Suppose that you have a summer job in which you work with both monolingual and bilingual children, although the two groups are otherwise similar. You would expect to find that
a. the monolingual children would typically be better at following directions.
b. the bilingual children would learn the pragmatics of only one language, so if English is their second language, they would be likely to make pragmatic errors.
c. the bilingual children would usually be better at following complex instructions.
d. the bilingual children would generally perform better at all language tasks except for tasks requiring metalinguistic expertise.
Question 2What can we conclude about the relationship between attitudes and proficiency in a second language?
a. After becoming proficient in French, English Canadians are no more positive about French Canadians.
b. A student's attitude toward a group that speaks another language is not related to his or her ability to learn that language.
c. People who are positive toward speakers of another language are likely to learn that language more quickly than those who are neutral or negative about that group.
d. Because attitudes are a topic from social psychology, and second-language proficiency is a topic from cognitive psychology, this kind of interdisciplinary research has not yet been conducted.
Question 3Suppose that you are listening to a lecture by a speaker who supports the critical period hypothesis for a particular motor skill in children. The speaker is likely to say that
a. the ability to acquire this skill increases gradually over time.
b. the ability to acquire this skill shows an abrupt increase during development.
c. children will show a gradual decline in acquiring the skill competently, as the age of acquisition increases.
d. children will show an abrupt drop in acquiring the skill competently, as the age of acquisition increases.
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