Please restrict your answers to no more than a few sentences for each question.

Chapter 1 and 2 / Lecture Notes 1 and 2:
- What is a nativist position?  In one sentence each, describe at least one piece of evidence that has been used to support it and one piece that has been used against it.  Explain how this counts evidence.
- What do attempts to teach language to animals tell us about the nativist position?
- What does the development of Nicaraguan Sign Language tell us about language?

Van Dyke & Johns:
- Describe at least one piece of evidence that has been used to support the capacity theory of sentence processing, and at least one piece of evidence that has been used against it.  Explain how this counts as evidence.
- According to van Dyke and Johns, how does interference affect sentence processing?

Chapter 3 / Mitchell video / Lecture Notes 3, 4 and 5:
- What do Tom Mitchell's observations say about how concepts might be represented in the brain, and how a concept like celery might be distinguished from a concept like airplanes?
- How do neurons fire?
- According to the model of memory described in the lecture notes, what are cued associations and how are they formed in the brain (problem set 1)?
- According to the model of memory described in the lecture notes, how is a distributed associative memory cued (problem set 1)?
- According to the model of memory described in the lecture notes, what specific things might make remembering difficult?  Explain.
- According to the model of complex ideas described in the lecture notes, how might the brain represent complex ideas involving multiple concepts or referents?
- According to the model of complex ideas described in the lecture notes, what are discourse referents or referential states, and how might they be represented in the brain?
- According to the model of complex ideas described in the lecture notes, what are elementary predications, and how might they be represented in the brain?
- How has the existence of both William's Syndrome and Specific Language Impairment been interpreted as evidence about language?
- What is the difference between a domain-general and domain-specific position about language impairments?
- Describe one piece of evidence that has been used to support the theory that Broca's area is responsible for production, and one piece of evidence that has been used against this theory.
- Describe one piece of evidence that has been used to support the theory that Wernicke's area is responsible for comprehension, and one piece of evidence that has been used against this theory.
- What is an N400 effect, and under what circumstances has it been observed?
- What is a P600 effect, and under what circumstances has it been observed?

Chapter 4, 5 and 6 / Lecture Notes 6:
- According to the model of learning described in the lecture notes, how do brains learn generalizations?
- How can scientists tell what pre-verbal infants have learned?
- Describe at least one way in which statistical patterns might help babies learn language.
- Describe at least one strategy babies might use to learn word segmentation.
- Why do language scientists think language is based on rules?
- Describe at least one piece of evidence that the ability to distinguish sounds into phonetic categories is genetic, and at least one piece of evidence that it is not genetic.  Explain how this counts as evidence.
- Why might children be less likely to generalize verbs than nouns?
- Describe at least one piece of evidence that has been used to support the idea of innate syntactic constraints, and at least one piece of evidence that has been used against it.  Explain how this counts as evidence.