The branch of phonetics that studies the acoustic characteristics associated with each speech sound.
Linguistic theory applied to anthropology.
The set made up of the disciplines that interface between the linguistic theory (or theoretical linguistics) and other areas of knowledge.
The branch of phonetics that studies how the speaker produces speech sounds.
[OALD] An area of study concerned with making computers copy intelligent human behavior.
Linguistic theory applied on medicine.
A set of disciplines that contribute to the understanding of the mind (its nature, its structure, and its function).
The application of the linguistic theory to the artificial intelligence.
Linguistic theory applied on law.
The part of linguistics that studies the system of word-forming elements and processes in a language.
Linguistic theory applied on sociology and politics.
Linguistic theory applied on education.
The part of semantics that studies the mental lexicon, namely the meaning of words, how they are organized in the lexicon (paradigmatic relations), and what part of their meaning is relevant to syntax (syntagmatic relations).
[OALD] The scientific study of language or of particular languages (as long as it studies I-language).
The branch of phonetics that studies how the hearer perceives speech sounds.
The interaction between the linguistic theory and philosophy.
The minimal unit of sound. The human speech system can generate many of these, but only some of which will convey some kind of meaning in a language.
The minimal unit of sound that contributes to meaning.
The part of linguistics that studies the speech sounds from a psychological perspective. It focuses on phones.
The part of linguistics that studies the speech sounds from a linguistic perspective. It studies phonemes and the sound system of particular languages.
The part of linguistics that studies the speaker's meaning or the use of language, being the social rules the most important factor underlying language use. In an extended sense, it forms part of the disciplines that focus on meaning because it studies the meaning of the sentence within its context (both linguistic and extralinguistic). It takes the utterance as its object of study.
The interaction of psychology and linguistic theory. It focuses on the psychological processes on which the I-language relies but they are not necessarily part of it. In particular, character and speech recognition, language acquisition, reading, etc.
[OALD] The scientific study of the mind and how it influences behavior.
The part of linguistics that studies the meaning communicated through language. It takes the sentence as its object of study.
The part of semantics that studies the meaning conveyed by words that combine with one another in sentences.
The application of the linguistic theory to sociology.
The application of the linguistic theory to literature.
The part of linguistics that studies how words are combined in order to form meaningful sentences and how the possible combinations are constrained such that no agrammatical sentences are formed.
The linguistic theory.
(15J1; 16SO) The object of study of linguistics is: E-language. I-language. Twofold: E-language and I-language. Communicative performance.
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(13J1) Linguistics may focus on two possible objects of study: social language vs. mental language. Linguistic focus only on one object, i.e. language. functions of language vs. use of language. I-language vs E-language.
(14J2; 16SR) It is said that language cannot be assimilated to general cognition because: The younger a human being is, the easier it is for her to learn a language. The younger a human being is, the more difficult it is for her to learn a language. The younger a human being is, the more difficult it is for her to learn two or more languages at a time. The older a human being is, the easier it is for her to learn a language.
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(13J1) Language cannot be assimilated to general cognition because: its pattern of learning is the same as the pattern of learning of any other cognitive skill. its pattern of learning is opposite to the pattern of learning of any other cognitive skill. it is a property of human beings. This is not true. Language, as Piaget has demonstrated, can be assimilated to general cognition and no evidence has been found that falsifies this hypothesis.
(15J2) As for second or third language acquisition: The older the person is, the easier it is for her. Its pattern of learning is opposite to the pattern of learning of other cognitive skills. It requires effort and time to memorize vocabulary, grammatical rules, and phonetic rules. It is impossible to acquire more than two languages.
(13J2) That language has a pattern of learning opposite to the pattern of learning of other cognitive skills means that: the younger the child is, the more difficult (s)he will acquire a language. the older a child is, the more quickly s(he) will acquire a language. the younger a child is, the easier (s)he will acquire a language. the older a child is, the easier (s)he will acquire a language.
(14J1; 16J1) Language: is not an independent module because it can be assimilated to general cognition. can be assimilated to general cognition provided its pattern of learning. cannot be assimilated to general cognition because children can learn two or more languages at a time. cannot be assimilated to general cognition provided its pattern of learning.
(17J2) The pattern of learning a first language is the same as the pattern of learning any other complex cognitive skills like reading or arithmetic: the older the child is, the easier is for him or her to learn a new language: This is true and it refers to what we call Plato's problem. This is true and it refers to what we call Descarte's problem. This is not true because a child cannot acquire a language till she or he learns to read. This is not true because the pattern of learning a first language is opposite to the pattern of learning other complex cognitive processes like reading or arithmetic.
(17J1) The way a child acquires his or her mother tongues is the same as the way an adult learns a foreign language; both processes are guided by formal instruction on the grammatical rules and the vocabulary of the language that is being learned: This is true since all children receive formal instruction on their native language/s. This is true and is what we call Plato's problem. This is sometimes true and sometimes not, it depends on the child. This is wrong because all children acquire their native language even if they do not receive any schooling.
(17J1) E-language: is external because it refers to entities that exist out of the individual like songs and writings. is external because it refers to entities that are part of the mind/brain of the individual. is external because it is a mental state. is similar to Saussure's concept of "langue".
(15J2) As for the status of linguistics: It is considered part of the so-called cognitive sciences when it takes I-language as the object of study since it is as natural and internal system of human beings. It is considered part of the so-called cognitive sciences when it takes E-language as the object of study since it is a natural and internal system of human beings. It is not yet considered a science since it does not allow the scientific method. It is not yet considered a science since its object is neither natural nor internal.
(14SO; 15SR) Which discipline is NOT part of so-called cognitive sciences? Literature. Philosophy of language. Psychology. Artificial Intelligence.
(13J2) I-language (mark the option that is FALSE): is the cognitive system that is exclusively dedicated to the process of linguistic information. answers social conventions. is internal to the subject. refers to a mental state.
(14SR; 15SO; 16SO) Linguistics is part of so-called cognitive sciences when: It takes E-language as its object of study. It takes I-language as its object of study. It is against other cognitive sciences. It is serious and scientific.
(14J1; 16J1) I-language (choose the correct answer): is not a cognitive system. is not dedicated to the process of linguistic events. does not involve the use of language in texts, songs, etc. is not internal.
(14SR; 15SO) Language can be divided into: Competence and F-language. I-language, E-language, and F-language (functions of language). I-language and E-language. F-language and E-language.
(17J2) I-language (mark the option that is FALSE): is internal because it refers to entities that are part of the mind/brain of the individual. is internal because it is a mental state. is external because it refers to entities that exist out of the individual like songs and writings. is somewhat similar to Saussure's concept of "langue".
(14SO; 15SR) The concepts "signifier" and "signified" were introduced by: B.F. Skinner Chomsky Saussure Roman Jakobson.
(13J1) E-language (mark the option that is FALSE): requires knowledge of how to communicate in a given situation. are texts, songs, newspapers, etc. is the set of linguistic events result of the sociocultural interaction of speakers. is internal to the subject.
(13SO) The concepts language and parole were introduced by: B.S. Skinner Roman Jacobson Chomsky Saussure.
(13J2) Which of the following is not a possible object of study of Linguistics: I-language E-language the set of linguistic events result of the sociocultural interaction of speakers. the cultural contexts wherein the linguistic events are produced.
(Self-assessment U1) Which of the following disciplines does NOT belong to Theoretical Linguistics? English for Specific Purposes. Articulatory phonetics. Syntax. Pragmatics.
(14SR) Syntax is: The part of linguistics that studies how morphemes are combined in order to form meaningful words. The part of linguistics that studies how words are combined in order to form sentences. The part of linguistics that studies how morphemes are combined in order to form words. The part of linguistics that studies how words are combined in order to form meaningful sentences.
(14SO; 15SR) Morphology is: The part of linguistics that studies the system of word-forming elements that processes in a language. The part of linguistics that studies how words are combined in order to form meaningful sentences. The part of linguistics that studies how morphemes are combined in order to form meaningful words. The part of linguistics that studies how words are combined in order to form sentences.
(15J1) The branch of linguistics that studies the acoustic characteristics associated with each speech sound is (choose the most accurate answer): Phonology. Acoustics. Articulatory phonetics. Perceptive phonetics.
(14J1; 16J1; 16SR) A phone is: a set of sound features. a minimal unit of speech sound, regardless whether it conveys any kind of meaning in a language. a minimal unit of sound that contributes to meaning. any kind of sound.
