Please answer as many as possible. Thanks!

1.	How does syntax allow a person to know the meaning of acombination of words he has never heard before such as \"The pinkhippopotamus flipped backward over the yellow duck?\" a. by knowing what relationalmeaning between the words mean when they occur in that order b. by knowing what each word in thesentence means c. by having heard each of thewords in other contexts and generalizing to the current one d. no meaning would occur in thiscase since these events are not possible.
2.	Which of the following would be an example of a functionalcategory or closed class of words? a. \"pig\" b. \"be\" c. \"run\" d. \"big\"
3.	If the child utters the words \"bad\" followed by \"boy\", whatwould signal that it is a vertical construction versus true syntaxor a two-word utterance? a. The context of the words doesnot make any sense. b. The two words have never beencombined before. c. The two words are never usedseparately or with other words. d. There is a pause between thewords and the intonation pattern of each word is what is found whensaid alone.
4.	The early three word utterances of children usually a. express the same relationalmeanings as two word utterances. b. express a greatly expanded setof relational meanings. c. contain at least two grammaticalmorphemes. d. appear much less egocentric thantwo word utterances.
5.	Why do Turkish children sometimes combine a word with agrammatical morpheme (inflected forms) before they combine wordswhereas English children usually don't start using morphemes untilthe three-word stage? a. The Turkish language is verybasic and only contains a few frequently used grammaticalmorphemes. b. The Turkish language has moreregular forms of morphemes than English. c. Turkish morphemes serve the samefunction as English words. d. Turkish mothers are more activein the training of grammatical morphemes.
6.	Children usually first mark a yes/no question by a. placing the question marker suchas \"why\" at the beginning of the utterance. b. gestures, like upturnedhands. c. intonation. d. babbles combined with a questionmarker.
7.	Those children who are able to produce multiword utterances bypaying attention to overall prosodic features yield unanalyzedchunks, sometimes impressively long utterance, are considered a. to be impaired in latergrammatical development. b. to have an advantage ingrammatical development. c. to be operating in an analyticalor bottom-up approach. d. to be operating in a holistic ortop-down approach.
8.	What would a child's utterance of \"The bad boys hurted thegirl,\" be counted as in terms of finding the child's mean length ofutterance where all morphemes are counted? a. five b. four c. six d. eight
9.	The child hears \"the boy was hit by the ball,\" and interpretsthat to mean that the ball hit the boy. What sentence comprehensionstrategy might the child be using to understand the utterance? a. the greater familiarity with theconcept of boy than ball b. his experience that boys areusually the one hitting balls c. the sentence comprehensionstrategy of word order d. the best guess grammaticalheuristic
10.	How do those researchers who follow the universal grammarposition explain the difficulty four year old children have incomprehending co-reference relations in complex sentences (e.g.,\"John promised Bill to go\") since they assume it is a part of thisinnate knowledge? a. Children do not have a contextthat supports the meaning of these sentence types. b. Children lack the properexperiences with these to acquire them. c. Four year olds have not reachedthe maturation level to yield the innate knowledge to support thisform. d. The position can't explain thisfinding and is weakened by it.
11.	What does a child's ability to imitate a sentence generallymeans about her grammatical development? a. Very little since childrenreadily imitate sentences beyond their level of comprehension orgrammatical development b. They have developed thegrammatical structure contained in the sentence. c. Very little about grammaticaldevelopment and much more about general cognitive development. d. Very little since there arecases where production of grammar far exceeds comprehension.
12.	The finding that 2 year olds children may put an inflection suchas \"ed\" or \"ing\" on one verb but not do so on another indicatesthat a. they do not have a syntacticcategory for verb yet but are using other means to generateverbs. b. the syntactic category of verbfor them is more central to their sentence structure. c. they are unable to categorizeany information at this stage of development. d. they lack the memory abilitiesto hold the information long enough to allow for comparisons.
13.	Which of the following findings would support the argument thatchildren are productive in their spontaneous speech or havesyntactic categories? a. Finding that children are ableto repeat an utterance after hearing it one or two times. b. Finding that children are ableto say something across settings. c. Finding children say such as\"goed\" or \"runned\" when inflecting verbs. d. Finding cross-cultural evidencefor the sounds in the first words.
14.	According to the dual process model of past tense formation, theyoung child knows that \"went\" is the past tense of \"go\" by theprocess of ________ and that \"thanked\" is the pass tense of \"thank\"by the process of ________ . a. hypothesis testing; inductivereasoning b. stimulus generalization;overregularizaton c. core knowledge; experienceregularities d. memorization; ruleapplication
15.	For semantic bootstrapping to work, the child must have aninnate knowledge of syntactic categories, prior knowledge of whatwords means, and a. the ability to categorizeinformation. b. an innate lexical acquisitionprocess. c. linking rules that map syntacticcategories onto their semantic correlates. d. the ability to form associationsbetween language structure and meaning.
16.	If you believe that children learn grammatical categories by themeaning of the words or by where they appear in the sentence, youideas would best fit the a. nativist approach. b. constructivist approach. c. generativist approach. d. behavioral approach.