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Hudson, Judith; Nelson, Katherine – Journal of Child Language, 1984
Defines criteria to identify children's language overextensions and investigates how young children in the early stages of language acquisition rename objects analogically during a standardized play situation. Results indicate that analogic extensions are well within the capabilities of children from one year, eight months to two years, four…
Descriptors: Child Language, Expressive Language, Interlanguage, Language Acquisition
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Tomasello, Michael; Akhtar, Nameera – Cognition, 2003
Presents evidence that the supposed paradox in which infants find abstract patterns in speech-like stimuli whereas even some preschoolers struggle to find abstract syntactic patterns within meaningful language is no paradox. Asserts that all research evidence shows that young children's syntactic constructions become abstract in a piecemeal…
Descriptors: Child Language, Cognitive Development, Comprehension, Developmental Stages
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Naigles, Letitia R. – Cognition, 2003
Asserts that the posited paradox between infancy and toddlerhood language was not eliminated by Tomasello and Akhtar's appeal to infants' robust statistical learning abilities. Maintains that scrutiny of their studies supports the resolution that abstracting linguistic form is easy for infants and that toddlers find it difficult to integrate…
Descriptors: Child Language, Cognitive Development, Comprehension, Developmental Stages
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Weininger, O. – Reading Improvement, 1983
Stresses the importance for language learning of ordinary and familiar situations that bring about dialog between teacher and children. Emphasizes an environment for language learning that is stimulating for the children and that enriches and enhances the linguistic skills they already possess while increasing their expressive skills. (FL)
Descriptors: Child Language, Classroom Communication, Cognitive Processes, Creative Activities
Kiefer, Barbara – 1984
Observations of children's responses to picture books in three first-to-fourth-grade classrooms over a two-year period helped to form a descriptive framework for children's responses to picture books. Field notes, transcripts, and other data revealed that when children talked about picture books, they used the lexicon of the expert. They seemed…
Descriptors: Behavior Patterns, Child Language, Classroom Observation Techniques, Elementary Education
Robertson, J. D. – 1977
This pamphlet is the eighth in a series of ten stemming from the view that language is central to learning, that teachers can gain insights into their work and into learning by examining the language of the classroom, and that current language theory can be the means to such insights. The pamphlet contains a discussion of the uses of language in…
Descriptors: Child Language, Cognitive Processes, Expressive Language, Fiction
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AlSafi, Abdullah T. – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, 1994
Drawing from experiences in teaching kindergarten teachers in Saudi Arabia to conduct "sharing time" or "show and tell" sessions, discusses the activity's affective and cognitive value, indicating that teacher and peer feedback promotes language development and the growth of curiosity and inquisitiveness. Makes practical…
Descriptors: Child Language, Class Activities, Cognitive Development, Early Childhood Education