(13J2) Phonology is: the branch of Phonetics that studies the acoustic characteristics associated with each speech sound. the part of Linguistics that studies the speech sounds from a linguistic perspective. the part of Linguistics that studies the speech sounds from a physiological perspective. the branch of Phonetics that studies how the hearer perceives speech sounds.
(13SO) Which of the following is not part of Theoretical Linguistics? Acoustics Articulatory Phonetics Forensic Phonetics Perceptive Phonetics.
(14J1) The phoneme is: the minimal unit of sound without meaning. the minimal unit of sound, regardless whether it conveys any kind of meaning in a language. the minimal unit of sound that contributes to meaning. is any kind of sound.
(15J2) The branch of linguistics that studies how the speaker produces speech sound (choose the most accurate answer) is: Phonology. Acoustics. Perceptive phonetics. Articulatory phonetics.
(13J1) Acoustics is: is the part of Linguistics that studies the speech sounds from a linguistic perspective. is the branch of Phonetics that studies how the hearer perceives speech sounds. is the part of Linguistics that studies the speech sounds from a physiological perspective. is the branch of Phonetics that studies the acoustic characteristics associated with each speech sound.
(13SO) Semantics is: the part of Linguistics that studies how words are combined in order to form meaningful sentences. the part of Linguistics that studies the meaning of sentences. the part of Linguistics that studies the use of language. the part of Linguistics that studies the social rules as the most important factor underlying language use.
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(14J1; 16SR) The way words are organized in the lexicon (mark the correct option): is not called paradigmatic relations. is not studied by lexical semantics. is not called syntagmatic relations. is not part of semantics.
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(13SO) Pragmatics is: the part of Linguistics that studies how words are combined in order to form meaningful sentences. the part of Linguistics that studies the social rules as the most important factor underlying language use. the part of Linguistics that studies the meaning of sentences. the part of Linguistics that studies the use of language.
(13SR) Sociolinguistics is: the application of the linguistic theory to sociology. how a determined society reacts when presented with linguistic theory. the social use of language. the interaction of the linguistic theory with a determined society.
(13SR) Forensic Linguistics is: Linguistic Theory applied on Education Linguistic Theory applied on Law Linguistic Theory applied on Sociology and Politics Linguistic Theory applied on Medicine
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(Self-assessment U1) Which of the following disciplines does NOT belong to applied linguistics? English for Specific Purposes. Forensic phonetics. Perceptive phonetics. Clinical linguistics.
(14SO; 16J2) American structuralism (choose the correct option): Is not interested in constraints in the distribution of words that are to be found in particular languages. Does not assume a radical version of the interest in the synchronic description of languages. Does not focus on the distribution of words within a sentence. Does not have Noam Chomsky as its main representative.
(14J1; 16J1) Indicate whether the following statement is true or false: "American structuralism was interested in the diachronic description of languages." True False.
(Self-assessment U1) Ferdinand de Saussure was: An important representative of the neogrammarians. One of the founders of the modern linguistics, and in particular, of the structuralist approach to language. One of the most important representatives of Generative Grammar.
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(14J1; 16SR) The positive method (choose the correct option): was not introduced in linguistics by neogrammarians. was not introduced in linguistics through the "hypothesis of the regularity of sound change". was not introduced in linguistics by Noam Chomsky in 1965. was not introduced in linguistics in the late 19th century.
(13SR) Structuralism (mark the option that is FALSE): has Ferdinand de Saussure as its main representative. studies syntagmatic relations amongst words in a sentence. takes into account the distinction between langue and parole. focus on the functions of the language.
(15J1) The main tenet of Skinner's "Verbal Behaviour" was: That language was learned by means of general conditioning processes and reinforcement. That language learning was regulated by a series of behavioural rules set by the cultural environment. That language was learned by means of a series of mental rules that guided the processing of the linguistic data the child is exposed to. That language was learned by means of general cognitive processes like analogy.
(14J1; 16J1) Behaviourism proposed a theory of language: that reduced it to general learning processes. that recognized an autonomous linguistic system different from general cognition and general learning processes. that recognized an encapsulated linguistic system different from general cognition and general learning processes. Behaviourism never showed interest in the process of language learning.
(13SR) Behaviourism (mark the option that is FALSE): was dominant in Psychology in the 1950s. can perfectly account for language acquisition. its main representative was B.F. Skinner and his seminal work Verbal Behaviour. its main tenet was that language was learned by means of general conditioning processes and reinforcement.
(15J1) As for behaviourism: The mind remains a "black box" that cannot be studied by the positive method. Focuses on the responses rather than the stimuli. Focuses on the nature of the stimuli rather than on the responses. The mind is a crucial intervening variable between stimulus and response that is studied with the help of the positive method.
(14SO; 16J2) The existence of syndroms like "agrammatism" and "Williams Syndrome" (WS): Supports the hypothesis that language is general cognition. Supports the hypothesis that language is not an autonomous cognitive system different from others. Supports the modular view of the human mind. Supports that language is exclusively human.
(14J1; 16SR) The Theory of Principles and Parameters (choose the correct option): is not commonly known as "Government & Binding". does not recognize innate mechanisms ("principles") that account for Plato's problem. does not recognize environment-dependent factors ("parameters") that account for the variability observed across languages. can account for the great similarities found across languages.
(15J1) As for the "duality of patterning", it appears to be: Language specific and unique to human language. Language specific but it is a property shared with other animals' communicative systems. Universal and unique to human language. Universal and a property shared with other animals' communication systems.
(Self-assessment U1) The duality of patterning is: A property shared among all mammals communication systems, including human beings. The property of human language that allows dealing with more than two lexical items at once. The property of some human languages to handle two or more levels of linguistic representation. One of the properties that make human language unique. At one level there is a large number of meaningful elements (words), whereas at the other level, there is a relatively small number of meaningless elements that are combined to form the words.
(Self-assessment U1) In Generative Grammar, the system that interfaces the external systems to the Faculty of Human Language (FHL) is: Lexicon. Syntax. Semantics. Pragmatics.
(15J2) The application of Occam's razor to the generative grammar linguistic theory resulted in: The elimination of the lexicon. The elimination of the logical form (LF). A move from a representational model to a derivational model. The elimination of the phonological form (PF).
(13J1) Which of the following assertions is FALSE? there is no debate as to how we manage to create syntactic sentences. some scholars think of syntax due to an innate ability (Universal Grammar). some scholars think of syntax as an evolutionary product. there are two schools of thought as to how we manage to create syntactic sentences.
(Self-assessment U2) For Chomsky, Language: has to be taught in a formal environment. is not simply a corpus of basic structures but a creative and innovative task of the speaker. is not a mapping between sounds and meanings. is only a representation of indispensable meanings.
(14J1; 16J1) In his (1957) book entitled "Syntactic Structures", Chomsky argued that: Language is simply a corpus of basic structures. Language is a complex corpus of basic structures that can be combined with one another. Language is a creative and innovative task of the speaker. Language is learnt by applying elementary inductive principles to the linguistic data.
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(13J2) Chomsky maintains that (mark the option that is FALSE): communication is the function of language. language is not properly regarded as a system of communication. language is a system for expressing thought. language can be used for communication.
(14J1; 16J1) Indicate whether the following statement is true or false: "Chomsky argues that every speaker of a language is aware of the rules of the generative grammar that she has mastered and internalized." True False.
(14J1; 16SR) Chomsky's theory is essentially concerned with the fact that: Language is properly regarded as a system of communication. Language is a system for the expression thought. Language can be used for communication. Communication is the function of language.
(13SO) The role of parameters would account for cross-linguistic variation because: parameter setting eventually leads to the construction of a core grammar, where *all* relevant UG *principles* are instantiated. parameter setting eventually leads to the construction of a core grammar, where *some* of the relevant UG *parameters* are instantiated. parameter setting eventually leads to the construction of a core grammar, where *some* of the relevant UG *principles* are instantiated. parameter setting eventually leads to the construction of a core grammar *by guiding the acquisition of the lexicon of the language acquired*.
(14SO; 15SR) According to Chomsky, the linguistic evidence available to the child during acquisition: Should determine which parameter setting characterizes one's first language. Should determine which combination of principle and parameters characterizes one's first language. Plays no role whatsoever in language acquisition. Should determine which principle setting characterizes one's first language.
