which of the following refers to a program or process for evaluating and improving the effectiveness?Participatory evaluation (PE) is used to assess the effectiveness or impact of a program, process, or plan either during or after implementation.
Which of the following best describes the EMS system?Which of the following BEST describes the purpose of the modern emergency medical services (EMS) system? To have trained personnel respond quickly and provide emergency care on the scene, during transport, and at the hospital.
Which of the following is the primary responsibility or first priority of the EMT?Once personal and rescuer safety is established, EMS personnel must provide medical care to the sick and injured as their highest priority.
Which of the following descriptions best defines the term pathogen?Which of the following descriptions best defines the term pathogen? An organism that causes infection and disease.
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Which of the following best describes a communication system capable of identifying?
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