WorksheetsWorksheet Questions Extraction
Total questions: 150
Worksheet time: 1hrs 15mins
Textbook Style: Language is:
A rule-governed system for communication that expresses thoughts and feelings
A random collection of sounds
A set of colors
A type of movement
Like I’m 5: Language helps us:
Share our thoughts and feelings
Jump high
Eat food
Sleep
Textbook Style: Phonology is:
The study of language sounds
The study of sentence meaning
How we write words
The smallest unit of meaning
Like I’m 5: Phonology means:
How words sound when we talk
How we draw pictures
How we count numbers
How we run fast
Textbook Style: A morpheme is:
The smallest meaningful unit of language
A large sentence
A group of sounds with no meaning
A speech disorder
Like I’m 5: Morphemes are like:
Little word pieces that have meaning
Big toys
Long songs
Funny noises
Textbook Style: Semantics refers to:
The rules for word meaning and sentence meaning
The rhythm of speech
The sound of language
How to spell words
Like I’m 5: Semantics is:
How our brain understands what words mean
How loud we talk
What color words are
A kind of food
Textbook Style: Linguistic comprehension means:
Understanding speech
Producing words
Writing sentences
Memorizing facts
Like I’m 5: Linguistic comprehension is when we:
Understand what someone says
Sing songs
Close our eyes
Run fast
Textbook Style: Linguistic production means:
Using language to communicate
Understanding speech
Reading stories
Writing essays
Like I’m 5: Linguistic production is when we:
Talk and use words
Eat food
Jump rope
Sleep
Textbook Style: Prelinguistic communication includes:
Sounds, gestures, and facial expressions before real words
Writing long sentences
Learning to spell
Reading books
Like I’m 5: Prelinguistic communication is when babies:
Use faces and sounds before they can talk
Drive cars
Paint pictures
Do math
Textbook Style: Babbling is:
Repetitive sounds like “ba-ba” or “da-da” that don’t have meaning yet
A baby’s first real word
Quiet listening
Crying
Like I’m 5: Babbling means a baby:
Practices talking by saying fun sounds
Sleeps
Eats
Laughs
Textbook Style: Holophrases are:
Single words used to express a full idea
Random noises
Long sentences
Baby gibberish
Like I’m 5: Holophrase means:
When a baby says one word that means a whole sentence, like “milk!”
When a baby cries
When a baby sleeps
When a baby claps
Textbook Style: Telegraphic speech is:
Short, simple sentences with just key words
Reading a telegraph
Babbling
Learning the alphabet
Like I’m 5: Telegraphic speech is when kids say:
Short sentences like “Mom go work”
Only animal sounds
Just colors
Long stories
Underextension is:
Using a word too broadly
Using a word too restrictively
Reversing letters
Using only nonverbal cues
Underextension is when a kid calls only their dog "doggie" and not other dogs. That means they use the word too narrowly.
Using a word for only one thing
Calling everything the same thing
Jumping too high
Laughing loudly
Overextension is:
Using words too broadly
Using words too restrictively
Correct grammar only
Sound errors
Overextension is when a child calls every four-legged animal "doggy."
Calling lots of things the same name by mistake
Calling only one thing by a name
Sleeping at nap time
Drawing pictures
Syntax is:
Rules for word meaning
Rules that govern sentence structure and word order
Smallest unit of meaning
Speech sound study
Syntax is the rule that tells us which order to put words so sentences make sense.
Rules for putting words in the right order
Rules for colors
Rules for eating
Rules for running
Around age 3 children:
Use only single words
Dramatically increase the variety of sentence combinations
Cannot combine words at all
Speak perfectly like adults
By age 3, kids start making lots of different sentences, not just a few.
They start saying many different sentence types
They only say one word
They stop talking
They only babble
Fast mapping is:
Slowly learning words over months
Quickly learning a new word after only a brief exposure
Forgetting new words immediately
Learning grammar only
Fast mapping is when you hear a new word once and kinda remember what it means.
Learning a word super-fast after hearing it a little
Not learning any new words
Only learning songs
Learning to walk
Textbook Style: By 16–24 months, a child typically knows about:
0–10 words
50 to 400 words
1000+ words
Only gestures
Like I’m 5: At about 1.5 to 2 years old, kids often know lots of words — maybe from 50 to 400.
50 to 400 words
2 words
10,000 words
No words
Textbook Style: The Piotr example (father praises and picks him up when he says “da”) is best explained by:
Nativist theory
Learning theory (behavioral reinforcement)
Universal Grammar
Cognitive mapping
Like I’m 5: Because Daddy smiles and picks Piotr up when he says “da,” Piotr learns to say it more — that’s learning by reward.