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(13SO) As for the role Universal Grammar plays for second language acquisition (mark the option that is FALSE): some scholars think that UG splits into two or more during L2 acquisition. some scholars think that UG constraints grammar construction during L1 acquisition but not during L2 acquisition. some scholars think that the relations between UG and the grammar of the L2 are indirect, through the core grammar of the L1. some scholars think that UG remains unchanged during this process.
(17J1) L1 acquisition is a process: that is guided by language-specific cognitive processes and knowledge (UG) that are innate. that is completely guided by the linguistic data the child is exposed to. that can be reduced altogether to classical conditioning, in line with general learning processes defended by behaviorist psychologists. that can be reduced altogether to operational conditioning, in line with general learning processes defended by behaviorist psychologists.
(14J1; 16SR) According to Epstein, Flynn & Martoardjono (1996), Universal Grammar: Changes when a new core grammar for L1 is established. Does not change in L1 acquisition. Does not exist. Must be learnt.
(14SR) Indicate whether the following statement is true or false: "Chomsky (2000) claims that there is no linguistic development in the process of construction language-specific grammars by learners". True False.
(14SR; 15SO) Universal Grammar: Does not exist for Chomsky. Involves that all languages over the world have the same lexicon. Has nothing to do with language acquisition. Comprises a set of principles and parameters that constitute the innate cognitive faculty, which make language acquisition possible.
(14J1; 16J1) According to _________________, human language exists due to special adaptations of the human mind and body that occurred in the course of human evolution. Pinker. Chomsky. Skinner. Saussure.
(14SO; 15SR) Pinker, in his influential "Language Instinct" book (1994), argued that (choose the correct option): A child does not have an instinctive ability to speak that has developed after human adaptations throughout history. Children do not have an innate Universal Grammar encoded in an isolated organ in the human mind. Language is not the result of the interaction of grammar and other cognitive systems. The mind is not modular.
(13J1) According to Pinker (mark the option that is FALSE): before babies can utter any word, they learn the sounds of their language throughout their first year. around the year they start to produce words, usually in combination and mainly functional ones. around the year they start to produce words, usually in isolation and mainly lexical ones. during the first year their brains change considerably.
(13J2) Human uniqueness involves: animals communications systems also have the combinatorial rule system of human language. animals cannot communicate among them. we all human possess a language, and it is said that it is what makes us be distinct from animals. animals do not share particular and specific communications codes and systems.
(14SR; 15SO; 16SO) Regarding the world of the new-born: At the auditory level, the new-born's world is unstructured. Human infants are not specifically adapted at birth to perceive contrasts between sounds such as /p/ and /b/. It is a blooming and a buzzing confusion, as William James described in the 19th century. The cochlea and the auditory nerve provide extensive pre-processing of signals for pitch and intensity.
(Self-assessment U2) Consider the following statements and mark the one which best defines language acquisition under the "innateness" hypothesis: Children attain and assimilate thousands of words spontaneously; they combine them to form a possibly infinite number of structured sentences. Children require a great of training consisting of sequences to acquire some basic and elementary abilities. Children are not born with a genetic predisposition to structure their acquisition of linguistic knowledge in a very specific manner. Children are not able to obey adult rites of language, similar to "web- spinning in spiders or sonar in bats".
(14J1; 16SR) According to __________, a child is born "with a white blackboard": Pinker. Chomsky. Skinner. Saussure.
(13SO) Pinker defends in his "Biology of Language Acquisition": that human language exists due to special adaptations of the human mind and body that occurs in the course of language acquisition, and which are put to use by children in acquiring both their mother tongue as any other L2 language. that human language exists due to special adaptations of the human mind and body that occurs in the course of language acquisition, and which are put to use by children in acquiring their mother tongue. that human language exists due to special adaptations of the human mind and body that occurred in the course of human evolution, and which are put to use by children in acquiring their mother tongue. that human language exists due to special adaptations of the human mind and body that occurred in the course of human evolution, and which are put to use by children in putting their UG into play.
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(13J1) The belief that children are born "with a white blackboard" is defended by: Jackendoff N. Chomsky S. Pinker B. F. Skinner.
(14SR) The Critical Period hypothesis (Lenneberg, 1967) claims that: During this period, which lasts about 4 years, children can learn a language without any difficulty; after this period it becomes impossible to acquire a language due to the maturation of language acquisition mental processes during a child's early years. During this period, which lasts about 13 years, children can learn a language without any difficulty; after this period it becomes impossible to acquire a language due to the maturation of language acquisition mental processes during a child's early years. During this period, which lasts about 13 years, children can learn a language without any difficulty; after this period it becomes really hard to acquire a language due to the maturation of language acquisition mental processes during a child's early years. During this period, which lasts about 4 years, children can learn a language without any difficulty; after this period it becomes really hard to acquire a language due to the maturation of language acquisition mental processes during a child's early years.
(13J2) Pinker (1994) agrees with Chomsky that the mind is a computational system but he goes further to say that: it is a single entity from which some others are derived. it is not a single entity but it comprises the whole mind. it is not a single entity but it is composed of a number of faculties specialized for solving different adaptive problems. it is a single entity that guides the working of the rest of the mind.
(17J2) According to the associative chain theory: each word in a sentence serves a stimulus for both the previous and the next words. a sentence consists of a chain of associations among individual words in a sentence. a sentence consists of a chain of associations between syntactic structures and words in a sentence. both (each word in a sentence serves a stimulus for both the previous and the next words) and (a sentence consists of a chain of associations among individual words in a sentence) are true.
(15J2) The associative chain theory states that: A sentence consists of a chain of association between external stimuli and internal verbal responses. A sentence is one association between the first and the last words of the sentences. A sentence serves as a stimulus for the previous word so that the entire sentence is produced right to left. A sentence consists of a chain of associations between individual words in a sentence.
(14J1) The "LAD" or "Language Acquisition Device" was proposed by: Skinner Pinker Chomsky None of them.
(15J1) According to the innatist approach to language acquisition:
Children are exposed to linguistic data that they later imitate. By trial-error, children produce linguistic events that are learned or not depending on operating conditioning principles. The linguistic events that children learn to produce are sentences that they learn as a chain of associations between individual words in a sentence. Grammar seems to be governed by rules and principles that allow exceptions, and cannot be inferred by generalization and chains of stimuli-response-reinforcement.
(15J2) The innatist approach to language acquisition states that (mark the option that is FALSE): Children have an innate device that is available biologically if their language input is insufficient to acquire the language of their community. The Language Acquisition Device (LAD) consists of all the cognitive and perceptual systems that allow the child to process linguistic data so that she can acquire the language she is exposed to. Universal Grammar (UG) is one of the systems that is part of LAD that guides the processing of linguistic data and constraints language acquisition by ruling out impossible grammars. Reinforcement and operating conditioning are part of the UG and thus, part of LAD.
(15J2) The issue of the lack of negative evidence argues that: Children receive negative evidence when they are exposed to an utterance that is not corrected or otherwise indicated as inappropriate. Children receive positive evidence when they are exposed to an utterance that is corrected or otherwise indicated as inappropriate. Children do not normally receive negative evidence when acquiring their mother tongue, which makes the process of first language acquisition very difficult to explain because without knowing what is ungrammatical in a language, it is impossible to rule out some of the various completing grammars. Positive evidence is enough to account for language acquisition.
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(15J1) The poverty of stimulus argument: Was used by Skinner. Was used by Piaget. States that there is not enough information in the language input the child is exposed to. States that the mind of the child is not sufficiently developed so as to correctly process the linguistic data s/he is exposed to without the help of internal rules.
(15J1; 16SO) As for parameter setting (mark the option that is FALSE): Each parameter has a finite (usually binary) number of possible settings. Various combinations of these parameter settings yield all of the languages of the world. Children are born with knowledge of the parameters and their possible settings, as well as with knowledge of the principles that are invariable across languages. Children are born with knowledge of the parameters, their settings in all the different languages of the world, as well as with knowledge of the principles. All these three elements are invariable across languages.
(14J1; 15SO; 16SO) The strong continuity model of UG (Flynn & Lust 2002; Flynn 2009): Claims that UG is not available for the L2 learner. Claims that L1 and L2 acquisition processes are complementary. Claims that the differences between L1 and L2 acquisition processes are not due to a change in UG. Claims that new language-specific knowledge is accessed only through L1 (i.e. it never benefits from the knowledge that UG may provide).
(15J1) According to the ________________ Hypothesis, all the principles and parameters of UG are available from the very beginning of the acquisition process: Discontinuity. Strong Continuity. Weak Continuity. Behaviourist.
