Quiz: Chapter 9 - Language, Thought, and Culture PDF

Quiz: Chapter 9 - Language, Thought, and Culture 9.1 A relationship at the heart of psycholinguistics 9.1.1 The arrest of the Sunday School teacher Multiple-Choice Questions 1. Why was Robert Meyer arrested in 1920? a) He refused to teach English to his students. b) He violated a N...

Quiz: Chapter 9 - Language, Thought, and Culture 9.1 A relationship at the heart of psycholinguistics 9.1.1 The arrest of the Sunday School teacher Multiple-Choice Questions 1. Why was Robert Meyer arrested in 1920? a) He refused to teach English to his students. b) He violated a Nebraska law by teaching German to a 10-year-old boy. c) He did not pass the teacher certification exam. d) He promoted German culture in public schools. Answer: b) He violated a Nebraska law by teaching German to a 10-year-old boy. 2. How did the Nebraska Supreme Court justify its ruling against Meyer? a) By emphasizing the importance of teaching English. b) By claiming the German language embodied German national character and values. c) By citing lack of constitutional protection for teaching. d) By stating foreign languages harmed children's cognitive abilities. Answer: b) By claiming the German language embodied German national character and values. 3. What was the decision of the United States Supreme Court regarding Meyer’s case? a) They upheld his conviction. b) They declared teaching foreign languages unconstitutional. c) They overturned Meyer’s conviction and declared the language laws unconstitutional. d) They required Meyer to only teach English. Answer: c) They overturned Meyer’s conviction and declared the language laws unconstitutional. 4. Which of the following did the US Supreme Court state in its ruling? a) German language is inherently harmful. b) Knowledge of German language cannot reasonably be regarded as harmful. c) Only English should be taught to children under 13. d) Teaching foreign languages leads to cultural assimilation. Answer: b) Knowledge of German language cannot reasonably be regarded as harmful. 5. Why did Nebraska and other states pass laws against teaching foreign languages? a) To promote monolingualism b) To reduce the influence of German culture c) To increase English proficiency in schools d) To simplify the curriculum Answer: b) To reduce the influence of German culture 6. What did the Siman Act prohibit? a) Teaching English to non-native speakers.  b) Teaching any subject in a language other than English to children under 13 years old. c) Teaching foreign languages to high school students. d) Allowing children to study multiple languages simultaneously. Answer: b) Teaching any subject in a language other than English to children under 13 years old. 7. Which languages were allowed to be taught under the Siman Act? a) Modern foreign languages such as German and French. b) Only dead languages like Latin and Greek. c) All European languages after eighth grade. d) Only English. Answer: b) Only dead languages like Latin and Greek. 8. What historical event influenced the passage of language laws like the Siman Act? a) The American Civil War b) World War I c) The Great Depression d) World War II Answer: b) World War I 9. What did the US Supreme Court state about the German language in its ruling? a) Teaching German is harmful to children. b) Knowledge of German cannot reasonably be regarded as harmful. c) The German language should be restricted to adults. d) German values are embedded in the language. Answer: b) Knowledge of German cannot reasonably be regarded as harmful. 10. What psycholinguistic question does Meyer’s case raise? a) Does teaching a language influence a person’s moral character? b) Does a language represent the culture and values of its speakers? c) Can bilingual education harm children’s cognitive development? d) Should foreign languages be taught in primary schools? Answer: b) Does a language represent the culture and values of its speakers? 11. What claim did Wilhelm von Humboldt make about language in 1836? a) Language reflects the spirit and national character of a people. b) Language is a neutral tool for communication. c) Teaching multiple languages enhances cultural diversity. d) All languages are fundamentally similar. Answer: a) Language reflects the spirit and national character of a people. True-False Questions 1. The relationship of language, thought, and culture is central to psycholinguistics. Answer: True 2. The Siman Act allowed the teaching of foreign languages to children under 13 years old. Answer: False 3. Nebraska’s language laws primarily targeted Latin and Greek. Answer: False 4. Meyer’s case was initially rejected by the Nebraska Supreme Court. Answer: True 5. The US Supreme Court supported the idea that a language represents the national character and values of a people. Answer: False 6. The Nebraska language law was a reaction to anti-German sentiment after World War I. Answer: True 7. The US Supreme Court ruled that teaching foreign languages is unconstitutional. Answer: False 8. The US Supreme Court’s ruling highlighted that knowledge of a foreign language does not necessarily convey cultural values. Answer: True 9. Meyer was arrested for teaching Bible stories in German to children over 13 years old. Answer: False 10. The Siman Act was passed to prevent the teaching of foreign languages in the wake of anti-German sentiment after World War I. Answer: True 11. The Nebraska Supreme Court supported Meyer’s appeal. Answer: False 12. The US Supreme Court declared that knowledge of a foreign language does not necessarily convey cultural values. Answer: True 13. All 50 US states passed similar laws to the Siman Act after World War I. Answer: False 14. According to the US Supreme Court, knowing a foreign language cannot reasonably be regarded as harmful. Answer: True 15. Latin and Greek were exempt from Nebraska's foreign language restrictions. Answer: True  16. Meyer’s case was ultimately ruled unconstitutional based on both constitutional and psycholinguistic grounds. Answer: True 9.1.2 Can we distinguish a ‘safe’ from a ‘harmful’ second language? 9.2 Four theories regarding the dependence of thought and culture on language 1. What is the difficulty in determining a ‘safe’ second language a) The lack of qualified teachers for certain languages. b) The political and cultural associations of different languages. c) The complexity of grammar in second languages. d) The economic implications of learning certain languages. Answer: b) The political and cultural associations of different languages. 2. Which example illustrates the complexity of determining ‘safe’ and ‘harmful’ second languages? a) Teaching French to Canadian children. b) Teaching Spanish despite differences between Cuba and Spain. c) Promoting English globally. d) Teaching Latin and Greek in schools. Answer: b) Teaching Spanish despite differences between Cuba and Spain. 3. What are the four principal formulations regarding the relationship between language, thought, and culture? a) Thought depends on speech, thought depends on language, language shapes perception, and language shapes worldview. b) Speech depends on language, thought shapes language, culture determines perception, and language reflects worldview. c) Thought develops independently, language reflects culture, language determines thought, and perception is universal. d) Language and thought are separate, language is a cultural tool, perception shapes thought, and culture is innate. Answer: a) Thought depends on speech, thought depends on language, language shapes perception, and language shapes worldview. 