A surprising comprehension-production asymmetry in subject-verb (SV) agreement acquisition has been suggested in the literature, and recent research indicates that task-specific as well as language-specific features may contribute to this apparent asymmetry across languages. The present study investigates when during development children acquiring…

Research using online comprehension measures with monolingual children shows that speed and accuracy of spoken word recognition are correlated with lexical development. Here we examined speech processing efficiency in relation to vocabulary development in bilingual children learning both Spanish and English (n=26 ; 2 ; 6). Between-language…

Demonstrates the important need for language researchers to fill in the considerable theory data gap regarding the primary acquisition of Spanish by pointing out that theory development could be distorted if cross-linguistic comparisons of acquisition evidence draw on a faulty, incomplete data base. (CB)

The command-following behavior of holophrastic children was compared to that of telegraphic children. Four holoprastic and four telegraphic children learning English as a first language, and three holophrastic and the telegraphic children learning Spanish as a first language were tested. No significant differences were found among the four groups.…

Describes a study of 40 monolingual Spanish-speaking Peruvian children in which comprehension of six locative phrases was tested. Results are analyzed in terms of developmental sequence, locative acquisition, the effects of intrinsic label on projective locative comprehension, the effects of linguistic form, and the effects of context. (SED)

Cross-linguistic investigation of the importance of syntactic cues and cue processing cost in French and Spanish four through six-year-olds' sentence comprehension revealed that topological cues helped French subjects most, while local cues helped Spanish subjects most. (Author/CB)

Presents a diary-and-videotape study of the production of phonological segments by a Spanish-English bilingual child. Results reveal a consistent separation of the phonological systems of the two languages from the earliest period, with minimal interference at later times. (17 references) (Author/CK)