Learning because Daddy rewards him
Because of a magic word box
Because Piotr already knows everything
Because of telepathy
Textbook Style: Pragmatics is:
Rules about word sounds
How language is used in social contexts to convey meaning
Smallest meaning units
Memory for words
Like I’m 5: Pragmatics is knowing how to talk: when to say “please,” when to be quiet, and how to use words with friends.
How we use words with other people to be polite and clear
How to color inside the lines
How to tie shoes
How to eat soup
Textbook Style: Private speech is:
Speech directed at others only
Self-directed speech children use when thinking or solving problems
Whispering secrets to friends
Silent reading
Like I’m 5: Private speech is when a kid talks to themself out loud to help figure things out, like “Now I put the block here.”
Talking to yourself to help think
Talking to the teacher
Singing loudly in class
Sleeping
Textbook Style: Social speech is:
Speech used to communicate with others
Speech used only in diaries
Speech with no meaning
Speech used only for math
Like I’m 5: Social speech is talking to others to share ideas, tell someone you want juice, or ask for help.
Talking to other people so they understand you
Talking only to your teddy bear
Speaking like a robot
Making sounds with no meaning
Textbook Style: Metalinguistic awareness is:
The ability to think about and analyze language itself (grammar, words)
The ability to speak two languages only
Sight-reading music
Motor skills
Like I’m 5: It’s when you can think about words and say “that rhyme sounds funny” or notice a sentence is wrong.
Knowing how words and sentences work and being able to talk about it
Knowing how to jump rope
Knowing every color
Knowing how to swim
Textbook Style: Shaping in language development is:
Punishing wrong talk
Gradually modifying a child’s speech toward adult-like speech through reinforcement
Ignoring a child’s attempts to speak
Teaching only gestures
Like I’m 5: Shaping is when parents reward little steps of talking, making them better and better speakers.
Helping little sounds turn into real words by practicing and praising
Throwing away toys
Making kids sleep early
Painting shapes
Textbook Style: Nativist approaches claim:
Language is entirely learned from environment
Humans have an innate biological capacity to acquire language
Language cannot be learned
Language comes from TV only
Like I’m 5: Nativists say babies are born with a special brain tool that helps them learn language.
Babies are born with a language-learning tool
Babies learn only from cartoons
Babies can’t learn words
Babies learn by osmosis
Textbook Style: Universal Grammar is:
A specific language like English only
An innate set of grammatical rules shared by all humans
A grammar book for schools
Learned rules only from parents
Like I’m 5: Universal Grammar is like an invisible rulebook inside our heads that helps us learn any language.
An inborn rulebook for language
A book you buy at the store
A game
A song
Textbook Style: The LAD is:
A physical gadget children use
Chomsky’s proposed mental capacity that helps children quickly learn language
A school program
A language class for adults
Like I’m 5: LAD is like a brain tool that helps kids pick up words and grammar fast.
A brain helper that makes learning language easy
A toy phone
A jacket
A magic wand
Textbook Style: The interactionist approach says:
Only biology matters
Only social interaction matters
Both inborn abilities and social interaction work together in language learning
Language cannot be learned
Like I’m 5: This idea says babies have brain tools AND need people to talk to them to learn to speak.
Babies need both brain power and people talking to them
Babies learn from TV only
Babies don’t need anyone
Babies already know everything
Textbook Style: Linguistic-relativity suggests:
Language has no effect on thought
Language shapes how people think and perceive the world
Thoughts shape language only
Language is a physical object
Like I’m 5: This says the words you have can change how you see stuff — like having a word for “snow” might make you notice snow more.
The words you know can change how you think about things
Words are just decorations
Words never change thinking
Only pictures matter
Textbook Style: Infant-directed speech is:
Adult talk in normal voice
Specially patterned, higher-pitched, and exaggerated speech adults use with babies to help communication
Shouting at infants
Silent signals only
Like I’m 5: This is when grown-ups talk in a sing-song, slow, happy voice to babies so they listen and learn.
Grown-ups’ sing-song voice that helps babies learn words
A scary loud voice
Whispering all the time
A silent game
Textbook Style: ELLs are:
Students whose first language is English
Students whose first language is not English and are learning English
Students who don’t go to school
Only adults
Like I’m 5: ELLs are kids who speak another language at home and are learning English at school.
Kids learning English because it’s not their first language
Kids who only speak English
Kids who don’t like school
Kids who only sing
Textbook Style: Bilingual education is:
Teaching using only one language
Using two languages to teach students, aiming for proficiency in both
Only for language classes
Only for adults
Like I’m 5: Bilingual education is when school teaches you in two languages so you can learn both.