4. According to Theory 1, what is essential for thought? a) Written language b) Visual stimuli c) Speech d) Cultural interaction Answer: c) Speech 5. What does Theory 2 propose about language and thought? a) Language is unnecessary for developing thought. b) Language is essential for developing thought.  c) Language is influenced by external stimuli. d) Language and thought are unrelated. Answer: b) Language is essential for developing thought. 6. What does Theory 3 suggest about the relationship between language and perception? a) Language has no impact on perception. b) Language influences how we perceive the physical world. c) Perception is universal and unaffected by language. d) Perception influences language use. Answer: b) Language influences how we perceive the physical world. 7. According to Theory 4, what does language shape? a) Cognitive abilities b) Moral behavior c) Worldview and cultural understanding d) Scientific reasoning Answer: c) Worldview and cultural understanding 8. What complicates determining whether a second language is 'safe' or 'harmful'? a) Limited resources for teaching foreign languages. b) The political and cultural associations of different languages. c) Lack of interest in second-language learning. d) Differences in grammar and syntax among languages. Answer: b) The political and cultural associations of different languages. 9. Which example illustrates the complexity of labeling a second language as 'safe' or 'harmful'? a) Teaching Spanish given the political differences between Cuba and Spain. b) Promoting German in American schools. c) Teaching French to bilingual students. d) Encouraging the teaching of Greek and Latin. Answer: a) Teaching Spanish given the political differences between Cuba and Spain. 10. What does Theory 1 suggest about the relationship between thought and speech? a) Speech is unnecessary for thought. b) Speech is essential for developing thought. c) Thought precedes the need for speech. d) Speech and thought are independent processes. Answer: b) Speech is essential for developing thought. 11. What does Theory 2 propose about language and thought? a) Language is not required for thought development. b) Language is essential for developing thought. c) Language is shaped by thought processes.  d) Language is a tool for communicating thought but not creating it. Answer: b) Language is essential for developing thought. 12. What is the main claim of Theory 3? a) Language influences our perception of the physical world. b) Language is unrelated to perception. c) Language determines cognitive abilities. d) Language and perception are independent of one another. Answer: a) Language influences our perception of the physical world. 13. What does Theory 4 argue about the role of language? a) Language shapes our understanding of the world and culture. b) Language is a neutral medium of communication. c) Language reflects but does not shape culture. d) Language shapes physical perception but not worldview. Answer: a) Language shapes our understanding of the world and culture. True-False Questions 1. A second language can be considered harmful if it conflicts with societal morals and values. Answer: True 2. Political associations of languages, such as Communism or democracy, complicate the determination of ‘safe’ second languages. Answer: True 3. Theory 1 claims that thought is impossible without written language. Answer: False 4. Theory 3 suggests that learning a language determines how we perceive the physical world. Answer: True 5. According to Theory 4, learning a language influences our understanding of the world and culture. Answer: True 6. Theories 1 and 2 both emphasize that language is essential for thought but differ in the role of speech. Answer: True 7. The text raises the question of whether a second language can conflict with societal morals and values. Answer: True  8. Political and cultural associations of a language make it easy to determine whether it is 'safe' or 'harmful.' Answer: False 9. Theory 1 claims that speech is essential for developing thought. Answer: True 10. Theory 2 suggests that language is unrelated to thought. Answer: False 11. Theory 3 states that learning a language influences how we perceive the physical world. Answer: True 12. Theory 4 proposes that language shapes our worldview and understanding of culture. Answer: True 9.3 Theory 1: Speech is essential for thought 9.3.1 Proponents of the theory 9.3.2 Inadequacies of the theory 9.3.2.1 Children having no speech production can comprehend speech and think 1. What is the central claim of Theory 1 about thought? a) Thought is independent of speech. b) Thought originates from speech production. c) Thought develops after language comprehension. d) Thought is unrelated to physical behavior. Answer: b) Thought originates from speech production. 2. Which group of scholars are proponents of Theory 1? a) Structuralists b) Pragmatists c) Behaviorists d) Cognitivists Answer: c) Behaviorists 3. What is the Motor Theory of Speech Perception proposed by Alvin Liberman? a) Speech perception is independent of motor activity. b) Speech perception requires repeating subvocally what someone has said. c) Speech perception is based on environmental cues. d) Speech perception relies on cognitive processing only. Answer: b) Speech perception requires repeating subvocally what someone has said. 4. Which of the following is NOT an objection raised against Theory 1? a) Speech comprehension develops before speech production. b) Children without speech production can think.  c) Subvocal speech is necessary for understanding language. d) Interpreting between languages occurs without speech production. Answer: c) Subvocal speech is necessary for understanding language. 5. What is the conclusion drawn about individuals who cannot produce speech? a) They are unable to comprehend language. b) They can think as long as they comprehend speech. c) They rely solely on written language for thought. d) They cannot perform intelligence tasks. Answer: b) They can think as long as they comprehend speech. 6. What example is used to argue that speech production is not necessary for thought? a) The case of bilingual language learners. b) The experience of children who comprehend but do not produce speech. c) Studies of memory recall in silent reading. d) Experiments on artificial intelligence. Answer: b) The experience of children who comprehend but do not produce speech. True-False Questions 1. Theory 1 proposes that thought is a form of behavior originating from speech production. Answer: True 2. Behaviorists such as Skinner and Bloomfield argued that thought is a mental process independent of physical behavior. Answer: False 3. Liberman’s Motor Theory of Speech Perception states that understanding speech requires repeating it internally. Answer: True 4. Children who cannot produce speech cannot comprehend language or think. Answer: False 5. Speech comprehension typically develops before speech production in normal children. Answer: True 6. Interpreting between languages can occur without any speech production. Answer: True 7. The example of mute individuals supports the notion that speech production is necessary for thought. Answer: False 8. Simultaneously speaking aloud while thinking about something different is an objection raised against Theory 1. Answer: True  9.3.2.2 Speech comprehension, which implies thought, develops before speech production in normal children 9.3.2.3 Telling a lie 1. What is the developmental process of language acquisition in normal children? a) Speech production develops before comprehension. b) Speech comprehension and production develop simultaneously. c) Speech comprehension precedes speech production. d) Speech production develops independently of comprehension. Answer: c) Speech comprehension precedes speech production. 