(15J2) According to the ___________ Hypothesis, some (or all) functional projections may be missing at the onset of acquisition but some (or all) the principles are in place: Strong Continuity. Weak Continuity. Discontinuity. Behaviourist.
(17J2) That only some functional projections are available at the onset of language acquisition is defended by the: Full Access Hypothesis. Middle Continuity Hypothesis. Strong Continuity Hypothesis. Weak Continuity Hypothesis.
(15J2) The Truncation Structure Model states that: Lower functional projections are available from the start, whereas the higher ones are acquired at a later stage. Both lower and higher functional projections are available from the start. Higher functional projections are available from the start, whereas the lower ones are acquired at a later stage. Neither lower nor higher functional projections are available from the start.
(Self-assessment U2) It is obvious that adults don't learn a foreign language in the same way as children acquire their L1. Which are the main difficulties or differences found in L2 acquisition? L1 does not interact with L2 acquisition. Adult learning is similar to child learning. Unlike child language, adult language is used to achieve determined communicative targets. First and second language share similarities in the same way they share differences.
(17J1) In both first and second language acquisition (mark the option that is FALSE): comprehension generally precedes production of language forms. language rules are figured out. errors are a natural part of the process of acquisition. there are many different reasons to acquire the language (survival, curiosity, etc.).
(14SO; 16J2) The Direct Universal Grammar Hypothesis: Defends that the Universal Grammar that works in the L1 is active in the same way in an L2, and thus, learners are unconscious of what they are learning since their mind is working as if it were their mother tongue. Defends that the principles of the Universal Grammar do not work for L2 learning, and therefore other cognitive systems must work instead and learners turn to use general learning strategies. Defends that the obstacle for an adult learning L2 is the rise of formal operations in his cognitive system due to excessive learning. Defends that the Universal Grammar that guides child acquisition is only partially activated when learning a second language.
(14J1; 16J1; 16SR) The Indirect Universal Grammar Access hypothesis states that: UG is partially activated in L2 acquisition. UG is not activated in L2 acquisition. UG is active in L2 in the same way it is in the L2 acquisition. The obstacle for an adult learning L2 is the rise of formal operations in his cognitive system due to an excessive learning. These operations (i.e. developed problem-solving skills) interfere with the natural language acquisition.
(15J2) The ____________ Hypothesis states that UG is only partially activated in L2 acquisition: Direct Universal Grammar Acess. Indirect Universal Grammar. Maturational Universal Grammar Access. Feature Re-Assembly.
(15J1) According to Lardiere's Feature Re-Assembly Hypothesis (mark the option that is FALSE): The biggest L2 learning task is not to reset parameters. The biggest L2 learning task consists in reconfiguring features from the way they are represented in the L2 into the way they are encoded in the L1. The biggest L2 learning task consists in reconfiguring features from the way they are represented in the L1 into the way they are encoded in the L2. Difficulty arises when there are mismatches between the L1 and L2 feature configurations.
(13SO) The Indirect Universal Grammar Hypothesis: defends that the principles of the Universal Grammar do not work for L2 learning, so other cognitive systems must work instead and learners turn to general learning strategies. defends that the obstacle for an adult learning L2 is the rise of formal operations in his cognitive system due to an excessive learning. defends that the Universal Grammar guides that guide child acquisition are only partially activated when learning a second language. defends that the universal grammar that works in the L1 is active in the same way in an L2, so the learners are unconscious of what they are learning since their mind is working as if it were their mother tongue.
(13J1) The "No Universal Grammar Acces Hypothesis": defends that the principles of the Universal Grammar do not work for L2 learning, so other cognitive systems must work instead and learners turn to general learning strategies. defends that the universal grammar that works in the L1 is active in the same way in an L2, so the learners are unconscious of what they are learning since their mind is working as if it were their mother tongue. defends that the obstacle for an adult learning L2 is the rise of formal operations in his cognitive system due to an excessive learning. defends that the Universal Grammar guides that guide child acquisition is only partially activated when learning a second language.
(13J2) The Maturational Universal Grammar Approach: defends that the Universal Grammar guides that guide child acquisition are only partially activated when learning a second language. defends that the obstacle for an adult learning L2 is the rise of formal operations in his cognitive system due to an excessive learning. defends that the principles of the Universal Grammar do not work for L2 learning, so other cognitive systems must work instead and learners turn to general learning strategies. defends that the universal grammar that works in the L1 is active in the same way in an L2, so the learners are unconscious of what they are learning since their mind is working as if it were their mother tongue.
(14J1) The No Universal Grammar Access hypothesis states that: UG is partially activated in L2 acquisition. UG is not activated in L2 acquisition. UG is active in L2 in the same way it is in the L2 acquisition. The obstacle for an adult learning L2 is the rise of formal operations in his cognitive system due to an excessive learning. These operations (i.e. developed problem-solving skills) interfere with the natural language acquisition.
(14J1; 16SR) The Maturational Universal Grammar approach to L2 acquisition states that: UG is partially activated in L2 acquisition. UG is not activated in L2 acquisition. UG is active in L2 in the same way it is in the L2 acquisition. The obstacle for an adult learning L2 is the rise of formal operations in his cognitive system due to an excessive learning. These operations (i.e. developed problem-solving skills) interfere with the natural language acquisition.
(13J1) The term "interference" refers to: a product of the bilingual individual's use of more than one language in everyday interaction, i.e. the influence of one language on another, which arises from similarities in structures between two languages in contact. a product of the bilingual individual's use of more than one language in very specific interactions, i.e. the influence of one language on another, which arises from similarities in structures between two languages in contact. a product of the bilingual society's use of more than one language in everyday interaction, i.e. the influence of one language on another, which arises from mismatches in structures between two languages in contact. a product of the bilingual individual's use of more than one language in everyday interaction, i.e. the influence of one language on another, which arises from mismatches in structures between two languages in contact.
(13J2; 13SR) At which level of grammar can "interference" NOT arise? syntax semantics interference can arise at any level of grammar morphology.
(14SR) When a Spanish student of English utters the sentences "I think tomorrow will rain". There is an L1 interference that consists in allowing future tense with weather verbs. There is an L1 interference that consists in allowing subjectless sentences in the L2. There is no L1 interference. There is an L1 interference that consists in allowing expletives with weather verbs.
(13SR) When a German student of English utter the sentence "Tomorrow will it rain": there is an L1 intereference that consists in allowing expletives in meteorological predicates. there is an L1 interference that consists in requiring the second position for the auxiliary or verb in the L2. there is an L1 interference that consists in allowing future tense with meteorological predicates. there is no L1 interference.
(Self-assessment U2) What are the differences between naturalistic studies and experimental studies of child language? like experimental studies, naturalistic studies are based on spontaneous interactions with family members or teachers. acquisition researchers never supplement naturalistic speech samples with production experiments. unlike naturalistic studies, researchers of experimental studies systematically manipulate one or more variables and measure whether any changes with respect to these variables affect speakers' behaviour. researchers of experimental studies have to study children by asking their parents to report on them.
(13SR) The first attempts to obtain linguistic acquisition data consisted: in observing the cerebral activity by means of neuroimaging techniques. in observing and analyzing samples of spoken speech from care-takers. in collecting and analyzing samples of spoken speech from learners. in collecting and analyzing samples of written texts from learners.
(14SO; 16J2) The Childes Project (choose the correct option): Does not present a set of neuroimaging tools designed to observe cerebral activity while acquiring language. Does not comprise a collection of samples of spoken speech from learners. Does not present a set of computational tools designed to increase the reliability of transcriptions. Does not present a set of computational tools designed to automate the process of data analysis.
(Self-assessment U2) What does the Childes Project aim at? it doesn't attempt to present a set of computational tools designed to increase the reliability of transcriptions, automate the process of data analysis, and facilitate the sharing of transcript data. it attempts to present a set of computational tools designed to allow machine translation from early stages of language acquisition. it provides the largest collection of experimental corpora of language development in several languages. it allows to study bilingual learners' code-switching and their responses to other speakers' language use in multilingual situations, among other things.
(13SR) When comparing speakers with different ages or different linguistic or cultural backgrounds, it is necessary to overcome the limitations of naturalistic studies by: including semi-structured elicitation techniques or games. including structured elicitation techniques that are not games. by recording the situation. by using neuroimaging techniques.