School where you learn in two languages
School with only recess
School with no books
School for pets
Textbook Style: Intelligence refers to:
The ability to acquire knowledge, think logically, solve problems, and adapt to new situations
Only memory ability
Only musical skill
A physical strength measure
Like I’m 5: Intelligence is how good someone is at learning things, solving problems, and figuring stuff out.
Being good at learning and solving problems
Being good at running only
Being tall
Being sleepy
Textbook Style: IQ is:
A numerical measure comparing a person’s cognitive abilities with others through standardized tests
A measure of height
A test for driving
A measure of popularity
Like I’m 5: IQ is a number from a test that shows how someone scored compared to others on tasks.
A test number that shows thinking skills compared to others
A score for how loud someone is
A favorite color test
A score for dancing
Stanford-Binet Intelligence Scale, Fifth Edition (SB5) — Textbook Style: The SB5 tests:
Only math skills
General intelligence across fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory
Only personality traits
Only motor skills
Stanford-Binet Intelligence Scale, Fifth Edition (SB5) — Like I’m 5: SB5 is a big test that checks many thinking abilities, like solving puzzles and remembering things.
A big test for lots of thinking skills
A spelling test
A running test
A drawing test
Wechsler Intelligence Scale for Children (WISC-V) — Textbook Style: WISC-V is used for ages 6–16 to test:
Verbal comprehension, visual-spatial, fluid reasoning, working memory, processing speed
Only reading speed
Only social skills
Only physical agility
Wechsler Intelligence Scale for Children (WISC-V) — Like I’m 5: WISC-V is a test that sees how kids think, remember, and solve puzzles.
A test that checks how kids think and remember
A test for how fast you can run
A test for how much you like pizza
A test for singing
Wechsler Adult Intelligence Scale (WAIS-IV) — Textbook Style: WAIS-IV tests adults for:
Verbal comprehension, perceptual reasoning, working memory, processing speed
Only childhood skills
Only artistic talent
Only physical balance
Wechsler Adult Intelligence Scale (WAIS-IV) — Like I’m 5: WAIS is like a grown-up thinking test to see how well adults solve problems and remember things.
A thinking test for grown-ups
A jump rope contest
A painting class
A nap time
Kaufman Assessment Battery for Children (KABC-II) — Textbook Style: KABC-II tests for ages 3–18 including:
Fluid reasoning and crystallized knowledge among other cognitive processes
Only sports abilities
Only handwriting
Only music
Kaufman Assessment Battery for Children (KABC-II) — Like I’m 5: KABC checks how kids think, solve problems, and what they know from learning.
A test of thinking and learned knowledge
A test of running and jumping
A test of coloring inside lines
A test of how loud you can shout
Reliability (of tests) — Textbook Style: Reliability is:
The consistency of a test’s results over time
The truth of what it measures
The test’s difficulty level
The number of questions
Reliability (of tests) — Like I’m 5: If a test is reliable, it gives similar scores if you take it more than once (like a consistent ruler).
A test giving the same kind of results each time
A test that changes every minute
A test for pets
A test for snacks
Validity (of tests) — Textbook Style: Validity is:
How well a test measures what it claims to measure
How fun the test is
How short the test is
How many people took it
Validity (of tests) — Like I’m 5: If a test is valid, it really checks the thing you wanted to check (like a math test checking math).
The test actually measures the right thing
The test has pretty pictures
The test smells nice
The test is long
IQ scores can predict income or success later in life? — Textbook Style: IQ scores predicting future income or success:
True
False — IQ is not a perfect predictor of later income or success
IQ scores can predict income or success later in life? — Like I’m 5: IQ number doesn’t decide if someone will be happy or rich — lots of other things matter too.
No — other things matter too
Yes — it decides everything
Specific Learning Disorders — Textbook Style: Specific learning disorders are:
Neurodevelopmental disorders with persistent difficulty in one or more academic areas (e.g., reading)
Only physical illnesses
Always caused by low IQ
Temporary mood swings
Specific Learning Disorders — Like I’m 5: Some kids have trouble learning certain school things (like reading) even though they try hard.
Ongoing trouble with certain school skills
Being sleepy sometimes
Being too loud in class only
Having no friends
Attention-Deficit/Hyperactivity Disorder (ADHD) — Textbook Style: ADHD is:
A disorder marked by inattention, impulsivity, and hyperactivity that affects functioning
A reading disorder only
A physical disability only
Always low IQ
Attention-Deficit/Hyperactivity Disorder (ADHD) — Like I’m 5: ADHD makes it hard for kids to sit still, pay attention, or wait their turn sometimes.