2. What did Huttenlocher (1974) find in his study of children aged 10 to 13 months? a) Children could only produce what they understood. b) Children comprehended speech beyond their production abilities. c) Children learned to speak complex sentences before comprehending them. d) Children showed no difference between comprehension and production. Answer: b) Children comprehended speech beyond their production abilities. 3. What evidence did Sachs and Truswell (1978) provide against Theory 1? a) Children learned to read before they could write. b) Children who could produce single-word utterances understood multi-word syntax. c) Children relied on imitation rather than comprehension to produce speech. d) Children developed speech comprehension and production at the same pace. Answer: b) Children who could produce single-word utterances understood multi-word syntax. 4. What is the key argument from Steinberg and Steinberg (1975) regarding a 2-year- old child? a) The child could produce words before comprehending them. b) The child learned to comprehend written words, phrases, and sentences before producing them. c) The child’s speech production was more advanced than comprehension. d) The child’s production and comprehension developed simultaneously. Answer: b) The child learned to comprehend written words, phrases, and sentences before producing them. 5. What does the ability to comprehend speech before production imply about thought? a) Thought is dependent on speech production. b) Thought requires comprehension but not production. c) Thought develops only after speech production. d) Thought does not rely on language comprehension. Answer: b) Thought requires comprehension but not production.  6. What argument is made about lying in relation to Theory 1? a) Lying is irrelevant to the discussion of thought and speech. b) Lying demonstrates that speech and thought must be distinct processes. c) Lying is a form of overt speech that requires no thought. d) Lying supports the Behaviourist idea of thought as subvocal speech. Answer: b) Lying demonstrates that speech and thought must be distinct processes. 7. What is a critical flaw in the Behaviourist explanation of lying? a) It assumes speech and thought are entirely independent. b) It fails to account for simultaneous distinct processes in speech and thought. c) It suggests lying requires advanced speech production skills. d) It overemphasizes the role of overt speech in communication. Answer: b) It fails to account for simultaneous distinct processes in speech and thought. True-False Questions 1. Speech comprehension always follows speech production in normal children. Answer: False 2. Huttenlocher (1974) found that children comprehend speech at a level beyond their production abilities. Answer: True 3. Sachs and Truswell (1978) showed that children at the one-word stage could understand multi-word syntax. Answer: True 4. Steinberg and Steinberg (1975) demonstrated that a 2-year-old child could produce written sentences before understanding them. Answer: False 5. Speech comprehension as a basis for speech production implies that speech production is not necessary for thought. Answer: True 6. Behaviourist theories adequately explain the process of lying. Answer: False 7. The ability to lie supports the claim that thought and speech are distinct processes. Answer: True 9.3.2.4 Meaning and thought occur without behaviour 1. What did Behaviourists propose about the origin of thought? a) Thought originates independently of physical behavior. b) Thought is a reflection of physical events in the body. c) Thought is purely a cognitive process unrelated to the body.  d) Thought originates from environmental stimuli only. Answer: b) Thought is a reflection of physical events in the body. 2. What evidence did Behaviourists use to support their theory of thought? a) Observations of muscle movement during problem-solving. b) Electrical potential changes in specific body parts during thought. c) The ability of paralyzed individuals to think clearly. d) Increased cognitive activity following speech production. Answer: b) Electrical potential changes in specific body parts during thought. 3. What is a major problem with the Behaviourist explanation of thought? a) It does not account for the role of language in thought. b) It predicts that thought would cease with the loss of body parts. c) It ignores the role of social interaction in thought. d) It overemphasizes the importance of speech comprehension. Answer: b) It predicts that thought would cease with the loss of body parts. 4. What examples disprove the Behaviourist theory that thought depends on bodily control? a) The development of speech in children with physical disabilities. b) The cases of Stephen Hawking and Christopher Reeve, who retained mental output despite physical impairments. c) Studies on bilingual individuals’ thought processes. d) Experiments showing differences in cognitive abilities across cultures. Answer: b) The cases of Stephen Hawking and Christopher Reeve, who retained mental output despite physical impairments. 5. What was the outcome of Smith’s self-experiment with a paralyzing drug? a) He could not think clearly or solve problems during paralysis. b) He demonstrated that thought was unaffected by complete bodily paralysis. c) He showed that thought requires minimal body movements. d) He concluded that thought ceases in the absence of muscle control. Answer: b) He demonstrated that thought was unaffected by complete bodily paralysis. 6. What did Smith’s experiment ultimately prove about thought? a) Thought requires subliminal muscle movements. b) Thought is entirely dependent on speech production. c) Thought is not dependent on body movement or organ function. d) Thought is diminished under physical paralysis. Answer: c) Thought is not dependent on body movement or organ function. True-False Questions 1. Behaviourists believed that thinking is directly linked to physical behavior, including muscle and glandular responses. Answer: True  2. The Behaviourist theory predicts that thought ceases if body parts are damaged or removed. Answer: True 3. The cases of Stephen Hawking and Christopher Reeve support the Behaviourist theory of thought. Answer: False 4. Smith’s experiment involved complete paralysis of voluntary muscles, yet he could still think clearly. Answer: True 5. The findings from Smith’s experiment suggest that thought is entirely independent of physical body movements. Answer: True 6. Behaviourist experiments showing electrical potential changes in the body during thought conclusively proved their theory. Answer: False 7. Losing control of the larynx or limbs results in a loss of the ability to think. Answer: False 9.4 Theory 2: Language is essential for thought 9.4.1 Proponents of the theory 9.4.2 Inadequacies of the theory 1. What is the main claim of Theory 2 about language and thought? a) Language shapes cultural identity. b) Language is essential for the development of thought. c) Language is a tool for expressing pre-existing thoughts. d) Language is irrelevant to cognitive processes. Answer: b) Language is essential for the development of thought. 