Psych 5.4 Reading Questions, 2025-26

Using the reading, explain how a child’s environment and natural biology work together during the language development process.

• Identify and define the role of universal grammar as described by Chomsky.

• Describe two environmental factors that either help or hinder a child’s language acquisition.

• Explain how these examples demonstrate the interaction between nature and nurture in language development.

Compare the concept of critical periods for language learning to another developmental milestone you’ve experienced or observed.

• Define what a critical period is, according to the reading.

• Describe another example of a “window” of opportunity for learning or development outside of language.

• Analyze how missing that window might affect later behavior or ability, and relate this back to the importance of early language exposure.

Imagine you are explaining the stages of language development to a friend who assumes that toddlers “just mimic what adults say.”

• Identify and define two stages of language development from the reading that contradict this assumption.

• Use examples from the reading (such as babbling or telegraphic speech) to explain how children create language, not just copy it.

• Reflect on how understanding these stages might change your friend’s view of children’s cognitive abilities.

Evaluate the claim that “language is more than just words” by examining how the brain processes different aspects of language.

• Identify and define Broca’s area and Wernicke’s area, including the functions they control.

• Provide one example of how damage to either area affects language abilities.

• Conclude with your judgment: Does the existence of aphasia prove that language is a complex system rather than a simple skill? Support your answer.

Consider how children in different environments may have different language development outcomes.

• Define receptive language and productive language using the reading.

• Describe one cause (e.g., classroom setting, book exposure) that might lead to stronger or weaker development in each type.

• Analyze how changes in those conditions might affect school readiness or social communication.

The reading makes distinctions between phonemes, morphemes, and grammar. Why is it important to understand the differences among these concepts in analyzing language development?

• Define each term clearly using examples from the text.

• Explain how confusing one term for another might lead to misunderstandings about how language works.

• Provide a situation (e.g., early reading instruction or learning a second language) where clear understanding of these terms is essential.

Imagine a society where children are not exposed to spoken, signed, or written language until age 10. Based on the reading, predict the consequences for their language abilities.

• Define the language acquisition device or universal grammar and explain its time-sensitive role.

• Predict how delayed exposure would affect language comprehension and production.

• Argue whether language could still be successfully acquired and why, using reasoning from the reading.

The reading emphasizes that language learning is natural but also dependent on experience. What does this suggest about the responsibility of parents, educators, or communities?

• Restate the author’s point about the relationship between language exposure and development.

• Give one real-world example where lack of early language exposure had a negative impact.

• Reflect on how understanding this could shape policies or practices that support early childhood development (e.g., access to books, pre-K programs).