When kids have trouble focusing and sitting still
When kids can’t run
When kids have broken arms
When kids sleep too much
Children with ADHD have IQ scores — Textbook Style: Children with ADHD typically have IQ scores that are:
Usually normal or above normal
Always below average
Always extremely high
Not measurable
Children with ADHD have IQ scores — Like I’m 5: Kids with ADHD can be very smart — their thinking scores aren’t usually lower because of ADHD.
Often normal or even above normal
Always not smart
Dyslexia — Textbook Style: Dyslexia is:
A reading disability causing trouble sounding out words, reversing letters, and spelling problems
A hearing problem only
Poor vision only
A math disorder only
Dyslexia — Like I’m 5: Dyslexia makes reading and spelling tricky for some kids, even if they’re smart.
When reading and spelling are really hard even though the kid tries
When someone can’t hear
When someone can’t run fast
When someone hates school
Fluid Intelligence — Textbook Style: Fluid intelligence is:
The ability to reason and solve novel problems independent of prior knowledge
Memory for facts only
Always increases with age
Only about vocabulary
Fluid Intelligence — Like I’m 5: Fluid intelligence is how good you are at solving new puzzles you’ve never seen before.
Solving new problems and puzzles
Remembering nursery rhymes only
Crystallized Intelligence — Textbook Style: Crystallized intelligence is:
Knowledge and skills acquired through experience and education
Only physical strength
Only musical ability
Only sports skill
Like I’m 5: Crystallized intelligence is all the facts and stuff you’ve learned, like words and math you remember.
The stuff you learn over time, like facts and vocab
The way you run
Textbook Style: Sternberg proposed three kinds of intelligence:
Analytical, creative, and practical
Emotional, social, and physical
Math, science, and art
Fast, slow, medium
Like I’m 5: Sternberg says smartness includes book smarts, idea smarts, and street smarts.
Book smart, idea smart, and everyday smart
Only being good at school
Textbook Style: This idea (assessing both developed and developing processes) was suggested by:
Jean Piaget
Lev Vygotsky
B. F. Skinner
Noam Chomsky
Like I’m 5: Vygotsky said look at what a kid can do now and what they’re learning to do next.
Vygotsky
A random person
Textbook Style: The view of intelligence as information processing is associated with:
Freud
Robert Sternberg
Erikson
Gesell
Like I’m 5: Sternberg thought of thinking like how a computer processes information.
Sternberg
Someone else
Textbook Style: Analytical intelligence is:
Ability to analyze, evaluate, and solve problems logically
Hands-on skill only
Only emotional skills
Only sports skills
Like I’m 5: Analytical intelligence is being good at solving school problems and puzzles.
Being good at logical problems and tests
Being good at climbing trees
Textbook Style: Creative intelligence is:
Ability to generate novel ideas and be inventive
Only memory recall
Only copying others
Only physical
Like I’m 5: Creative intelligence is being good at thinking of new games or stories.
Making new ideas and being imaginative
Only repeating things
Textbook Style: Practical intelligence is:
Ability to solve everyday real-world problems and adapt to environments
Only test taking
Only social media skills
Only driving
Like I’m 5: Practical intelligence helps you figure out real-life stuff, like how to fix a toy.
Being good at real-life problem solving
Being good at puzzles only
Textbook Style: Emotional intelligence is:
Ability to understand, manage, and use emotions in oneself and others
Only IQ number
Only physical agility
Only musical talent
Like I’m 5: Emotional intelligence is knowing how you feel, helping others feel better, and calming down when upset.
Knowing and managing feelings well
Knowing colors only
Textbook Style: Developmental Quotient is:
A score from assessing a child’s development relative to age norms (Gesell)
A test for adults only
A math measure
An athletic score
Like I’m 5: DQ is a number from checking if a baby is doing the things most babies do at that age.
A number that shows how a baby’s development matches other babies
A number for how fast you run
Textbook Style: Early adulthood as peak creativity:
True
False
Like I’m 5: Many people do very creative things when they’re young adults.
True
False
Textbook Style: Bayley Scales assess infants (1–42 months) for:
Developmental functioning across cognitive, motor, and behavioral areas
Only height
Only language for teens
Only sleep patterns
Like I’m 5: Bayley is a test doctors use to see how babies are growing and learning.
A big check-up test to see baby development
A running race
Textbook Style: The motor scale on developmental tests measures:
Gross motor skills (big movements) and fine motor skills (small movements)
Only thinking
Only hearing
Only language
Like I’m 5: Motor scale checks if babies can do big moves (crawl) and little moves (pick up cheerios).
