Most children and adults are able to learn the meaning of new words by listening to sentences in which the words appear. Shulman and Guberman (2007) tested the ability of children to learn word meaning from syntactical cues for three groups: children with autism, children with specific language impairment (SLI), and children with typical language development (TLD). Although the researchers used relatively small samples, their results indicate that the children with TLD and those with autism were able to learn novel words using the syntactical cues in sentences. The children with SLI, on the other hand, experienced significantly more difficulty. Suppose that a similar study is conducted in which each child listens to a set of sentences containing a novel word and then is given a choice of three definitions for the word.

a. If 25 out of 36 autistic children select the correct definition, is this significantly more than would be expected if they were simply guessing? Use a two-tailed test with α = .05.

b. If only 16 out of 36 children with SLI select the correct definition, is this significantly more than would be expected if they were simply guessing? Use a two-tailed test with α = .05.