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De Cat, Cecile – Journal of Child Language, 2011
This study provides experimental evidence for preschool children's competence in basic information structure, with particular attention to the notions of topic and focus. It investigates their mastery of structural and definiteness distinctions to encode the information status of discourse referents, and seeks to distinguish linguistic competence…
Descriptors: Language Acquisition, Linguistic Competence, Error Analysis (Language), Preschool Children

Cowan, Nelson; Leavitt, Lewis A. – Journal of Child Language, 1982
Describes the ability of two boys to speak backward and discusses private speech play behavior in relation to linguistic, cognitive, and social development. (EKN)
Descriptors: Cognitive Development, Language Acquisition, Linguistic Competence, Oral Language
Kuntay, Aylin C.; Ozyurek, Asli – Journal of Child Language, 2006
Pragmatic development requires the ability to use linguistic forms, along with non-verbal cues, to focus an interlocutor's attention on a referent during conversation. We investigate the development of this ability by examining how the use of demonstratives is learned in Turkish, where a three-way demonstrative system ("bu,"…
Descriptors: Cues, Child Development, Foreign Countries, Attention Span

Hirsh-Pasek, Kathy; And Others – Journal of Child Language, 1984
Expands on study by Brown and Hanlon which showed that parents seemed more attuned to semantic value of their child's speech rather than grammatical form. However, this more recent study suggests that language learning environment presents subtle cues, distinguishing between well-formed and ill-formed sentences, evidenced by mothers' inclinations…
Descriptors: Child Language, Cognitive Development, Grammar, Language Acquisition

Litowitz, Bonnie E.; Novy, Forrest A. – Journal of Child Language, 1984
Investigates expression of part-whole semantic relation by children 3 to 12 years old and indicates that older children prefer its use significantly more often. The part-whole semantic relation was also observed to take several linguistic forms, such as partitive, spatial, and possessive. Age, experimental task format, or type of experimental…
Descriptors: Age Differences, Child Language, Children, Cognitive Development

Fowles, Barbara; Glanz, Marcia E. – Journal of Child Language, 1977
Children in grades 1-3 were asked to retell and explain a series of riddles. Ability to recall riddles was not predictive of ability to explain them. Three cognitive factors seemed to determine level of riddle competence. Implications concern the relationship of riddle competence to reading ability and metalinguistic facility. (CHK)
Descriptors: Child Development, Child Language, Cognitive Development, Comprehension