1. Regular past tense inflections in English are phonologically conditioned, which means that they take on ______.

1. a different voicing state from the initial sound in the stem
2. a different voicing state from the final sound in the stem
3. same voicing state as the initial sound in the stem
4. the same voicing state as the final sound in the stem

2. Jolly and Plunkett (2008) provide evidence that two-year-olds ______.

1. comprehend the plural inflection –s, but do not produce it themselves
2. do not comprehend the plural inflection –s, even though they produce it
3. both comprehend the plural inflection –s and produce it themselves
4. neither comprehend nor produce the plural inflection –s

3. Words and rules theory claims that ______.

1. regular forms are generated by a rule, while irregular forms are retrieved from memory
2. irregular forms are generated by a rule, while regular forms are retrieved from memory
3. regular and irregular forms can be generated either by a rule or retrieved from memory
4. regular and irregular forms are generated by retrieval from memory prior to the operation of a rule

4. According to the blocking hypothesis (Marcus et al., 1992), overregularization errors like shooted and drawed occur because the child______.

1. fails to retrieve the correct irregular form from memory
2. has not yet acquired the correct irregular forms (shot and drew)
3. blocks the application of the regular inflection process
4. blocks the application of the irregular retrieval process

5. Child errors like droved, ated and broked are problematic for the blocking hypothesis because the child has produced ______.

1. a regular past tense form
2. an irregular past tense form
3. an inflection on an regular form
4. an inflection on an irregular form

6. Connectionist models ______.

1. demonstrated that go and be are the only two truly irregular verbs in English
2. demonstrated that /d/ and /t/ are added to 59 per cent of irregular verbs
3. ignore the regular-irregular distinction and seek patterns across all past tense forms
4. seek patterns across past tense forms based on the regular-irregular distinction

7. One problem with connectionist models is that they often fail to produce correct past tense forms for ______.

1. high-frequency regular verbs
2. high-frequency irregular verbs
3. low-frequency regular verbs
4. low-frequency irregular verbs

8. In derivational morphology, new word forms are produced by ______.

1. the addition of an affix to a stem
2. the addition of an inflection to a stem
3. the combination of two stems
4. the combination of two affixes

9. Child errors like I’m a big reacher and I’m a shutter reflect the fact that ______.

1. -er is a highly productive inflectional suffix in English
2. -er is a highly productive derivational suffix in English
3. inflected forms are retrieved whole from memory
4. derived forms are retrieved whole from memory

10. Children aged 2 and 4 can correctly identify a novel compound like sun-bag, because they understand that, in English, ______.

1. both elements in a compound modify each other
2. the elements in a compound remain independent of one another
3. compounds have a modifier + head order
4. compounds have a head + modifier order

11. Flower seller exemplifies ______.

1. inflection, derivation and compounding
2. inflection and compounding
3. inflection and derivation
4. derivation and compounding

12. According to Kiparsky’s (1983) level-ordering hypothesis, to produce complex forms like head hunters or blackboards, base forms undergo ______.

1. derivation, then compounding, then inflection
2. derivation and/or compounding, then inflection
3. inflection, then compounding, then derivation
4. inflection, then derivation and/or compounding

13. Gordon (1985) observed that children very rarely produce compounds like ______.

1. rats eater
2. rat eater
3. mouse eater
4. mice eater

14. Haskell et al. (2003) found that children are more likely to produce a compound like mice eater when they have first been primed ______.

1. a regular single noun like rat
2. a regular plural noun like rats
3. an irregular single noun like mouse
4. an irregular plural noun like mice

15. Morphological awareness, an explicit knowledge of morphological processes, ______.

1. develops in the preschool years
2. develops from about the age of five years onwards
3. develops in the secondary school years
4. does not always develop fully even in adults