Discuss paradigms that researchers use to assess either language comprehension or

production.

What will be an ideal response?

In comprehension paradigms, the researcher is interested in what the child knows about
language, and less concerned with what they can produce. For example, the researcher
may ask the child to point to particular pictures (e.g., "Show me the house"),  or perform
a series of actions ("Can you tie your shoes and then jump up and down?"). With older
children, researchers have used judgement comprehension paradigms to assess more
complex grammatical comprehension. For example, the researcher may show the child a
picture of a person "acting silly", and then ask the child to indicate whether the person
would utter a grammatical or ungrammatical sentence.   In contrast to comprehension
paradigms, the production researcher is looking for the child to actually produce
speech. For example, the researcher may ask the child to repeat back a list of words or
phrases, describe their daily routine before school, or provide a summary of a story.
When conducting such an assessment, the production researcher carefully monitors the
child's phonology and grammatical competence.