(13SR) In order to control all variables in experimental language development studies, it is advisable (select the option that is FALSE): to adopt a within-subject and between-subjects design. to adopt a combined longitudinal/cross-sectional design. to examine age and language-defined cohorts at two time periods separated by 9-12 months. to adopt a within-subject design.
(13J1) Aphasia is an impairment that: affects not only the Faculty of Language of the patient but also all the other cognitive functions. affects only the Faculty of Language of the patient, whereas the rest of cognitive functions remain unimpaired. affects not only the Faculty of Language of the patient but also some of the cognitive functions. affects the Faculty of Language.
(17J1) Aphasia is an impairment that: has been used as an argument against the modularity hypothesis of language because it does not affect other cognitive functions. has been used as an argument for the modularity hypothesis of language because it does not affect other cognitive functions. has been used as an argument for the modularity hypothesis of language because it affects other cognitive functions. has been used as an argument against the modularity hypothesis of language because it affects other cognitive functions.
(Self-assessment U.3) Aphasia is an impairment that: affects cognition in general. affects no cognitive system. affects only the Faculty of Human Language. affects the vocal track system.
(13J2) Aphasia has been studied in order to get empirical evidence to support: the modularity hypothesis of language, which considers language as a *dependent module that shares* processes with other cognitive systems such as reasoning, problem-solving or memory. the modularity hypothesis of language, which considers language as *the same cognitive* module as other cognitive systems such as reasoning, problem-solving or memory. the modularity hypothesis of language, which considers language as a *dependent module different* from other cognitive systems such as reasoning, problem-solving or memory. the modularity hypothesis of language, which considers language as an *independent module different* from other cognitive systems such as reasoning, problem-solving, or memory.
(17J2) Agrammatism: is the same as aphasia. is a more general impairment that seems to accompany some cases of aphasia, mainly Wernicke's aphasia. is a more general impairment that seems to accompany all cases of aphasia. is a more restricted impairment that seems to accompany some cases of aphasia, mainly Broca's aphasia.
(14J1; 15SR) Which of the following cerebral structures is part of the Wernicke-Geschwind model? Arcuate fasciculus. Medulla oblongata. Cerebellum. Amygdala nuclei.
(14SO; 15SR) Which of the following elements is NOT part of the Wernicke-Geschwind model (Dronkers et al. 2000): The cerebellum. Wernicke's area. The arcuate fasciculus. Broca's area.
(14SR; 15SO) Aphasia (choose the correct option): Is not due to injury or disease of the brain centers involved in language. Is not an impairment in the understanding of ideas through language in any of its forms (reading, writing, or speaking). Does not affect other cognitive modules like visual perception and audition. Is not an impairment in the transmission of ideas through language in any of its forms (reading, writing, or speaking).
(Self-assessment U.3) When a patient has fluent, abundant, well articulated and melodic speech but it lacks sense, i.e. what he/she says makes no sense, the diagnosis will be: Wernicke's aphasia Broca's aphasia Conduction aphasia Agrammatism.
(14J1; 15SO) Wernicke's aphasia results from: Damage to structures that interact with major language areas. Damage to left temporal lobe structures. A large frontal lobe lesion. A large infarct in the region supplied by the middle cerebral artery.
(14J1; 15SR) Broca's aphasia results from: Damage to structures that interact with major language areas. Damage to left temporal lobe structures. A large frontal lobe lesion. A large infarct in the region supplied by the middle cerebral artery.
(14SO; 16J2) Broca's aphasics: Have completely lost the ability to comprehend language, formulate speech, and repeat sentences. Their speech is usually fluent with some articulatory defects; their comprehension ability is intact or largely preserved; however, the capacity for repetition is impaired. Their speech is fluent, abundant, well-articulated and melodic but it lacks linguistic message, i.e. they speak a lot but meaning is lost. Can be characterized by a non-fluent, effortful and "agrammatic" speech, and a largely (but not completely) preserved comprehension for single words or grammatically simple sentences, along with an incapacity for repetition.
(14J1; 15SR) Which of the following systems is NOT part of the modern framework of aphasia defended by Dronkers et al. (2000)? The language implementation system. The mediational system. The lexico-syntax interface system. The conceptual system.
(13J1) Conduction aphasia: these patients have completely lost the ability to comprehend language, formulate speech, and repeat sentences. speech is usually fluent with some articulatory defects, comprehension ability is intact or largely preserved; however, the capacity for repetition is impaired. can be characterized by non-fluent, effortful and 'agrammatic' speech, and a largely (but not completely) preserved comprehension for single words and grammatically simple sentences, and incapacity for repetition. the speech of these patients is fluent, abundant, well articulated and melodic but it lacks linguistic message, i.e. they speak a lot but meaning is lost.
(13J2) Global aphasia: speech is usually fluent with some articulatory defects, comprehension ability is intact or largely preserved; however, the capacity for repetition is impaired. the speech of these patients is fluent, abundant, well articulated and melodic but it lacks linguistic message, i.e. they speak a lot but meaning is lost. can be characterized by non-fluent, effortful and 'agrammatic' speech, and a largely (but not complete) preserved comprehension for single words and grammatically simple sentences, and incapacity for repetition. these patients have completely lost the ability to comprehend language, formulate speech, and repeat sentences.
(14SR) Agrammatism: Is a *kind of aphasia* that usually appears in a more general impairment, mostly in Broca's aphasia, and is manifested by the presence of ungrammatical utterances in speech, i.e. *functional heads such as inflections, bound morphemes like tense, case, and agreement* are *lacking* in speech. Is a *syndrome* that usually appears in a more general aphasic impairment, mostly in Broca's aphasia, and is manifested by the presence of ungrammatical utterances in speech, i.e. *lexical heads such as nouns, verbs, and adjectives* are *lacking* in speech. Is a *syndrome* that usually appears in a more general aphasic impairment, mostly in Broca's aphasia, and is manifested by the presence of ungrammatical utterances in speech, i.e. *functional heads such as inflections, bound morphemes like tense, case, and agreement* are *lacking* in speech. Is a *kind of aphasia* that usually appears in a more general impairment, mostly in Broca's aphasia, and is manifested by the presence of ungrammatical utterances in speech although *functional heads such as inflections, bound morphemes like tense, case, and agreement* are *present* in speech.
(Self-assessment U.3) In unit 3, we review accounts of agrammatism that rely on (select the option that is WRONG): Case Theory Syntactic Movement Bounding Theory Theta Theory.
(14J1; 15SO) The Trace-Based Account was put forwards by Grodzinsky in order to account for: The cerebral damage in Broca's aphasia. Broca's aphasic impaired performance on semantically reversible passive sentences. Wernicke's aphasic impaired performance on passive sentences. Broca's aphasic impaired cerebral areas.
(13SO) Which movement seems not to be much impaired in agrammatism, according to Grodzinsky (1995): Wh-movement X0-movement (head-to-head) A'-movement A-movement.
(17J2) The original Trace Deletion Hypothesis resulted in inappropriate because: it predicted that all traces were deleted in agrammatism, which was proven wrong under the light of the VP-internal hypothesis. it predicted that all traces were deleted in agrammatism but the subject movement from [Spec,VP] to [Spec,IP] was preserved. Both options are true. Both options are false.
(13J1) The "Default Strategy" (part of Grodzinsky's Trace Based Account): is a *non-linguistic general cognitive strategy* that assigns to the *NPs lacking a theta-role*, a default role by their linear position in the sentences, being this role *'agent'* in the majority of cases. is a *non-linguistic general cognitive strategy* that assigns to the NPs a default role by their linear position in the sentences, being this role *'theme'* in the majority of cases. is a *linguistic strategy* that assigns to the NPs a default role by their linear position in the sentences, being this role *'agent'* in the majority of cases. is a *linguistic strategy* that assigns to the *NPs lacking a theta-role*, a default role by their linear position in the sentences, being this role *'agent'* in the majority of cases.
(17J1) According to Grodzinsky's original (1995a, 1995b, 1998) Trace Deletion Hypothesis, in agrammatism: just some traces of movement are deleted from S-Structure. all traces of movement are deleted from S-Structure. all non-movement relates traces are deleted from S-Structure. just some non-movement related traces are deleted from S-Structure.
(13SO) The Trace Deletion Hypothesis (Grodzinsky, 1995) states that: in agrammatism, all traces of movement are deleted from D-Structure. in agrammatism, all traces of movement are deleted from S-Structure. in agrammatism, all traces of A'-movement are deleted from S-Structure. in agrammatism, all traces of A-movement are deleted from S-Structure.