2. Who are the key proponents of Theory 2? a) Skinner, Liberman, and Bloomfield b) Sapir, Whorf, and Vygotsky c) Watson, Quine, and Ryle d) Furth, Keller, and Schaler Answer: b) Sapir, Whorf, and Vygotsky 3. What does Whorf argue about the role of grammar in thought? a) Grammar has no influence on cognitive processes. b) Grammar determines how we dissect and analyze nature. c) Grammar is a universal structure shared by all languages.  d) Grammar is unrelated to mental activity. Answer: b) Grammar determines how we dissect and analyze nature. 4. What is a key objection to Theory 2 regarding deaf persons? a) Deaf persons without language cannot interact socially. b) Deaf persons demonstrate the ability to think without having acquired language. c) Deaf persons rely on alternative forms of language for cognition. d) Deaf persons show delayed cognitive development compared to hearing individuals. Answer: b) Deaf persons demonstrate the ability to think without having acquired language. 5. What evidence from Helen Keller’s early life challenges Theory 2? a) She lacked cognitive abilities until acquiring language at age 8. b) She displayed memories, emotions, and understanding of the world before acquiring language. c) She was unable to engage with her environment until she learned sign language. d) Her intelligence significantly increased after acquiring language. Answer: b) She displayed memories, emotions, and understanding of the world before acquiring language. 6. What is the significance of the case of the 27-year-old deaf man mentioned by Schaler (1991)? a) He could not describe pre-language experiences after acquiring sign language. b) He demonstrated that thought existed even before acquiring language. c) He showed cognitive impairments due to lack of early language acquisition. d) He relied solely on visual cues for understanding the world. Answer: b) He demonstrated that thought existed even before acquiring language. True-False Questions 1. Theory 2 argues that language is essential for the development of thought. Answer: True 2. Vygotsky stated that thought comes into existence through words. Answer: True 3. Whorf argued that grammar plays no role in shaping mental activity. Answer: False 4. Research shows that deaf children who acquire language late undergo radical changes in perception. Answer: False 5. Helen Keller’s early experiences suggest that thought and perception existed prior to her acquisition of language. Answer: True  6. The case of a 27-year-old deaf man supports the idea that thought is dependent on language. Answer: False 7. The objections raised against Theory 2 suggest that language is not the sole basis of thought. Answer: True 9.4.2.2 Multilinguals are whole persons 1. What does Theory 2 predict about multilingual individuals? a) Multilinguals would develop a unified thought system. b) Multilinguals would develop separate thought systems for each language. c) Multilinguals would rely on their dominant language for all thought. d) Multilinguals would demonstrate enhanced cognitive flexibility. Answer: b) Multilinguals would develop separate thought systems for each language. 2. What outcome does the case of the trilingual family challenge in Theory 2? a) The belief that multilinguals develop enhanced intelligence. b) The prediction that different languages create different thought systems. c) The assumption that learning multiple languages delays cognitive development. d) The idea that multilingualism creates personality differences. Answer: b) The prediction that different languages create different thought systems. 3. What was observed in the trilingual children described in the text? a) They exhibited cognitive delays compared to their monolingual peers. b) They showed no significant differences in beliefs, values, or perceptions compared to monolinguals. c) They had difficulty using knowledge across their three languages. d) They developed distinct personalities for each language. Answer: b) They showed no significant differences in beliefs, values, or perceptions compared to monolinguals. 4. What is a key objection to Theory 2 based on multilingual individuals? a) Multilinguals develop separate intelligences for each language. b) Multilinguals face cognitive challenges when switching between languages. c) Multilinguals demonstrate unified thought processes, contrary to Theory 2. d) Multilingualism leads to personality conflicts. Answer: c) Multilinguals demonstrate unified thought processes, contrary to Theory 2. 5. What environmental factor in the trilingual family remained constant while the children learned three languages? a) Educational system b) Family structure c) Cultural influences  d) Physical surroundings Answer: d) Physical surroundings True-False Questions 1. Theory 2 predicts that multilingual individuals will have separate thought systems for each language. Answer: True 2. Evidence shows that multilingual individuals develop distinct personalities for each language they speak. Answer: False 3. The trilingual children described in the text exhibited the same beliefs, values, and perceptions as their monolingual peers. Answer: True 4. According to the text, multilinguals face significant challenges in transferring knowledge between languages. Answer: False 5. The case of the trilingual family suggests that learning multiple languages does not result in separate or conflicting thought systems. Answer: True 6. Multilingual individuals exhibit mental malfunctions as predicted by Theory 2. Answer: False 7. The environment in which the trilingual children were raised differed significantly between each language. Answer: False 9.5 Theory 3: Language determines or shapes our perception of nature 9.5.1 Proponents of the theory 9.5.2.1 Perception, interest, and need determine vocabulary 9.5.2.2 Colour and snow vocabulary 1. What does Theory 3 propose about language and perception? a) Language determines or shapes our perception of nature. b) Language is irrelevant to perception. c) Perception is universal and independent of language. d) Language reflects cultural but not perceptual differences. Answer: a) Language determines or shapes our perception of nature. 2. What conclusion did Kay and McDaniel (1978) reach about language and colour perception?  a) Language significantly affects colour perception. b) Colour perception determines the vocabulary used for colours. c) People with fewer colour terms cannot distinguish certain colours. d) The Dani people had difficulty perceiving colours they lacked terms for. Answer: b) Colour perception determines the vocabulary used for colours. 3. What did Robertson (1999) find about Berinmo speakers’ perception of colours? a) Their basic colour vision was different from that of English speakers. b) They matched colours based on linguistic categories, similar to English speakers. c) They could not identify colours outside their linguistic categories. d) Their perception of colour was entirely language-dependent. Answer: b) They matched colours based on linguistic categories, similar to English speakers. 4. What does the research on Inuit snow vocabulary suggest about vocabulary and perception? a) Vocabulary influences the ability to perceive variations in snow. b) Perception and environmental needs drive the creation of vocabulary. c) English speakers cannot distinguish types of snow due to a lack of terms. d) The Inuit language provides an innate ability to perceive snow variations. Answer: b) Perception and environmental needs drive the creation of vocabulary. 