Big and small movement skills
Only sleeping skills
Textbook Style: Contemporary approaches often measure how quickly infants process information and link these early processing speeds to later cognitive skills and intelligence.
True — faster infant processing often predicts later skills
False
Like I’m 5: If babies notice things quickly, it can mean they’ll learn faster later.
True
False
Textbook Style: Visual-recognition memory is:
Memory for recognizing a previously seen stimulus, used as a measure of infant memory and cognition
Memory for sounds only
Memory for smells only
Not a real concept
Like I’m 5: It’s remembering a face or picture you saw before.
Remembering things you’ve seen before
Only remembering tastes
Textbook Style: Multimodal approaches combine information across senses (sight, sound, touch) and these early abilities give clues about later intelligence.
Combining information across sight, sound, and touch, with early abilities giving clues about later intelligence
Using only one sense at a time and ignoring later intelligence
Focusing exclusively on language development
Not related to perception or intelligence
Using eyes and ears together helps babies learn more and can show how they’ll do later.
True
False
Cross-modal transference is:
Transferring learning from one sensory modality to another (e.g., recognizing by touch what was seen before)
Only a memory test for grown-ups
A language test only
A sleep test
It’s when you learn something by looking and later know it by touching.
Using what you learned with one sense in another sense
Using only one sense always
An achievement test measures:
Knowledge and skills learned in school or training (what has been taught)
Potential to learn new things
Only personality traits
Only motor skills
An achievement test checks what you already learned in class.
A test of what you learned in school
A test of how tall you are
Achievement tests measure learned knowledge; intelligence tests measure overall cognitive ability or potential.
Achievement = learned skills; Intelligence = general ability/potential
They are the same
Achievement tests measure personality only
Intelligence tests measure only sports ability
Achievement = what you already know. IQ = how you think and could learn.
Achievement = what you learned; IQ = how you think
They are the same
Aptitude tests measure:
Potential to learn new skills or perform tasks in the future
Only current knowledge
Only physical strength
Only artistic ability
Aptitude tests guess how good you might get at something later, like being good at music or math.
Tests that show what you might be able to learn later
Tests for how loud you can shout
Culture-fair IQ tests are designed to:
Minimize cultural and language biases so scores are less dependent on cultural background
Be easier for everyone
Replace all other tests
Only test music
These tests try to be fair for kids from different countries or languages.
Tests that try not to be unfair to kids from different cultures
Tests that only kids from one place can do
Cross-sectional studies comparing ages at one time found older people scored lower than younger people on traditional IQ tests.
True
False
When you test many ages at once, older people looked worse on some IQ tests (but this can be because of testing differences).
True
False
Longitudinal studies (same people over time) reveal different patterns: some abilities are stable or increase.
True — longitudinal studies show different developmental patterns than cross-sectional studies
False
Following the same people over time gives a different picture than testing different people at once.
True
False
Selective optimization with compensation means people focus on important skills and use strategies to make up for declines in other areas as they age.
True
False
As people get older they keep doing things they’re good at and find ways around the things that get harder.
True
False
LRE mandates students with disabilities should be educated with non-disabled peers to the maximum extent appropriate.
True
False
Kids who need help should go to regular classrooms as much as possible, not always separate rooms.
True
False
Mainstreaming places students with disabilities in general classes for part of the day when appropriate.
True
False
Mainstreaming is putting kids into normal classes sometimes if they can join.
True
False
Full inclusion places students with disabilities in general education classrooms all day, regardless of disability severity.
True
False
Full inclusion means a child goes to regular school all the time and gets help there.
True
False
Intellectual disability involves significant limitations in intellectual functioning and adaptive behavior, emerging before age 18.
True
False
It means someone has trouble learning and doing everyday things and needs extra help.
True
False
Familial intellectual disability refers to a family history of cognitive impairment.
True
False
If many family members have learning challenges, it’s called familial.
True
False
Fetal alcohol syndrome is caused by prenatal alcohol exposure and can lead to growth, facial, and cognitive problems.
True
False
Like I'm 5: If a mommy drinks alcohol when pregnant, the baby can be harmed and have learning and growth problems.
True
False
Textbook Style: Down syndrome results from an extra copy of chromosome 21 and leads to intellectual and physical characteristics.
True
False
Like I'm 5: Down syndrome happens when a baby has an extra chromosome, which can make learning and growing different.
True
False
Textbook Style: Mild intellectual disability: can often live independently with some support; slower learning but many adaptive skills possible.
True
False
Like I'm 5: People with mild disability can do a lot by themselves but might learn slower.
True
False