(15J1) The Trace Based Account: Is a reformulation of the Trace Deletion Hypothesis that restricts the deletion of traces so that it only affects theta-marked positions. States that all traces are deleted from agrammatic representation. States that all traces are invisible to theta-role assignment in agrammatic representation. States that any DP is assigned a theta role by virtue of its linear position.
(13J2) The Trace-Based Account (Grodzinsky, 1995) states: that traces in non-theta positions are deleted from agrammatic representation so that they are visible to theta-role assignment. that traces in non-theta positions are deleted from agrammatic representation (or are invisible to theta-role assignment). that traces in theta positions are deleted from agrammatic representations (or are invisible to theta-role assignment). that traces in theta positions are deleted from agrammatic representation so that they are visible to theta-role assignment.
(14SR) The Double Dependency Hypothesis (Beretta et al. 2001) states that (choose the correct option): When there are two such dependencies, the resulting representation is not ambiguous. The deficit underlying asyntactic comprehension does not affect the processing of syntactic referential dependencies. When there is only one such dependency, the resulting syntactic representation is not ambiguous. When there is only one such dependency, the resulting syntactic representation, though abnormal, is ambiguous.
(15J2) According to the ________, the deficit underlying asyntactic comprehension affects the processing of syntactic referential dependencies: when there is only such dependency, the resulting syntactic representation, though abnormal, is not ambiguous, but when there are two such dependencies, the resulting representation is ambiguous: Trace Deletion Hypothesis. Trace-Based Account. Mapping Hypothesis. Double Dependency Hypothesis.
(13SO) The Mapping Hypothesis (Linebarger, 1995) states that: agrammatics are *able* to recover phrase structure but are *impaired* in exploiting their *syntactical* structure representation of the input sentence for interpretive processes. agrammatics are *unable* to recover phrase structure as well as *impaired* in exploiting their *semantic* structure representation of the input sentence for interpretive processes. agrammatics are *unable* to recover phrase structure but are *impaired* in exploiting their *syntactical* structure representation of the input sentence for interpretive processes. agrammatics are *unable* to recover phrase structure but are *unimpaired* in exploiting their *syntactical* structure representation of the input sentence for interpretive processes.
(15J1; 16SO) According to _________, agrammatics are able to recover phrase structure but are impaired in exploiting the syntactic structure of the input sentece for interpretive process: The Double Dependency Hypothesis. The Behaviourist Hypothesis. The Mapping Hypothesis. The Lack of Negative Evidence Hypothesis.
(14J1; 15SR) Druks and Marshall's (1995) work argues that abstract Case assignment processes are impaired in aphasics. They defend that three kinds of impairment can be observed in different patients (mark the option that is FALSE): Structural Case unimpaired, inherent Case impaired. Strucutral Case impaired, inherent Case unimpaired. Structural Case impaired, inherent Case impaired. Abstract Case unimpaired, morphological case impaired.
(13SR) According to the study carried out by Burchert et al. (2004): German agrammatic subjects, *like* normal controls, *do not* generally benefit from the information given either by case or number morphology on the distribution of agent and patient in the sentence. German agrammatic subjects, *unlike* normal controls, *do not* generally benefit from the information given either by case or number morphology on the distribution of agent and patient in the sentence. German agrammatic subjects, *unlike* normal controls, generally *benefit* from the information given either by case or number morphology on the distribution of agent and patient in the sentence. German agrammatic subjects, *like* normal controls, generally *benefit* from the information given either by case or number morphology on the distribution of agent and patient in the sentence.
(13SR) Grodzinsky (1984) observed that the so-called agrammatic patients (mark the option that is FALSE): omit free grammatical morphemes such as determiners and auxiliares. in case no zero-inflected unmarked form exists, any form may be selected from the set of permissible inflectional configurations depending on syntactic constraints. whenever a lexical item has a zero-inflected unmarked form, this form is usually chose. in case no zero-inflected unmarked form exists, any form may be selected from the set of permissible inflectional configurations regardless syntactic constraints.
(13SR) Which kind of verb inflection phenomena is NOT found in agrammatism? the use of participles in Italian instead of tensed forms. the use of tensed forms whenever necessary. the use of gerunds in English or infinitives in German instead of tensed forms. the use of bare verbs in English instead of tensed forms.
(15J2) According to the Tree Pruning Hypothesis: An underspecified node can project. T is underspecified in agrammatic production. V is underspecified in agrammatic production. A specified node cannot project.
(13SR) The Tree Prunning Hypothesis (Friedmann, 2000) states that the syntactic representation of agrammatic patients is underspecified from ______ down: V(erb) Agr(eement) C(omplementizer) T(ense).
(13J2) Which of the following theories has not been formulated in order to account for Specific Language Impairment (SLI): Trace-Based Account. Control-Agreement Principle impairment. Representational Deficit for Dependent Relations hypothesis. Extended Optional Infinitive hypothesis.
(13J1) Specific Language Impairment (SLI): is a disorder of the normal acquisition of grammar in the absence of neurological trauma, cognitive impairment, psycho-emotional disturbance of motor-articulatory disorders. is a delay of the normal acquisition of grammar in the absence of neurological trauma, cognitive impairment, psycho-emotional disturbance of motor-articulatory disorders. is a delay or disorder of the normal acquisition of grammar in the absence of neurological trauma, cognitive impairment, psycho-emotional disturbance of motor-articulatory disorders. is a delay or disorder of the normal acquisition of grammar.
(14J1; 15SO) Specific Language Impairment (SLI) (choose the correct option): Is not a delay or disorder of the normal acquisition of grammar. Is not found in the absence of neurological trauma. Is not found along with cognitive impairment. Is not found in the absence of psycho-emotional disturbance.
(14SR; 15SO) Williams Syndrome (WS): Is a rare genetic syndrome characterized by a relatively spare language in the context of general cognitive impairment and hyper-sociability. Is a rare non-genetic syndrome characterized by a relatively spare language in the context of general cognitive impairment and hypo-sociability. Is a rare non-genetic syndrome characterized by a relatively spare language in the context of general cognitive impairment and hyper-sociability. Is a rare genetic syndrome characterized by a relatively spare language and cognitive abilities in the contexts of hyper-sociability.
(Self-assessment U.3) The hypothesis that states that SLI children have problems due to optionality in the T(ense) and Agr(eement) functional heads is called: Representational Deficit for Dependent Relations hypothesis Control-Agreement hypothesis Tree Pruning hypothesis Extended Optional Infinitive hypothesis.
(Self-assessment U.3) Which of the following symptoms does not form part of Williams Syndrome? Attention Deficit Disorder Clinodactyly Unusual high intelligence quotient Pectus excavatum.
(14SR) Indicate whether the following statement is true or false: "The current view of language acquisition involves the correct selection and development of formal features on functional heads, which then guide the mapping of language-specific constituents and/or clausal architecture". True False.
(14SR; 15SO) Why is the study of sign language important for linguistic theory? Because it may be very helpful to find different linguistic universals. Because if sign language observes linguistic universals and can be accounted for by the Y-model, then this model proves to be universal. Because if sign language does not observe linguistic universals and cannot be accounted for by the Y-model, then this model proves to be universal. Because sign language may help us formulate an alternative Y-model that accounts for it.
(13J1) From the study of the syntax of Sign Language we can conclude: that Sign Language does not observe linguistic universals, and thus, it is not an instance of the Faculty of Human Language as any other human language is. that Sign Language observes linguistic universals, and thus, it is not an instance of the Faculty of Human Language as any other human language is. that Sign Language does not observe linguistic universals, and thus, it is an instance of the Faculty of Human Language as any other human language is. that Sign Language observes linguistic universals, and thus, it is an instance of the Faculty of Human Language as any other human language is.
(13J1) Why is Linguistic Theory important for Sign Language? because it provides us with empirical data that demonstrates that Sign Language is as natural and human as any other kind of human language, which has important social, educational, and political consequences. because this allows us to write books on the syntax of Sign Language. it is not important because it cannot provide us with empirical data that demonstrates that Sign Language is as natural and human as any other kind of human language. because it helps the diffusion of Sign Language.
(17J2) Sign language: is a rudimentary form of communication whose nature is different from non-sign language. is not a rudimentary form of communication because its nature is the same as any non-sign language. is not a rudimentary form of communication although its syntax is very basic. is a rudimentary form of communication because its syntax is very basic.
