32.
(A) not
(B) but
(C) just
(D) even

33. (A) is (B) the (C) does (D) for

34. (A) extends (B) enhances (C) reduces (D)ignores

35. (A) ends (B) begins (C) progresses (D) stops

36. (A) transforms (B) mimics (C) duplicates (D) erases

37. (A) accepts (B) challenges (C) ignores (D) complies with

38. (A) raises (B) lowers (C) maintains (D) ignores

39. Which of the following best describes the relationship between transfer, interference, and overgeneralization in the context of learning processes? (A) They represent competing theories in cognitive psychology. (B) They are separate processes that occur independently. (C) They are distinct manifestations of a single principle of learning. (D) They are unrelated concepts in the literature of language learning.

40. In the context of language learning processes, overgeneralization specifically refers to-- (A) Transferring previous knowledge to subsequent learning tasks. (B) Prior knowledge benefitting the learning task. (C) The correct application of native-language rules to the second language. (D) Generalizing a rule or item in the second language beyond legitimate bounds.

41. In the context of language learning processes, interference refers to— (A) The benefit of prior knowledge on the learning task. (B) The disruption of performance caused by prior knowledge. (C) The correct application of previous items to the present subject matter. (D) When previously learned material has no impact on subsequent materials.

42. According to the passage, what distinguishes positive transfer from negative transfer? (A) The presence of interference in negative transfer. (B) The disruption of performance in positive transfer. (C) The incorrect association of previously learned material in negative transfer. (D) The benefit or disruption to the learning task caused by prior knowledge.

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