5. How do English speakers describe different types of snow? a) By borrowing terms from Inuit languages. b) By using phrases such as "powder snow" or "wet snow." c) By inventing new single words for each type of snow. d) By relying solely on context to infer differences. Answer: b) By using phrases such as "powder snow" or "wet snow." 6. What is a key objection to Theory 3 about vocabulary and perception? a) Vocabulary shapes perception universally. b) Perception and need determine the creation and use of vocabulary. c) Vocabulary and perception are entirely unrelated. d) Cultural factors override all perceptual differences. Answer: b) Perception and need determine the creation and use of vocabulary. 7. What does the example of American children's fascination with dinosaurs demonstrate? a) Language determines interest in dinosaurs. b) Perception and interest drive the acquisition of vocabulary. c) Children’s ability to name dinosaurs is innate. d) Dinosaur names are difficult to learn due to language complexity. Answer: b) Perception and interest drive the acquisition of vocabulary.  True-False Questions 1. Theory 3 claims that vocabulary shapes our perception of the physical world. Answer: True 2. Kay and McDaniel (1978) found that colour perception is determined by linguistic categories. Answer: False 3. Robertson (1999) found that Berinmo speakers matched colours based on their linguistic categories. Answer: True 4. The Inuit have more words for snow because of their language's inherent complexity. Answer: False 5. The creation of phrases like "powder snow" in English demonstrates how languages compensate for vocabulary gaps. Answer: True 6. Interest and need determine the creation and use of vocabulary, not vice versa. Answer: True 7. English speakers cannot distinguish types of snow because they lack Inuit-specific vocabulary. Answer: False 8. Vocabulary differences between languages always result in differences in perception. Answer: False 9.5.2.3 Hopi ‘time’ and Chinese ‘counterfactuals’ 9.5.2.4 Number vocabulary in the Amazon 1. What did Whorf claim about the Hopi language and time? a) The Hopi language has a sophisticated tense system. b) The Hopi language forces speakers to think about time differently from European languages. c) The Hopi language includes a wide variety of time-related expressions. d) The Hopi language uses numbers to describe time. Answer: b) The Hopi language forces speakers to think about time differently from European languages. 2. What did Gipper (1979) and Malotki (1985) discover about the Hopi language and time? a) The Hopi language lacks any references to time. b) The Hopi language includes many expressions for time, like English. c) The Hopi language cannot express events related to the past or future.  d) The Hopi language focuses on space rather than time. Answer: b) The Hopi language includes many expressions for time, like English. 3. What conclusion did Malotki (1985) draw about language and experience? a) Language fundamentally changes how people think. b) People are shaped more by experience than by their language. c) Linguistic differences create distinct cultural identities. d) Grammar limits cognitive abilities across cultures. Answer: b) People are shaped more by experience than by their language. 4. What was Bloom’s (1981) claim about Chinese speakers and counterfactuals? a) Chinese speakers are more adept at understanding counterfactuals than English speakers. b) Chinese speakers struggle with counterfactual thinking due to grammatical features of the language. c) Chinese speakers use a different method to express counterfactuals. d) Chinese speakers lack any grammatical structure to express counterfactuals. Answer: b) Chinese speakers struggle with counterfactual thinking due to grammatical features of the language. 5. What flaw did Au (1983) identify in Bloom’s study on Chinese and counterfactuals? a) Faulty translations affected the results. b) Chinese speakers did not understand the study questions. c) Counterfactual thinking is unnecessary in Chinese culture. d) The study ignored cultural context. Answer: a) Faulty translations affected the results. 6. What did Pica et al. (2004) and Gordon (2004) claim about Amazonian languages with limited number words? a) These languages enhance numerical understanding. b) Speakers are conceptually limited by their small number vocabularies. c) The numerical systems in these languages are universal. d) These languages prioritize linguistic complexity over numeracy. Answer: b) Speakers are conceptually limited by their small number vocabularies. 7. What criticism did Premack and Premack (2005) and Casasanto (2005) raise against the studies on Amazonian languages? a) The studies failed to consider cultural and contextual factors. b) The studies overestimated the complexity of Amazonian languages. c) The studies ignored the role of grammar in numerical understanding. d) The studies relied on outdated research methods. Answer: a) The studies failed to consider cultural and contextual factors. 8. What is the dominant view regarding numerical systems in Amazonian languages? a) They create significant cognitive limitations.  b) They are suitable for the speakers' cultural and environmental needs. c) They are evidence of linguistic determinism. d) They reflect a universal human limitation in numeracy. Answer: b) They are suitable for the speakers' cultural and environmental needs. True-False Questions 1. Whorf believed that the Hopi language lacks any expressions for time. Answer: True 2. Gipper and Malotki’s research disproved Whorf’s claim that the Hopi language is "timeless." Answer: True 3. Malotki concluded that people are shaped more by language than by experience. Answer: False 4. Bloom claimed that Chinese speakers are less capable of counterfactual thinking due to their language. Answer: True 5. Au (1983) found that Bloom’s conclusions were based on faulty translations. Answer: True 6. Amazonian languages with limited number vocabularies inherently limit speakers' cognitive abilities. Answer: False 7. Premack and Premack (2005) argued that numerical systems in Amazonian languages are suitable for their speakers' needs. Answer: True 8. Gordon (2005) maintained his original position on the cognitive effects of the Piraha language. Answer: False 9.5.2.5 Lack of vocabulary does not indicate lack of concept 9.5.2.6 Knowledge overrides literal word meanings 9.5.2.7 Multilinguals’ view of nature 1. What does 9.5.2.5 argue about the relationship between vocabulary and concepts? a) Vocabulary is a complete representation of the concepts in a language. b) A lack of vocabulary items indicates a lack of concepts. c) Vocabulary is not always necessary to represent concepts. d) New concepts cannot be formed without first having vocabulary. Answer: c) Vocabulary is not always necessary to represent concepts. 2. What example is given to illustrate that English speakers lack vocabulary for certain concepts? a) The underside of the hand. b) The topside of the hand. c) The difference between dogs and cats. d) The discovery of new plants. Answer: b) The topside of the hand. 3. What does 9.5.2.6 argue about literal word meanings? a) Literal word meanings always shape thought. b) Knowledge can override the literal meaning of words. c) Language is incapable of expressing false concepts. d) Language always aligns with scientific understanding. Answer: b) Knowledge can override the literal meaning of words. 