(17J1) Sign language: does not observe linguistic universals as far as syntax is concerned. observes linguistic universals as far as syntax is concerned. observes all linguistic universals. none of the options are true.
(13J2) In Sign Language, the Faculty of Language (FHL) is a system that combines: sound (PF) and manual gestures. sound (PF) and meaning (LF). manual gestures (PF) and meaning. manual gestures (similar to PF) and meaning (LF).
(17J1) Manual gestures in sign language: are equivalent to meaning in non-sign language. are equivalent to sound in non-sign language. are equivalent to the S-structure in non-sign language. are equivalent to the D-structure in non-sign language.
(Self-assessment U4) If Sign Language is found to be a human natural language, this involves: It is not a product of FHL. It must be defined as part of E-Language. It is a product of a system that productively combines manual gestures and meaning. Sign Language is not a human natural language.
(13SO) Who discovered that Sign Language has duality of pattern? Stokoe (1960) B.F. Skinner Noam Chomsky Hocket (1966)
.
(14J1; 15SO) If sign language conforms to UG principles and parametric variation, then: It is due to the different nature of the channel. It lacks internal structure. It is a natural language. It is not a natural language but rather a protolanguage.
(13SO) Despite the fact that Sign Language has proven to be as natural and human as any other kind of auditive language: it has (but has not previously had) serious social, educational, and political barriers. it has not serious social, educational, and political barriers. it has had serious social, educational, and political barriers. it has had (and still has) serious social, educational, and political barriers.
(14J1; 15SR) If the "faculty of human language " is really universal, then: The notion of parameter has to be redefined. The notion of principle has to be redefined. The notion of UG has to be redefined. It has to account for both sign language and non-sign language (verbal language).
(14SO; 15SR) Who discovered the phonemic level of Sign Language? B.F. Skinner Noam Chomsky Hocket in 1966 Stokoe in 1960.
(14SR; 15SO) Movement in Sign Language: Exists and has the same constraints as non-sign languages. Exists but has different constraints than those that apply to non-sign languages. Does not exist. Exists and it has no constraints whatsoever.
(Self-assessment U4) Which of the following is not one of the categories of manual gestures identified by Stokoe (1960): Non-manual markers. Hand configuration. Location. Movement.
(13J1) Which of the following is NOT a category (similar to phonological categories) in manual gestures? location hand form hand configuration movement.
(13J2) The categories that form manual gestures are: meaningful, like phonemes, and only when combined with one another do they acquire meaning. meaningless, like phonemes, and only when combined with one another do they acquire meaning. meaningless, unlike phonemes, and only when combined with one another do they acquire meaning. meaningful, unlike phonemes, and have meaning regardless they combine with one another.
(13SO; 14SR; 15SO; 16SO) Stokoe (1960) demonstrates that: Sign Language, *like* non-sign languages, has a phonemic level made up of a finite set of non-meaningful elements *(manual gestures)* as well as a sentential level made up of a non-finite set of meaningful elements *(sentences)*. Sign Language, *like* non-sign languages, has a phonemic level made up of a finite set of non-meaningful elements *(different hand configurations, locations, and movements)*, as well as a sentential level made up of a non-finite set of meaningful elements *(sentences)*. Sign Language, *unlike* non-sign languages, does not have a phonemic level made up of a finite set of non-meaningful elements *(different hand configurations, locations, and movements)*, as well as a sentential level made up of a non-finite set of meaningful elements *(sentences)*. Sign Language, *unlike* non-sign languages, has a phonemic level made up of a finite set of non-meaningful elements *(different hand configurations, locations, and movements)*, as well as a sentential level made up of a non-finite set of meaningful elements *(manual gestures)*.
(14SO; 15SR; 16J1) Which of the following option is NOT a linguistic universal identified at the syntactic level of Sign Language so far? Syntactic strategies to topicalize beyond the canonical information structure based on the given-new or topic-focus contract. The Case filter. The pro-drop parameter. Movement and movement constraints.
(13SO) The pro-drop parameter in Sign Language: has not been identified because all sign languages are topic-focus like Chinese. has not been identified. has been identified. has not been studied.
(Self-assessment U4) Sign Language is defined as a human natural language because: It has a phonemic level It has duality of patterning. It can combine meaningless items that belong to a finite set in order to form an infinite number meaningful items. All the other answers are correct.
(15J1) With regard to canonical word order, Fischer (1975) argues that: The American Sign Language basic word order is SVO in sentences with reversible subjects and objects. The American Sign Language basic word order is SOV. The American Sign Language basic word order is SVO. The canonical word order in any sign language is SOV.
(Self-assessment U4) The features that usually host functional heads in non-Sign Languages are usually realised in ASL by: Manual gestures. Hand location. Hand movement. Non-manual markers.
(14SO; 15SR) Fischer (1975) argued that: The basic word order in American Sign Language is SVO. X-bar Theory does not apply in American Sign Language. American Sign Language does not have structure. The basic word order in American Sign Language is SVO in sentences with reversible subjects and objects.
(13J2) As for word order in American Sign Language, Friedman (1976) argued that: it is relatively free, with the exception of the tendency for the verb to be last. it is relatively free, with the exception of the tendency for the verb to be in initial position. it is relatively free, with the exception of the tendency for the verb to be in second places. it is completely free.
(13J1) As for verb agreement, Fischer (1975) argued that: American Sign Language has not verb agreement and it may be related to the impossibility of having word orders other than SVO. American Sign Language has verb agreement and it may be related to the possibility of having word orders other than SVO. American Sign Language has verb agreement and it may be related to the impossibility of having word orders other than SVO. American Sign Language has not verb agreement and it may be related to the possibility of having word orders other than SVO.
(14J1; 15SO) The sign "_____________t" is used to describe: Topicalization in sign language. Negation in sign language. Questions in sign language. Focus in sign language.
(17J2) Stokoe (1960) distinguished three categories in manual gestures that are similar to phonological categories in non-sign language (mark the option that is FALSE): hand configuration. hand form. hand location. hand movement.
(14J1; 15SR) The sign "___________n" is used to describe: Topicalization in sign language. Negation in sign language. Questions in sign language. Focus in sign language.
(14SO; 14SR; 15SO; 15SR) Lidell (1980) supports the hypothesis that American Sign Language is an SVO language by providing evidence from: Wh- "in situ". Topicalization and negation scope. Movement constraints (islands). Wh-movement.
(15J2) In order to account for the counterexamples that Lidell (1980) found, Padden (1988): Proposed an analysis that claims that classifier constructions are multiclausal. Argued that the underlying canonical word order in American Sign Language is free. Argued that the underlying canonical word order in American Sign Language is VOS. Proposed an analysis that claims that classifier constructions involve more than three predicates.
(14J1; 15SO) Classifiers are used in American Sign Language (ASL) to show: Abstract Case in nominal elements. Morphological case in nominal element. Movement, location, and appearance. Illocutionary force.
(13SR) Padden (1988) argues that: American Sign Language has an SOV underlying word order, and accounts for the apparent counterexamples by analyzing them as being multiclausal. American Sign Language has an SOV underlying word order, and accounts for the apparent counterexamples by analyzing them as being topicalized. American Sign Language has an SVO underlying word order, and accounts for the apparent counterexamples by analyzing them as being topicalized. American Sign Language has an SVO underlying word order, and accounts for the apparent counterexamples by analyzing them as being multiclausal.
(13SR) Padden (1988) shows that non-SVO word orders with pointing or indexing elements are due to: the fact that they involve several *topicalizations* that adhere to the basic *Subject-Verb* word order. the fact that they involve several *topicalizations* that adhere to the basic *Subject-Object* word order. the fact that they involve several *independent predicates* that adhere to the basic *Subject-Predicate* word order. the fact that they involve several *topicalizations* that adhere to the basic *Subject-Predicate* word order.
(13SR) Minitopicalization (Fischer, 1990): allows to state that American Sign Language is head-initial and other word orders come from topicalization to any available complement position. allows to state that American Sign Language is head-initial and other word orders come from topicalization to any available specifier position. allows to state that American Sign Language is head-final and other word orders come from topicalization to any available adjunct position. allows to state that American Sign Language is head-final and other word orders come from topicalization to any available specifier position.
