Pronoun mastery demands a knowledge of speech roles and an ability to identify oneself and others in those roles. Twenty-one girls' knowledge of "my,""your," and "her" was assessed when they were speakers, addressees, and nonaddressed listeners. The children were aware of speech roles only when they themselves occupied these roles. (PJM)

The hypothesis explains the early lexical development of children and the predictions of this hypothesis are shown to be consistent with available data on overextension. (Author/NCR)

Studies the perceptual relationship between temporal "before" and "after" and their spatial counterparts. Adults reported temporal "before" related to spatial "after" and temporal "after" related to spatial "before." Three-year old children better understood spatial "after" and spatial "before," suggesting a temporal/spatial semantic acquisition…

This article discusses children's phonological limitations, including perceptual difficulties and productive difficulties. (NCR)

Fourteen two-year-olds were presented with minimal word pairs in a new and efficient experimental perception paradigm. Data provide a view of relative difficulty of various minimal phonological contrasts for children. (CHK)

A longitudinal study of three children examined the relation between object permanence and language development. (Author/NCR)