Cognitive neuropsychological studies of bilingual patients with aphasia have contributed to our understanding of how the brain processes different languages. The question we asked is whether differences in script have any impact on language processing in bilingual aphasic patients who speak languages with different writing systems: Chinese and…

We join other responders in thanking Clahsen and Felser (CF) for pulling together these observations about the development of language processing. We are especially impressed by the generality and inclusiveness of CF's treatment of development in L1 and L2. Because most of their specifics concerned comprehension processes, our contribution will…

The proposal by Clahsen and Felser (CF) has the potential of marking a turning point in second language (L2) acquisition research. Contrary to much L2 research to date, it suggests that some of the differences between native and (advanced) nonnative speakers may be at the level of grammatical processing, rather than grammatical representations.…

This paper examines the relation between literacy and children's understanding of a set of concepts referred to as the "say/mean distinction," which is the notion that what a text says contrasts with subjective interpretations a reader or listener brings. (Author/MT)

A discussion of the connectionist approach to language looks at the nature of language, language processing, and language acquisition. Language processing is seen as a means of satisfying the linguistic constraints of comprehension and production, and is also viewed as a process that operates with other aspects of cognition and involves mutually…

Previous research has reported instances in which some two-year-olds failed to overextend in comprehension what they overextended in use. Fremgen and Fay found no instance of overextension in comprehension in separate experiments. From this Fremgen and Fay conclude children never overextend in comprehension. This conclusion is re-evaluated here.…

This article examines the construct of working memory and its relationship to sentence comprehension difficulties of children with specific language impairment. Some sentence comprehension problems of these children may be related to inefficient management of working memory resources. Techniques for assessing working memory and enhancing the…

This study defines the notion of communication methodology, situates the context in which it operates, and concentrates on the problem of the acquisition of knowledge in general, and of language acquisition, in particular. From the notion of methodology, the study moves to the method of global communication, that is, a method comprising four…

The speech/language pathologist's role in planning and executing a program for autistic children that emphasizes the development of communication and interaction skills is addressed. Journal Availability: American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. (SEW)

This essay, the concluding section of a larger study, examines the present state of cognitive science and instructional theory as reflected in the study's earlier chapters. Cognitive analyses of tasks are reported in the broad domain of language comprehension and production (e.g., understanding, composing, and answering questions about texts). The…

Provides a brief overview of S. Krashen's language acquisition theory. Examples of exercises on French-English cognates are provided, and the role of cognates and of exercises on them in relation to the monitor theory is discussed. (SED)

Assesses the hazards of models of cognitive development and the positivist views of language that support them. Considers how alternative views of language and learning can help develop a method of teaching that views reading and writing as interpretation and the making of meaning. (RBW)

Programing for learning disabled students with comprehension problems is discussed with an emphasis on the interaction of physical, psychological, and social elements in the children's lives. Attention is also directed to instructional materials, the child's home life, and the needs of parents. (SEW)

A model is proposed for the general abstracting process (using disciplines such as linguistics, logic, and psychology) that is based on a system of combined strategies with four stages: reading-understanding; selection; interpretation; synthesis. (Author/JKP)

Research evidence currently indicates that young children's communication skills for both the speaker and the listener roles are often ineffective. The accuracy of children's communication improves gradually over the elementary school years. Current thinking in the area of metacognition may be very useful in understanding the development of…