4. What is the significance of phrases like "the sun rises" and "white wine"? a) They show that language changes with scientific discoveries. b) They demonstrate that literal language shapes perception. c) They show that language form does not necessarily reflect belief. d) They are evidence of linguistic determinism. Answer: c) They show that language form does not necessarily reflect belief. 5. What does 9.5.2.7 claim about multilinguals' perception of nature? a) Multilinguals have multiple conceptual-perceptual systems for nature. b) Multilinguals perceive nature similarly to monolinguals. c) Multilinguals develop unique ways of seeing nature for each language. d) Multilinguals’ perceptions of nature depend entirely on their dominant language. Answer: b) Multilinguals perceive nature similarly to monolinguals. 6. What conclusion is drawn in 9.5.3 about the theory that vocabulary affects our view of nature? a) Vocabulary strongly influences our perception of nature. b) The evidence supports Sapir and Whorf's claims. c) The theory is unsupported and evidence contradicts it. d) The theory remains unchallenged by empirical research. Answer: c) The theory is unsupported and evidence contradicts it. True-False Questions 1. A lack of vocabulary for a concept implies a lack of understanding of that concept. Answer: False 2. Humans can distinguish between concepts such as dogs and cats without the use of language. Answer: True  3. Knowledge about the sun’s movement contradicts the literal meaning of phrases like "the sun rises." Answer: True 4. The phrase "white wine" suggests that wine is literally white. Answer: False 5. Multilinguals perceive nature in fundamentally different ways for each language they speak. Answer: False 6. Evidence from multilinguals supports the theory that language determines our view of nature. Answer: False 7. Sapir and Whorf provide substantial empirical evidence for their claims. Answer: False 8. Phrases in language can persist even when their literal meaning is scientifically inaccurate. Answer: True 9.6 Theory 4: Language determines or shapes our cultural world view 9.6.1 Proponents of the theory 9.6.2.1 Same language yet different world views 1. What is the main claim of Theory 4 regarding language? a) Language determines thought directly. b) Language influences cultural and social beliefs or world views. c) Language reflects rather than shapes culture. d) Language has no effect on philosophical or societal outlooks. Answer: b) Language influences cultural and social beliefs or world views. 2. What did Wilhelm von Humboldt believe about language? a) Language is entirely separate from cultural character. b) Language embodies the spirit and national character of a people. c) Language evolves independently of societal structures. d) Language primarily influences thought rather than culture. Answer: b) Language embodies the spirit and national character of a people. 3. According to Sapir, what role does language play in understanding social reality? a) Language is unrelated to social problems and processes. b) Language conditions how we think about social problems and processes. c) Language replaces the objective world with subjective interpretations. d) Language directly shapes political systems. Answer: b) Language conditions how we think about social problems and processes. 4. What is a key objection to the claim that language determines cultural world views? a) People speaking the same language can have vastly different world views. b) All speakers of a language share a uniform cultural outlook. c) Multilinguals have separate world views for each language they speak. d) Language determines thought but not culture. Answer: a) People speaking the same language can have vastly different world views. 5. What example is given to show that the same language can have different world views? a) Political debates among English-speaking countries. b) Religious and ideological differences within a monolingual English-speaking family. c) The use of slang across different regions in the United States. d) The evolution of English over time. Answer: b) Religious and ideological differences within a monolingual English-speaking family. 6. What does the theory fail to explain about monolingual speakers of English? a) Their uniformity in cultural practices. b) Their varying political, religious, and philosophical ideologies. c) Their ability to create new vocabulary. d) Their reliance on metaphors in language. Answer: b) Their varying political, religious, and philosophical ideologies. True-False Questions 1. Theory 4 claims that language influences cultural and social beliefs. Answer: True 2. Wilhelm von Humboldt believed that language reflects, rather than embodies, the character of a people. Answer: False 3. Sapir argued that language conditions how we think about social processes. Answer: True 4. The presence of different religions within a monolingual family supports the claim that language determines world view. Answer: False 5. The existence of multiple political ideologies among monolingual English speakers contradicts Theory 4. Answer: True 6. According to Theory 4, multilingual individuals would have a unified world view across all languages. Answer: False  7. The objection of "same language yet different world views" undermines the validity of Theory 4. Answer: True 9.6.2.2 Different languages yet similar world views 9.6.2.3 Same language but world view changes over time 9.6.2.4 Multilinguals’ world view 1. What does Theory 4 claim about language and world view? a) Language reflects cultural views but does not shape them. b) Language determines or shapes cultural and societal world views. c) Language plays no role in shaping cultural or societal beliefs. d) Language determines thought but not culture. Answer: b) Language determines or shapes cultural and societal world views. 2. What is an example of shared world views among speakers of different languages? a) The development of slang in English-speaking countries. b) The spread of Communist doctrine in China, North Korea, Vietnam, and Cuba. c) The grammatical similarities between German and Chinese. d) The adoption of linguistic norms in global business. Answer: b) The spread of Communist doctrine in China, North Korea, Vietnam, and Cuba. 3. What does the example of Communist doctrine suggest about language and world view? a) Language is the primary factor in shaping political beliefs. b) Political and social beliefs are influenced more by culture and history than by language. c) Grammatical structures determine political ideologies. d) Different languages create inherently different political systems. Answer: b) Political and social beliefs are influenced more by culture and history than by language. 4. Why does the Chinese government promote the teaching of English despite concerns about foreign influences? a) They believe English grammar itself poses no threat. b) English grammar aligns with Communist ideologies. c) English is easier to learn than other foreign languages. d) They aim to replace Chinese with English in schools. Answer: a) They believe English grammar itself poses no threat. 5. What does the Roman Catholic Church’s stance on language suggest? a) Grammar is viewed as a potential threat to doctrine. b) The Church bans languages that conflict with its beliefs.  