1 .		Which is the most accurate description of how very young infants process speech sounds?    They interpret speech using a distinct center in the brain. This center is different than centers used to process other sounds.   They can tell the difference between specific initial consonant sounds.   They can differentiate the sounds of different languages even better than adults can.   All of the above are accurate statements.
2 .		Babies' early productive communication includes:    crying to have needs met.   pointing at objects they want.   grunting or other noise-making while gesturing toward something.   All of the above are considered productive communication.
3 .		Which of the following is true about parents' responses to infant crying?    Parents who respond too quickly to their babies' crying may inhibit their language development.   Parents who respond relatively quickly to their babies' crying may enhance their language development.   Parents who respond relatively quickly to their babies' crying may encourage them to cry more in the second year of life.   None of the above are true.
4 .		Babies who live in bilingual homes:    babble in exactly the same way as babies who grow up in monolingual homes.   babble in a very different way than babies living in monolingual homes.   babble in a similar way to babies living in monolingual homes until age 1.   babble less frequently, because of phonological confusion.
5 .		Babies are said to be overgeneralizing if:    they use a word to stand for many more things than it should (e.g., "car" for any vehicle).   they use a previously learned word in new contexts in an accurate way (e.g., "car" is used to name a car a child has never seen before).   they use a word to stand for objects that cannot be immediately observed (e.g., "car" to refer to a car that is not present).   they can alter word use in order to better convey their meaning to a listener (e.g., "car" is used, but when the listener shows confusion, it becomes "blue car").
6 .		Which is the best description of how infants from bilingual homes learn the meanings of words?    Words for objects and actions are learned in both languages simultaneously and are used interchangeably until around 2 years.   All words are learned as though they were part of a single mental dictionary. An object is referred to in one language or another, but rarely both.   Words are learned as though they were part of two distinct mental dictionaries. They are usually not integrated into a single, psychodynamic lexicon until 18 months.   Words of one language or another are learned first. Only rarely are words from the second language used until after age 3.
7 .		Which of the following is an accurate description of syntax between 18 months and 2 years?    Children at this age can accurately express agents, actions, and objects in simple declarative sentences, but not questions or negatives.   Children at this age mainly speak in two-word utterances that contain the most important words for meaning. They usually place these two words in correct order.   Children at this age can internally construct a full-sentence representation. However, the utterance itself usually is expressed in one word.   Children at this age can understand the meanings of many words—particularly those referring to objects—and can use them in two-to four-word sentences.
8 .		Toddlers' literacy can be scaffolded by:    reading them high-quality children's literature, over and over, in the home and child care center.   providing them with shared reading experiences, in which adults use exaggerated intonations and gestures as they retell or discuss stories.   providing them with shared book experiences, in which adults give support and guidance but also assign some of the responsibility for reading to the children.   presenting books and other print materials in the home that match the literacy preferences of cultures.
9 .		Which of the following is an accurate description of how Down syndrome affects children's language acquisition?    Often, their language itself is delayed, but they show typical social-communication skills with peers (e.g., listening and responding to the speaker).   Often, they are delayed in language itself and social-communicative skills (e.g., listening and paying attention).   Often, their syntax is unaffected by the condition, but poor word retrieval and phonology interfere with communication and social interaction.   Often, language and social-communicative competence are delayed, but their relationships with peers and family members are not adversely affected.
10 .		Children with language delays in toddlerhood are:    most often from families who speak non-Latin-based dialects.   often the same children who will be identified as having learning disabilities and other school-related problems later in childhood.   often as competent as typically developing peers by third grade.   more often girls than boys.
11 .		Based on research on infants' first words, which would be the most useful practice for parents or caregivers to promote semantic development?    Pointing out print in the environment and reading books.   Offering causality toys such as mobiles or rattles.   Exposing babies to music and visual arts.   Naming objects for babies and using phrases like "bye-bye."
12 .		Which of the following child care practices would promote infant babbling and later language?    Gently guiding infants in modifying their babbling to sound more and more like adult speech.   Listening carefully to babbles to determine what babies are expressing and responding to the meanings of these.   Engaging in playful, humor-filled turntaking routines when babies babble.   Administering an echolalia strategy in which babbles are immediately repeated with clear inflection.
13 .		A toddler throws an apple to the floor at dinnertime, calling out "ball!" This is an example of:    misconstruction of rules.   quasi-decentered speech.   overgeneralization.   verbal assertion.
14 .		A parent whose toddler is a referential speaker should:    gently guide the child in learning more externalizing speech.   regularly point to and name objects around the home.   use social phrases, such as "bye-bye" or even "no!"   regularly read books or tell stories in a dramatic cadence.
15 .		An excited Spanish-speaking toddler comments on an upcoming family trip to the beach by shouting, "playa-beach," "playa-beach." Why does the child speak this unique phrase?    The child has now integrated two mental lexicons into a single, usable vocabulary.   The child is engaging in mixed speech, because of the use of two languages within the family.   The child is showing preferential articulation—favoring Spanish over English—in a blended-lexical utterance.   The child is displaying word-retrieval difficulties that are common in second language acquisition.
16 .		A bilingual toddler says, "Book red!" to mean, "Here is a red book." This is an example of what phenomenon in second language learning?    Using the syntax of one language while speaking in another.   Using mixed-telegraphic speech.   Using a heleophrasis while engaged in language switching.   Using an English-language construction in lexicon retrieval.