Article supported in part by a grant from the Maternal and Child Health Bureau (VM)

Preliminary version of this article presented at the meetings of the Society for Research in Child Development, Minneapolis, Minnesota, April 1971. Research and preparation of the paper supported in part by an Intramural Grant from the Regents of the University of California to T. Kenney. (VM)

Results imply that in early childhood education the language of test instructions and reading programs could be better geared to the child's linguistic competence. (Author)

Paper presented at the annual meeting of the American Educational Research Association in Chicago, February 1968. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education. (FWB)

Criticism of much of the previous research into the syntax of children's language. (RD)

The effects of phonetic context and linguistic complexity level on /s/ misarticulations were examined in nine normal children (mean age 6.8 years) who misarticulated the /s/ phoneme interdentally in all positions of words. (Author/SEW)

The relationship between knowledge and reasoning was explored through 12 males' and 12 females' (aged 12, 15, and adult) solutions to written syllogisms containing four conjunctions, and evaluations of single sentences for their pragmatic content. The relationship between comprehension of pragmatic uncertainty and detection of uncertain…

Three studies assessed children's knowledge of the wh question modal auxiliary placement rule by asking the children to imitate (and in Study 3 judge) grammatical and ungrammatical model wh questions. (Author/MP)

Preschool children aged 2.6 to 5.0 were presented with reversible active and passive sentences in four comprehension test settings. The children's response patterns were analyzed in terms of individual response patterns. Extralinguistic cues accounted for the most common patterns. (Author/AM)

This study aimed to determine the average ages at which children imitate, produce and comprehend passive constructions. Previous findings that imitation precedes comprehension, which precedes production, are confirmed in this study for children aged 3-8. (CHK)

This review analyzes research on acquisition of Hungarian morphology and syntax, specifically, morphological analysis, neologisms, acquisition of first inflections, morpheme order, word order and agreement. Because of Hungarian structure, errors in segmentation of the utterance and the word are minimized. Morphological analysis begins at semantic…

Compared four categories of maternal utterances to predict children's rates of syntax development to a category of maternal utterances that was unrelated to syntax development. Results suggested that maternal speech supports the child's development of syntax by engaging the child in linguistic interaction and by providing illustrations of the…

Four experiments on the acquisition of binding are compared, two conducted with Italian-speaking children and two with English-speaking children. English-speaking children's mastery of pronominal binding is found to lag behind their mastery of binding for anaphors and R-expressions. (61 references) (Author/LB)

A meta-analysis was carried out of interventions for children with primary developmental speech and language delays/disorders. The data were categorized depending on the control group used in the study (no treatment, general stimulation, or routine speech and language therapy) and were considered in terms of the effects of intervention on…