c) The Church focuses on content, not language, to protect its teachings. d) The Church only uses Latin to promote unity in beliefs. Answer: c) The Church focuses on content, not language, to protect its teachings. 6. What does the history of societal changes in China demonstrate about language and culture? a) Societal changes are directly linked to changes in grammar. b) Societal changes occur independently of changes in language grammar. c) Grammar evolves with cultural shifts. d) Grammar is the driving force behind social and political changes. Answer: b) Societal changes occur independently of changes in language grammar. 7. What implication about multilinguals’ world views is dismissed by the text? a) Multilinguals develop integrated world views across languages. b) Multilinguals hold conflicting world views for each language. c) Multilinguals function normally despite using multiple languages. d) Multilinguals rely on their dominant language for cultural perspectives. Answer: b) Multilinguals hold conflicting world views for each language. 8. What conclusion is drawn about Theory 4 based on multilingual individuals? a) Multilinguals demonstrate the validity of Theory 4. b) Multilinguals’ unified world view undermines Theory 4. c) Multilinguals hold separate world views for each culture. d) Multilinguals adopt a primary language for their cultural outlook. Answer: b) Multilinguals’ unified world view undermines Theory 4. True-False Questions 1. Speakers of different languages can share the same world views, such as religious or political beliefs. Answer: True 2. The spread of Communist doctrine in countries with different languages supports the idea that language determines world view. Answer: False 3. The Chinese government avoids teaching English due to fears of cultural influence. Answer: False 4. The Roman Catholic Church bans certain books in various languages but does not ban languages themselves. Answer: True 5. The example of societal changes in China demonstrates that cultural shifts occur independently of grammatical changes in the language. Answer: True  6. According to Theory 4, multilinguals must hold distinct and conflicting world views for each language. Answer: False 7. The theory's prediction that multilinguals would be schizophrenically confused is dismissed as absurd. Answer: True 8. Political, religious, and social beliefs are influenced more by historical and cultural events than by language grammar. Answer: True Fill-in-the-Blank Questions 1. Christian doctrine and Communist doctrine are examples of world views shared across speakers of different __________. Answer: languages 2. The Chinese government promotes the teaching of English but ensures content is aligned with __________ beliefs. Answer: Communist 3. The Roman Catholic Church focuses on the __________ of books, rather than the languages they are written in. Answer: content 4. Changes in societal structure, like China’s shift from feudalism to Communism, occurred while the __________ language grammar remained relatively unchanged. Answer: Chinese 5. Multilinguals demonstrate a __________ world view, contradicting the predictions of Theory 4. Answer: unified 9.7.1 Erroneous belief 1: Their analysis of language is adequate 1. What is one of the erroneous beliefs underlying the four theories discussed? a) Language is entirely separate from thought. b) Surface structure analysis of language is adequate for understanding meaning. c) Language has no influence on cultural or social beliefs. d) Vocabulary represents the totality of human concepts. Answer: b) Surface structure analysis of language is adequate for understanding meaning. 2. What did theorists like Whorf and Sapir assume about language and meaning? a) Surface structure of sentences fully conveys all semantic or thought elements. b) Surface structure is irrelevant to the understanding of meaning. c) Deep structures are necessary to uncover universal linguistic features.  d) Surface and deep structures are identical in their effects on thought. Answer: a) Surface structure of sentences fully conveys all semantic or thought elements. 3. What did Whorf claim about the Hopi language and time? a) The Hopi language has multiple tenses for time. b) The Hopi language contains no explicit or implicit reference to time. c) The Hopi language uses metaphors to express time. d) The Hopi language incorporates time concepts through vocabulary alone. Answer: b) The Hopi language contains no explicit or implicit reference to time. 4. What critical realization about language came with Chomsky’s work? a) Surface structure differences account for thought differences across languages. b) Underlying structures reveal significant similarities among languages. c) Language universals are entirely based on surface-level analysis. d) Grammatical differences are the sole determinant of cultural variation. Answer: b) Underlying structures reveal significant similarities among languages. 5. What contribution did Joseph Greenberg make to linguistics? a) He focused exclusively on surface structure analysis. b) He initiated the search for language universals before Chomsky. c) He argued against the idea of deep structures in language. d) He provided evidence supporting linguistic relativity. Answer: b) He initiated the search for language universals before Chomsky. True-False Questions 1. The theorists discussed believed that surface structure fully represents the meaning of a sentence. Answer: True 2. Whorf claimed that Hopi language contains no reference to time, a statement later disavowed by other linguists. Answer: True 3. The idea that grammatical differences lead to thought differences was well-supported by evidence from the discussed theorists. Answer: False 4. Chomsky’s work highlighted the similarities among languages through the concept of underlying structures. Answer: True 5. Joseph Greenberg’s work on language universals predated Chomsky’s theories. Answer: True  6. Whorf and Sapir provided substantial empirical evidence to support their claims about language and thought. Answer: False 7. Modern linguistics rejects the idea that surface structure analysis alone can account for all semantic elements of a sentence. Answer: True 9.7.2 Erroneous belief 2: The meaning of words is linguistic in origin 9.7.3 Erroneous belief 3: There are primitive languages and primitive human intelligence 1. What is the relationship between a word and its meaning, according to the text? a) Words have inherent meanings based on their sound. b) Words derive meaning from their conventional association. c) Onomatopoeic words are the only words with no meaning. d) Words are universally understood without prior learning. Answer: b) Words derive meaning from their conventional association. 2. Which of the following is NOT one of the four ways meaning is acquired for words? a) Association with objects, situations, or events. b) Association with ideas or experiences in the mind. c) Random assignment of meaning to sound forms. d) Inference from linguistic context. Answer: c) Random assignment of meaning to sound forms. 3. What is the ultimate source of all meaning, according to the text? a) Linguistic context. b) Experience in the world or the mind. c) The grammatical structure of a language. d) Universal language rules. Answer: b) Experience in the world or the mind. 4. What erroneous belief did Whorf and others hold about word meanings? a) Meaning is derived solely from linguistic context. b) Words have meaning inherent in their sound forms. c) Word meaning is based on non-linguistic experiences. d) Word meanings are arbitrary and learned through inference. Answer: b) Words have meaning inherent in their sound forms. 