(Self-assessment U4) The Split-Headedness hypothesis states that: Lexical heads in ASL can split in two functional heads. Lexical heads in ASL are head initial, whereas functional heads are head final. Functional heads in ASL can select for two lexical heads as complements. Lexical heads in ASL are head final, whereas functional heads are head initial.
(15J1) According to Neidle et. al (2000): Non-manual syntactic markings are frequently associated with syntactic features residing in the heads of non-functional projections. Non-manual syntactic markings are frequently associated with semantic features residing in the heads of non-functional projections. Non-manual syntactic markings are frequently associated with semantic features residing in the heads of functional projections. Non-manual syntactic markings are frequently associated with syntactic features residing in the heads of functional projections.
(15J2) _____________________ claimed that American Sign Language has no subordination: Padden (1988). Lidell (1980). Thompson (1977). Fischer (1975).
(14J1; 15SO; 16SO) DPs in sign language: Do not have any internal structure. Need to be studied because this far no evidence has been found to support a structure withing DPs. Need to be further studied, although evidence has been found supporting a structure within DPs (possessives, adjectives and quantifiers, among others). Do not admit quantifiers.
(13SR) That Sign Language has structure implies (mark the option that is FALSE): that X-bar Theory applies in sentence formation. that Sign Language has set the head parameter as OV. that Sign Language has not the head parameter. that Sign Language has set the head parameter as OV.
(17J1) Cognitive bilingualism refers to: an individual-level mental concept, a characteristic of individuals who possess or who use two linguistic systems. a social psychological concept, a characteristic of individuals who organize the social world in terms of the different groups and social situations associated with the two languages in which they interact. Both options are correct. Both options are false.
(17J2) Social psychological bilingualism refers to: an individual-level mental concept, a characteristic of individuals who possess or who use two linguistic systems. a social psychological concept, a characteristic of individuals who organize the social world in terms of the different groups and social situations associated with the two languages in which they interact. Both options are correct. Both options are false.
(15J1) _________________ is an individual-level mental concept, a characteristic of individuals who possess or who use two linguistic systems: Social psychological bilingualism. Societal bilingualism. Cognitive bilingualism. Behavioural bilingualism.
(15J2) ________________ is a social construct to describe the interactions between social groups and societal institutions, as well as among groups, in which the group and institutional boundaries correspond to linguistic boundaries: Social psychological bilingualism. Cognitive bilingualism. Societal bilingualism. Behavioural bilingualism.
(15J1; 15J2) According to Hakuta et al.'s (1987) "Bilingualism and cognitive development: three perspectives", there is no relation between cognitive bilingualism and other cognitive abilities that children have: True False.
(15J1) The ____________________ hypothesis refers to the observation that bilinguals can move from one language to the other with relative ease: Code switching hypothesis. Cognitive hypothesis. Objectification hypothesis. Verbal mediation hypothesis.
(15J2) The ___________ claims that bilingual's objectification of language is conductive to higher levels of abstract and symbolic thinking: Cognitive hypothesis. Objectification hypothesis. Code switching hypothesis. Behavioural hypothesis.
(17J1) According to García Mayo (2012), formal linguistic L3 studies: claim that the processes of language acquisition are the same as those used in the acquisition of any other cognitive skill (mathematical abilities, for example). claim that the language faculty is a module independent from other cognitive modules (although interacting with them) and it is ruled by linguistic mechanisms. claim that the processes of language acquisition are different from those used in the acquisition of any other cognitive skill (mathematical abilities, for example). claim that the processes of language acquisition are the same as those used in the acquisition of any other innate skill (walk, for example).
(17J2) According to De Angelis (2007) (cited in García Mayo 2012), language or typological distance is: The distance that a linguist can objectively and formally define or identify between languages and language families. The distance between the countries where two or more languages are spoken. Both options are true. Both options are false.
(15J1) According to De Angelis (2007), the distance that a linguist can objectively and formally define and identify between languages and language families is: Cross-linguistic influence (CLI). L3 acquisition. Language distance. Language diversification.
(15J2; 16SO) As for L3 acquisition: Full access models claim that L2 learners can acquire new features and thus predict that the L3 initial state may allow transfer from either the L1 or the L2. Partial access models claim that, after a critical period, L3 learners will only allow transfer from syntactic features available in their L2, never in their L1. Partial access models claim that, after a critical period, L3 learners will only allow transfer from syntactic features available in their L2, never in their L1. There is no transfer at all in L3 acquisition.
(15J1) As for L3 acquisition: Full access models claim that L2 learners cannot acquire new features and thus predict that the L3 initial state does not allow transfer from either the L1 or the L2. Partial access models claim that, after a critical period, L3 learners will only allow transfer from syntactic features available in their L1, never in their L2. Partial access models claim that, after a critical period, L3 learners will only allow transfer from syntactic features available in their L2 never in their L1. There is no transfer at all in L3 acquisition.
(14SO; 16J2) Indicate whether the following statement is true or false: "The L2 Status Factor model aims to describe the initial state of L3 acquisition". True False.
(14J1; 15SO; 16SO) The L2 Status Factor model proposes that: The first-learned language plays a primary role in determining the L3 initial state. The last-learned language plays a primary role in determining the L3 initial state. UG plays a primary role in determining the L3 initial state. The L3 initial state is not determined by anything.
(14SO; 14SR; 15J2; 16J2) The Typological Primacy Model defends that: The language that will be transferred will be the most typologically similar one to the L3. The language that will be transferred will be the less typologically similar one to the L3. The language that will not be transferred will be the most typologically similar one to the L3. The typological proximity of languages does not determine the system that will be transferred to facilitate language acquisition.
(15J2) The Typological Primacy Model argues that:
Transfer in the L3 initial state can come from any previously acquired language. Typological proximity is not a crucial variable in L3 acquisition. Transfer in the L3 initial state is unconstrained by perceived typological proximity. Transfer in the L3 initial state is unconstrained by actual typological proximity.
(14J1; 15SO) Indicate whether the following statement is true or false: "The Typological Primacy Model aims to inform us about the initial state for subsequent language learning (L3, L4, etc.)." True False.
(14SO; 16J2) The Typological Primacy Model (TPM): Makes the same predictions as the L2 Status Factor Model. Rejects any kind of transfer. Does not reject L1 transfer. Rejects L1 transfer.
(14SO; 16J2) Which of the following theories claims that "The accumulated linguistic knowledge an L3 learner has enhanced subsequent language learning"?: The Typological Primacy Model. The L2 Status Factor Model. The Cumulative Enhancement Model. The Maturational Universal Grammar Hypothesis.
(14J1; 15SR) Which of the following models is NOT a model of L3 acquisition? The L2 Status Factor. The Typological Primacy Model. The cumulative Enhancement Model for Language Acquisition. The No Universal Grammar Access hypothesis.
(14SO; 15J1; 16J2) The Cumulative enhancement model (CEM) answers the requirement of: Computational adequacy. Descriptive adequacy. Observational adequacy. Explanatory adequacy.
(14J1; 15SR) Bilingualism, and more generally multilingualism: Is something very general (two thirds of the world's children, according to Bhatia & Ritchie 2004). Is something occasional (two out of 1,000 children, according to Bhatia & Ritchie 2004). Is something extremely rare (two out of 100,000 children, according to Bhatia & Ritchie 2004). Is something extremely rare (90% of the children, according to Bhatia & Ritchie 2004).
(14SR) Indicate whether the following statement by Berkers & Flynn (2012) (taken from the text used in unit 5) is true or false: "The way in which a multilingual learner approaches subsequent language learning is different from that of an L2 learner in certain aspects". True False.
(14J1; 15SR) Indicate whether the following statement is true or false: "The cumulative enhancement model of language acquisition attempts to create the representation of language development in the mind of a multilingual learner." True False.
(14SR) The Cumulative Enhancement Model (CEM): Predicts redundancy in linguistic representation. Excludes redundancy in linguistic representation. Predicts overgeneralization in linguistic representation. Excludes simplicity in linguistic representation.
(14J1; 15SR) All the L3 acquisition models discussed by Berkes & Flynn (2012), the text used in unit 5, coincide: in assuming that multilingual learners "a posteriori" have access to UG and that they process their L3 under altered conditions from that of their L2. in assuming that multilingual learners "a priori" have access to UG and that they process their L3 under altered conditions from that of their L2. in assuming that multilingual learners "a priori" do not have access to UG and that they process their L3 under altered conditions from that of their L2. in assuming that multilingual learners "a posteriori" do not have access to UG and that they process their L3 under altered conditions from that of their L2.
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