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Shore, Cecilia; And Others – Developmental Psychology, 1984
Combinatorial abilities in language and elicited symbolic play were compared in a longitudinal study of 30 children at 20 and 28 months. In addition, multivariate analyses were used to assess the stability of individual differences. Generally, different symbolic play variables contributed unique explained variance to different language variables.…
Descriptors: Body Language, Child Language, Comparative Analysis, Individual Differences

Robb, Michael P.; Saxman, John H. – Journal of Speech and Hearing Research, 1990
The continuity in development of syllable duration patterns was examined in seven young children as they progressed from preword to multiword periods of vocalization development. Results revealed no systematic increase or decrease in the duration of bisyllables produced by the children as a group, whereas lengthening of final syllables was…
Descriptors: Child Language, Developmental Stages, Infants, Language Acquisition

Schwartz, Richard G.; Goffman, Lisa – Journal of Speech and Hearing Research, 1995
This study examined the influence of metrical patterns (syllable stress and serial position) of words on the production accuracy of 20 children (ages 22 months to 28 months). Among results were that one-fourth of the initial unstressed syllables were omitted and that consonant omissions, though few, tended to occur in the initial position.…
Descriptors: Articulation (Speech), Child Language, Consonants, Language Acquisition

Chien, Yu-Chin; Lust, Barbara – Child Development, 1985
Reveals that young children acquiring Mandarin Chinese differentiate subject from topic, even though Chinese is a "topic-prominent" language. Data are based on results of a standardized, elicited imitation test of 95 Chinese children in Taiwan. Subjects between 2 years, 6 months and 5 years of age responded to coordinate as well as…
Descriptors: Child Language, Foreign Countries, Form Classes (Languages), Language Acquisition

Akiyama, Michael M. – Developmental Psychology, 1984
Tests the universality hypothesis of language acquisition by asking young monolingual English and Japanese children to verify true affirmatives, false affirmatives, false negatives, and true negatives. The hypothesis was not supported in the case of Japanese-speaking children. A theory of cross-linguistic language acquisition is proposed.…
Descriptors: Child Language, Comparative Analysis, Distinctive Features (Language), Language Acquisition