According to Piaget's cognitive theory, what must a child understand before acquiring a particular language form?
Theories of Language Acquisition

Quiz
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Education
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University
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Easy
CECILY NERISSA CAMBRANES
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9 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Social norms
Cultural practices
Concepts relevant to the language form
Grammar rules
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which of the following is NOT a limitation of the cognitive theory of language acquisition?
It explains the relationship between language and intellectual development.
It emphasizes the importance of a child's mental development in acquiring language.
It suggests that children learn language to fulfill their communicative needs.
It fails to explain how children with abnormal mental development can still acquire language fluency.
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Interactionist theories, such as Jerome Bruner's, highlight the importance of:
Behavior reinforcement
Innate language-learning mechanisms
Interaction between children and caregivers
Cognitive development
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which term refers to the language behavior of adults when talking to children, adapted to support the language acquisition process?
Child-directed speech
Language Acquisition Device
Scaffolding
Language Acquisition Support System
5.
FILL IN THE BLANK QUESTION
1 min • 1 pt
According to Chomsky's innateness theory, children have a ________________ for language acquisition.
6.
FILL IN THE BLANK QUESTION
1 min • 1 pt
Skinner's behaviorist theory of language acquisition focuses on the role of ________________ in shaping children's language behavior.
7.
DRAW QUESTION
3 mins • 1 pt
Matching
8.
OPEN ENDED QUESTION
3 mins • 1 pt
Explain the limitations of the behaviorist theory of language acquisition, providing at least two objections to the theory.
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9.
OPEN ENDED QUESTION
3 mins • 1 pt
Compare and contrast Chomsky's innateness theory with Piaget's cognitive theory of language acquisition, highlighting their central ideas and differences.
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