Scenario I Scenario I Is Based on and Presents Results Consistent with Consistent

question 2

Multiple Choice

Scenario I
Scenario I is based on and presents results consistent with the following studies:
Snedeker, J., Geren, J., & Shafto, C. L. (2012) . Disentangling the effects of cognitive development and linguistic expertise: A longitudinal study of the acquisition of English in internationally-adopted children. Cognitive Psychology, 65(1) , 39-76. doi:10.1016/j.cogpsych.2012.01.004
Snedeker, J., Geren, J., & Shafto, C. L. (2007) . Starting over: International adoption as a natural experiment in language development. Psychological Science, 18(1) , 79-87. doi:10.1111/j.1467-9280.2007.01852.x
Language development occurs in orderly stages, beginning with one-word utterances and progressing to two-word utterances, simple sentences containing function morphemes, and the emergence of grammatical rules. Psycholinguists have attempted to determine if language development is a consequence of cognitive development or if it reflects linguistic processes that occur independently of general cognitive development. Studies on the acquisition of a second language in internationally adopted children have provided insight into this research question. In a series of studies, Snedeker et al. (2007, 2012) studied the acquisition of the English language in adopted preschoolers from China. These children had no exposure to the English language before being adopted by families in the United States.
Figure 9.1
-(Scenario I) In a second study, Snedeker et al. (2012) found that older (e.g., 5 year-old) internationally adopted children acquiring English as a second language began correctly using words pertaining to time (e.g., yesterday, tomorrow) earlier in their exposure to English than monolingual infant controls. This observed difference is best interpreted as:

• A)support for the contention that linguistic development is a separate process from cognitive development.
• B)resulting from a more advanced cognitive development in the older children.
• C)a reflection of previously developed linguistic expertise in the older children's first language.
• D)resulting from some combination of more advanced cognitive development and previous linguistic development in the older children's first language.

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