Question

Please answer as many as possible. Thanks!

1.	How does syntax allow a person to know the meaning of a combination of words he has never heard before such as "The pink hippopotamus flipped backward over the yellow duck?" a. by knowing what relational meaning between the words mean when they occur in that order b. by knowing what each word in the sentence means c. by having heard each of the words in other contexts and generalizing to the current one d. no meaning would occur in this case since these events are not possible.
2.	Which of the following would be an example of a functional category or closed class of words? a. "pig" b. "be" c. "run" d. "big"
3.	If the child utters the words "bad" followed by "boy", what would signal that it is a vertical construction versus true syntax or a two-word utterance? a. The context of the words does not make any sense. b. The two words have never been combined before. c. The two words are never used separately or with other words. d. There is a pause between the words and the intonation pattern of each word is what is found when said alone.
4.	The early three word utterances of children usually a. express the same relational meanings as two word utterances. b. express a greatly expanded set of relational meanings. c. contain at least two grammatical morphemes. d. appear much less egocentric than two word utterances.
5.	Why do Turkish children sometimes combine a word with a grammatical morpheme (inflected forms) before they combine words whereas English children usually don't start using morphemes until the three-word stage? a. The Turkish language is very basic and only contains a few frequently used grammatical morphemes. b. The Turkish language has more regular forms of morphemes than English. c. Turkish morphemes serve the same function as English words. d. Turkish mothers are more active in the training of grammatical morphemes.
6.	Children usually first mark a yes/no question by a. placing the question marker such as "why" at the beginning of the utterance. b. gestures, like upturned hands. c. intonation. d. babbles combined with a question marker.
7.	Those children who are able to produce multiword utterances by paying attention to overall prosodic features yield unanalyzed chunks, sometimes impressively long utterance, are considered a. to be impaired in later grammatical development. b. to have an advantage in grammatical development. c. to be operating in an analytical or bottom-up approach. d. to be operating in a holistic or top-down approach.
8.	What would a child's utterance of "The bad boys hurted the girl," be counted as in terms of finding the child's mean length of utterance where all morphemes are counted? a. five b. four c. six d. eight
9.	The child hears "the boy was hit by the ball," and interprets that to mean that the ball hit the boy. What sentence comprehension strategy might the child be using to understand the utterance? a. the greater familiarity with the concept of boy than ball b. his experience that boys are usually the one hitting balls c. the sentence comprehension strategy of word order d. the best guess grammatical heuristic
10.	How do those researchers who follow the universal grammar position explain the difficulty four year old children have in comprehending co-reference relations in complex sentences (e.g., "John promised Bill to go") since they assume it is a part of this innate knowledge? a. Children do not have a context that supports the meaning of these sentence types. b. Children lack the proper experiences with these to acquire them. c. Four year olds have not reached the maturation level to yield the innate knowledge to support this form. d. The position can't explain this finding and is weakened by it.
11.	What does a child's ability to imitate a sentence generally means about her grammatical development? a. Very little since children readily imitate sentences beyond their level of comprehension or grammatical development b. They have developed the grammatical structure contained in the sentence. c. Very little about grammatical development and much more about general cognitive development. d. Very little since there are cases where production of grammar far exceeds comprehension.
12.	The finding that 2 year olds children may put an inflection such as "ed" or "ing" on one verb but not do so on another indicates that a. they do not have a syntactic category for verb yet but are using other means to generate verbs. b. the syntactic category of verb for them is more central to their sentence structure. c. they are unable to categorize any information at this stage of development. d. they lack the memory abilities to hold the information long enough to allow for comparisons.
13.	Which of the following findings would support the argument that children are productive in their spontaneous speech or have syntactic categories? a. Finding that children are able to repeat an utterance after hearing it one or two times. b. Finding that children are able to say something across settings. c. Finding children say such as "goed" or "runned" when inflecting verbs. d. Finding cross-cultural evidence for the sounds in the first words.
14.	According to the dual process model of past tense formation, the young child knows that "went" is the past tense of "go" by the process of ________ and that "thanked" is the pass tense of "thank" by the process of ________ . a. hypothesis testing; inductive reasoning b. stimulus generalization; overregularizaton c. core knowledge; experience regularities d. memorization; rule application
15.	For semantic bootstrapping to work, the child must have an innate knowledge of syntactic categories, prior knowledge of what words means, and a. the ability to categorize information. b. an innate lexical acquisition process. c. linking rules that map syntactic categories onto their semantic correlates. d. the ability to form associations between language structure and meaning.
16.	If you believe that children learn grammatical categories by the meaning of the words or by where they appear in the sentence, you ideas would best fit the a. nativist approach. b. constructivist approach. c. generativist approach. d. behavioral approach.

Answer 1

• 2. the answer is "be".Closed-class word - a word that is uninflected and serves a grammatical function but has little identifiable meaning
• 4.The early three word utterances of children usually  express the same relational meanings as two word utterances.
• 5.The Turkish language has more regular forms of morphemes than English.A system that is regular or predictable, such as Turkish, results in fewer errors committed by children learning the system than a system with many exceptions. Children acquiring Turkish have been reported to produce inflected forms before they combine words.
• 16.Constructivism is a learning theory found in psychology which explains how people might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that humans construct knowledge and meaning from their experiences.
• due to time limits only some could be answered,the remaining can be asked as another question,they will be answered,thankyou for your cooperation