1. In early word learning ______.

1. comprehension always exceeds production
2. production always exceeds comprehension
3. comprehension and production develop at roughly equal rates
4. there is no correlation between comprehension and production

2. When children overextend word meanings, they use a word ______.

1. to refer to all members of a semantic category
2. beyond its conventional range of meaning
3. to convey a range of new meanings
4. to convey a range of new concepts

3. Lexical overextensions are typically caused by categorisation errors, lexical gaps and ______.

1. prototype errors
2. unreliable retrieval from memory
3. semantic gaps
4. the lag between comprehension and production

4. The vocabulary spurt takes place when the child has acquired about ______.

1. 50 words, at the age of 12 months
2. 250 words, at the age of 12 months
3. 250 words, at the age of 18 months
4. 50 words, at the age of 18 months

5. The vocabulary spurt has been associated with a parallel pattern of development in ______.

1. grammar
2. phonology
3. intelligence quotient
4. attention span

6. The rate of vocabulary growth hits its peak ______. 

1. between 12 and 18 months
2. between 18 months and 5 years
3. between 5 and 8 years
4. between 8 and 10 years

7. Fast mapping refers to the child’s ability to learn ______.

1. words more quickly as they get older
2. words more quickly in the preschool years
3. a new word from a single exposure
4. 10 new words a day

8. The most common kind of word in the child’s early vocabulary are ______.

1. adjectives
2. pronouns
3. nouns
4. verbs

9. The whole-object bias refers to the child’s tendency to ______.

1. favour concrete nouns over abstract nouns
2. focus on the whole object at the expense of its parts
3. use only concrete nouns in the preschool years
4. view the world in terms of whole objects

10. One reason why verbs are more difficult to learn than verbs is that ______.

1. verbs express abstract meanings, while nouns are concrete
2. only a minority of verbs denote concrete actions
3. the boundaries of an action can be difficult to detect
4. verbs exemplify the principles of cohesion, continuity, solidity or contact

11. The shape bias in early word learning ______.

1. provides a basis for children to extend words to new objects
2. provides a basis for children to extends words to new actions
3. prevents children from overextending words to  new objects
4. prevents children from being distracted by factors like texture or colour

12. The mutual exclusivity bias is based on the assumption that ______.

1. no two words have precisely the same meaning
2. an object has one and only one name
3. the shape of an object is used to exclude competing meanings
4. taxonomic categories are used to exclude competing meanings

13. The Attentional Learning Account of word learning is based on the assumption that ______.

1. associative learning directs the child’s attention towards perceptual cues like shape
2. the child’s innate biases direct the child’s attention towards perceptual cues like shape
3. memory and attention underpin the child’s ability to learn about the shape bias
4. memory and attention underpin the formation of associations between the shape bias and words

14. Word learning biases ______.

1. guide vocabulary development throughout the lifespan
2. guide vocabulary development until about the age of ten years
3. must be overridden at some point in order to explain later vocabulary development
4. must be overridden at some point in order to explain early vocabulary development

15. In Xu and Tenenbaum (2007), probability theory is used to support the idea that word learning is based on ______.

1. innate biases which determine the probability of successful learning
2. statistical inferences based on associative learning of innate biases
3. a combination of associative learning and the shape bias
4. a combination of innate biases and statistical inferences based on experience