AP Psych 3.5 Reading Questions, 2025-26

Using the reading, explain how a child's language development would be affected if they were only exposed to written language (books, texts, signs) but never heard spoken language during their first two years of life.

• a. Define what "receptive language" and "productive language" mean according to the reading.

• b. Describe two specific milestones from the normal language development sequence that would likely be disrupted or altered.

• c. Explain how this scenario demonstrates the importance of both auditory input and the critical period concept in language acquisition.

Compare Chomsky's theory of universal grammar to your own experience learning a second language (or observing someone else learn one).

• a. Define "universal grammar" and explain Chomsky's main claim about how humans acquire language.

• b. Describe how your second language learning experience either supports or challenges Chomsky's theory, providing specific examples.

• c. Analyze what this comparison reveals about the difference between first and second language acquisition processes.

Imagine you are a speech therapist working with a 3-year-old who is only producing one-word utterances. Using concepts from the reading, design an intervention plan.

• a. Identify which stage of language development this child is in and define the key characteristics of both their current stage and the next expected stage.

• b. Propose two specific activities that would help move the child toward telegraphic speech, explaining why each would be effective.

• c. Reflect on how understanding phonemes, morphemes, and grammar rules would guide your therapeutic approach.

Evaluate the claim that "childhood seems to represent a critical period for mastering certain aspects of language" using evidence from the reading and real-world observations.

• a. Define what a "critical period" means in language development and identify the specific age ranges mentioned in the reading.

• b. Provide one example from the reading and one from your own observations (or knowledge) that either supports or challenges this critical period hypothesis.

• c. Conclude with your judgment: How strong is the evidence for language critical periods, and what are the implications for education policy?

Consider the relationship between Broca's area and Wernicke's area described in the reading. Explain how damage to each area would create different types of communication challenges in daily life.

• a. Define "aphasia" and explain the specific function of both Broca's area and Wernicke's area based on the reading.

• b. Describe one realistic scenario showing how Broca's area damage would affect someone's daily interactions, and another scenario for Wernicke's area damage.

• c. Analyze how these examples demonstrate that language processing involves multiple, interconnected brain regions rather than a single "language center."

The reading discusses both linguistic determinism and linguistic relativism. Why is it important for educators and parents to understand the difference between these two theories?

• a. Define both linguistic determinism and linguistic relativism using the reading, and explain how they differ.

• b. Explain how believing in strong linguistic determinism versus linguistic relativism could affect how adults approach bilingual education or cultural diversity in schools.

• c. Provide an example of a situation where confusing these concepts might lead to educational policies that either limit or enhance children's cognitive development.

Imagine a future technology that could instantly download any language directly into a teenager's brain, bypassing normal developmental stages. Based on the reading's insights about language and brain development, predict potential consequences.

• a. Identify three key aspects of natural language development (from the developmental sequence, brain processing, or critical periods) that this technology would skip.

• b. Predict one specific cognitive problem and one social problem that might arise from bypassing natural language acquisition.

• c. Argue whether you believe such technology would be beneficial or harmful overall, supporting your position with evidence about how language development shapes thinking and social skills.

The reading mentions that "466 million people live with hearing loss" and describes challenges faced by deaf individuals. What does this information suggest about society's responsibility to support language development for all children?

• a. Summarize the key challenges described in the reading that deaf children face in language development and social integration.

• b. Give one example of how schools or communities could better support deaf children's language development, and one example of how this benefits both deaf and hearing individuals.

• c. Reflect on how understanding language development research should influence public policy decisions about early intervention services, sign language education, or accessibility requirements.