1. A critical period in development can be identified when a particular ______.

1. age is critical for the development of learning and experience
2. experience has its greatest effect on learning during a particular period of development
3. critical experience has its greatest effect on development during learning
4. period, rather than experience, is critical for learning and development

2. In their studies on the development of vision in kittens, Hubel and Wiesel (1963) systematically manipulated ______.

1. the degree to which kittens were deprived of visual stimuli and the duration of that deprivation
2. the critical age of onset of visual deprivation
3. the critical period of visual deprivation
4. the age of onset of visual deprivation and the duration of that deprivation

3. Hubel and Wiesel (1963) discovered that kittens are especially sensitive to visual stimuli during the first 10-12 weeks after birth. This effect was observed after suturing ______.

1. just one eye closed before the age of 10 weeks
2. just one eye closed at different points in development
3. both left and right eyes closed before the age of 10 weeks
4. both left and right eyes closed at different points in development

4. One way to identify a critical period is to give experimental participants the same experience (in both quality and duration), but at different stages in development. Another method is to systematically vary ______.

1. both the duration of deprivation of target stimulation and its end point for all participants
2. the end point of deprivation of target stimulation, while varying its starting point for all participants
3. the duration of the target experience, while holding the starting point constant for all participants
4. the starting point of the target experience, while holding the duration constant for all participants

5. No case of a feral child has ever provided strong support for the critical period hypothesis. This is because for all participants

1. neither the period of linguistic deprivation, nor its starting point, cannot be verified
2. cognitive factors beyond language, including general intelligence, are also impaired
3. cases of feral children only occurred before the 20th century and are impossible to verify
4. cases of feral children invariably turn out to be hoaxes, in one way or another

6. Genie was originally thought to provide a good test case for the critical period hypothesis with respect to language, because ______.

1. the period of linguistic deprivation and its starting point were systematically manipulated
2. she was found at the age of puberty and, subsequently, could not acquire any aspect of language
3. she had been deprived of linguistic, cognitive and social stimulation from birth to the age of puberty
4. the period of linguistic deprivation was well-documented as corresponding with Lenneberg’s (1968) hypothesis: from birth to puberty

7. Bus have big mirror. This utterance was produced by Genie and demonstrates both ______.

1. a lack of function words and poor control of inflectional morphology
2. poor control of phonemes and inflectional morphology
3. a lack of function words and poor control of basic word order
4. poor control of basic word order and inflectional morphology

8. Ultimately, the case of Genie does not provide strong support for the critical period hypothesis, because ______.

1. her language was still like that of a three-year-old after several years of teaching
2. she acquired an adult-like morphological system, but very little phonology or grammar
3. she was found to process language principally in the right brain hemisphere, like a left-handed person
4. she was found to have a general cognitive deficit due to an atrophied left brain hemisphere

9. Cases of feral and isolated children do not provide strong support for the critical period hypothesis because too many factors are unaccounted for, including proof of ______.

1. how genuine each case is
2. the kind of linguistic deprivation and its duration
3. parental input with respect to language
4. parental input with respect to cognition and emotion

10. Research on second language acquisition seeks evidence for a critical period by comparing ______.

1. early starters in second language learning with late starters
2. early-starting monolingual learners with early starting bilingual learners
3. early starters in monolingual language learning with late starters
4. late-starting monolingual learners with early starting bilingual learners

11. In their study on age effects in second language learning, Johnson and Newport (1989) controlled for a number of possible confounding factors, including ______.

1. period of linguistic deprivation and the attitudes and motivation of learners
2. period of linguistic deprivation and length of informal language learning
3. length of formal language study and the attitudes and motivation of learners
4. length of formal language study and period of linguistic deprivation

12. There remains controversy in second language acquisition research about whether a clear cut-off point in language learning ability can be identified ______.

1. at five years
2. at puberty
3. in old age
4. at any age

13. Deaf children have been the focus of research on critical periods because ______.

1. they are often deprived of exposure to language until after the age of puberty
2. parents of deaf children cannot communicate with them until they reach school age
3. the starting point of exposure to sign language varies for different children
4. parents of deaf children vary in how fluent they are in sign language

14. Newport (1988) found that late learners of American Sign Language ______.

1. never acquired knowledge of grammar
2. had poor control over morphology
3. never acquired knowledge of phonology
4. had poor control over phonology

15. Research on brain activity in early versus late second language (L2) learners shows that activity in Broca’s area is ______.

1. higher in late L2 learners
2. lower in late L2 learners
3. higher in early L2 learners
4. lower in early L2 learners