AP Psychology 3.5 Language and Communication Overview
Practice AP Psychology 3.5 questions on shared symbols, phonemes, morphemes, grammar, syntax, speech production, and communication.
- Syllabus
- Effective Fall 2025
- Course
- AP Psychology
Exam points
- Explain how phonemes, morphemes, grammar and syntax combine to support language production and comprehension.
- Apply language acquisition theories and evidence about age, sound production and linguistic relativity to communication outcomes.
Covered syllabus points
3.5 Communication and Language Development question 1
[Maximum number: 2]
Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam
will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is
confident that she will do very well on the exam.
Question (a)
(a)
Describe how each of the following relates to Savannah's successful learning and performance.
- Broca's area
- Use of phonemes
- Modeling
[ 1 ]
Question (i)
(i)
Use of phonemes
[ 1 ]
Point 2: Use of phonemes
To earn this point students must accurately describe how the use of phonemes relates to Savannah's
successful learning or performance. They may describe:
A. Production or recall of Japanese sounds (e.g., smallest unit of sound), OR
B. Combining sounds to create Japanese words, OR
C. Recognition of correct and incorrect Japanese sounds.
Example: "Savannah will have to combine sounds to make different Japanese words."
Do not score
- Descriptions of morphemes (units of meaning).
- The term "phonemes" alone in place of "sounds."
Question (b)
(b)
Describe how each of the following may hinder Savannah as she prepares for and takes the exam.
- Encoding failure
[ 1 ]
Question (i)
(i)
Age and language acquisition
[ 1 ]
Point 6: Age and language acquisition
To earn this point students must accurately describe how Savannah's age might hinder her language
acquisition while preparing for or taking the exam. They may explain that:
A. Older students are less successful in acquiring a language, OR
B. The critical/sensitive period for language acquisition has passed, OR
C. Older students are more likely to speak a second language with the accent of their first-learned
language.
Example: "Savannah will have a harder time learning Japanese because she has passed the critical
period."
Do not score
- Responses that focus on the memory of vocabulary as negatively influenced by age. The focus
must remain on language acquisition.
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