5. What did Chomsky assert about the complexity of languages? a) All languages vary significantly in complexity. b) Primitive languages are simpler than modern ones. c) All languages are of similar complexity and have basic forms and operations. d) Non-standard dialects are inherently less logical. Answer: c) All languages are of similar complexity and have basic forms and operations. 6. What assumption did Sapir, Whorf, and others make about so-called "primitive" peoples? a) They lacked the ability to think rationally. b) They had languages of similar complexity to modern ones. c) Their grammar reflected their "primitive" thought. d) Their languages were better suited for abstract concepts. Answer: c) Their grammar reflected their "primitive" thought. 7. What did Labov (1970) demonstrate about non-standard dialects such as Black English? a) They lack logical structure. b) They are less complex than standard dialects. c) They are governed by underlying logic and premises. d) They reflect irrational thought processes. Answer: c) They are governed by underlying logic and premises. 8. What criticism does the text raise about beliefs in "primitive" languages? a) Linguistic research has proven that all languages are equally complex. b) Primitive languages are better suited for cultural preservation. c) Primitive languages are fundamentally different from modern languages. d) Linguists universally agree on the superiority of modern languages. Answer: a) Linguistic research has proven that all languages are equally complex. True-False Questions 1. The relationship between a word and its meaning is entirely arbitrary except in cases of onomatopoeia. Answer: True 2. Words inherently carry meaning that does not need to be learned. Answer: False 3. Inference and morpheme analysis are two ways to derive the meaning of unknown words. Answer: True 4. Whorf assumed that sound forms alone could provide meaning without prior experience. Answer: True 5. Modern linguistic research has found several primitive languages. Answer: False 6. Chomsky argued that all languages operate with essentially the same principles. Answer: True 7. Labov demonstrated that non-standard dialects, such as Black English, lack underlying logic. Answer: False 8. The belief in "primitive" languages and intelligence was common in the early 20th century but has been debunked. Answer: True Fill-in-the-Blank Questions 1. The relationship between a word and its meaning is __________, except in cases of onomatopoeia. Answer: conventional 2. The ultimate source of meaning for words comes from __________ in the world or mind. Answer: experience 3. Chomsky argued that all languages are of similar __________ and operate with shared principles. Answer: complexity 4. Labov demonstrated that __________ underlies the utterances of speakers of non- standard dialects. Answer: logic 5. The assumption that "primitive" peoples had "primitive" grammars led theorists to conclude that their __________ was also primitive. Answer: thought The best theory: Thought is independent of language 1. What is the central claim of the best theory about the relationship between thought and language? a) Thought is dependent on language. b) Language and thought are independent of one another. c) Thought is independent of language, and language expresses thought. d) Language shapes thought, and thought influences language. Answer: c) Thought is independent of language, and language expresses thought. 2. According to the theory, how does the child’s thought system develop? a) Through exposure to language first, then experience of the world. b) Through experiences of visual, auditory, and tactile stimuli in the environment. c) Through learning vocabulary and grammar before processing stimuli. d) Through innate grammatical structures alone. Answer: b) Through experiences of visual, auditory, and tactile stimuli in the environment. 3. What sequence explains the development of thought and language according to the theory? a) Speech production → Thought → Speech understanding b) Thought → Speech understanding → Speech production  c) Language learning → Thought formation → Communication d) Grammar acquisition → Vocabulary learning → Thought processing Answer: b) Thought → Speech understanding → Speech production 4. What does the theory suggest about the relationship between thought and language systems? a) They are entirely separate with distinct semantic elements. b) They are joined through meaning and ideas, forming a unified system. c) They overlap minimally and function independently. d) Thought and language systems do not interact. Answer: b) They are joined through meaning and ideas, forming a unified system. 5. What is the fallacy about "thinking in language," according to the theory? a) Thinking is solely the manipulation of sound forms. b) Word forms in thought are reflections of underlying ideas, not thought itself. c) Language and thought are indistinguishable. d) Thought precedes word forms but lacks ideas. Answer: b) Word forms in thought are reflections of underlying ideas, not thought itself. 6. What does the theory suggest about the child’s early speech behavior? a) Children suppress thoughts before converting them into speech. b) Children initially articulate much of what they think. c) Children do not convert thoughts into speech until grammar is fully developed. d) Children rely on social cues to decide what to articulate. Answer: b) Children initially articulate much of what they think. 7. How does John Locke describe the relationship between language and thought? a) Language is essential for the formation of thought. b) Language serves as external signs to communicate invisible ideas. c) Language and thought are completely independent systems. d) Language is more important than thought for social interaction. Answer: b) Language serves as external signs to communicate invisible ideas. True-False Questions 1. The theory claims that thought develops independently of language and precedes it. Answer: True 2. Language forms its own semantic system separate from thought. Answer: False 3. Word forms in thought are reflections of underlying ideas, not the ideas themselves. Answer: True 4. The sequence "Speech understanding → Thought → Speech production" explains the development of language. Answer: False 5. According to the theory, children initially lack suppression control and often articulate what they think. Answer: True 6. John Locke argued that language is necessary for forming thoughts. Answer: False 7. Social interaction is one of the primary reasons humans develop language to communicate thoughts. Answer: True Fill-in-the-Blank Questions 1. The theory claims that __________ is independent of language and develops through sensory input from the environment. Answer: thought 2. The sequence of development proposed by the theory is: Thought → __________ → Speech production. Answer: Speech understanding 3. Word forms are reflections of __________ ideas, not thought itself. Answer: underlying 4. According to John Locke, language serves as external __________ to communicate invisible ideas. Answer: signs 5. Children learn to suppress automatic articulation of thoughts into __________ as they mature. Answer: speech