Adult English and Korean speakers often describe spatial situations differently. For example, speakers of English describing a ring on a finger focus on support (e.g., they use the word on) while speakers of Korean describing the same thing focus on the tightness of the fit of the ring (e.g. they use the word kkita, meaning tight fit'). Research with young children acquiring these two languages has found that:
A. children learning English are able to correctly use English spatial terms several months BEFORE children learning Korean are able to correctly use Korean spatial terms.
B. children learning English are able to correctly use English spatial terms several months AFTER children learning Korean are able to correctly use Korean spatial terms.
C. children learning English are able to correctly use English spatial terms at approximately the same age that children learning Korean are able to correctly use Korean spatial terms.
D. spatial terms such as these are quite difficult to learn and there is too much individual variation in when they are learned to make any generalizations across different languages.
Question 2
Which of the following is an example of how using language can help children think more effectively?
A. children are better able to find analogies between situations when the similarities are explicitly labeled with language.
B. children quickly learn the spatial terms of their language, regardless of the way their language organizes them.
C. children tell better organized narrative stories about topics that they find emotionally engaging.
D. all of the above are examples of how language can help children think more effectively.
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