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Costango, Frances S. – Elementary English, 1972
The normal" six-year old has control of all aspects of his language when he begins attending school. The teacher must expand these skills. (MF)
Descriptors: Child Language, Cognitive Processes, Comprehension, Language Skills
Peer reviewed Peer reviewed
Clark, Ruth; And Others – Journal of Linguistics, 1974
Adapted from "Work in Progress" n5, 1972, Department of Linguistics, University of Edinburgh. (DD)
Descriptors: Articulation (Speech), Child Language, Cognitive Processes, Comprehension
Peer reviewed Peer reviewed
Shatz, Marilyn – Journal of Communication, 1977
Suggests that the concept of an interactive environment has significant ramifications for re-assessing and/or formulating a contemporary, comprehensive theory of language acquisition. (MH)
Descriptors: Child Language, Cognitive Processes, Communication Skills, Environmental Influences
Peer reviewed Peer reviewed
Grimm, Hannelore – Language and Speech, 1975
Descriptors: Child Development, Child Language, Cognitive Processes, Language Acquisition
Peer reviewed Peer reviewed
Dulay, Heidi; Burt, Marina – Language Learning, 1974
Descriptors: Bilingualism, Child Language, Cognitive Processes, English (Second Language)
Peer reviewed Peer reviewed
Stenning, Keith; Michell, Lynn – Discourse Processes, 1985
Reports the results of a study showing that one stylistic feature, the inclusion of connectives other than "and/then" is a good predictor of explanation in five- to ten-year-olds, but a straightforward lack of linguistic resources is not necessarily what limits older children's achievement of explanatory narrative. (HTH)
Descriptors: Child Language, Cognitive Processes, Discourse Analysis, Elementary Education
Peer reviewed Peer reviewed
Scinto, Leonard F., Jr. – Linguistics, 1976
This paper attempts to demonstrate that: (a) syntax is dependent on factors of cognitive and non-cognitive meaning; and (b) criteria for linguistic competence can only be fully met when full command of cognitive and non-cognitive meaning is present. Results have implications for future models of language and language acquisition. (CHK)
Descriptors: Child Language, Cognitive Processes, Language Ability, Language Acquisition
Perron, Jack – 1978
The relationship between writing skills development and cognitive development is the focus of numerous research studies and deserves significant consideration in curriculum planning. Writing development studies indicate that as children work through the various modes of discourse (argumentation, exposition, narration, and description), they…
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Communication (Thought Transfer)
Peer reviewed Peer reviewed
Kronenfeld, David B. – Language Sciences, 1979
Examines the innate faculties that underlie linguistic competence, especially syntactic competence, and proposes a theory of these faculties which accounts for the complexities of language and the evolution of human language. (AM)
Descriptors: Anthropological Linguistics, Child Language, Cognitive Processes, Language Ability
Schank, Roger C. – 1969
Some of the assertions made by Chomsky in "Aspects of the Theory of Syntax" are considered. In particular, the notion of a "competence" model in linguistics is criticized. Formal postulates for a conceptually-based linguistic theory are presented. (Author/JD)
Descriptors: Child Language, Cognitive Processes, Computational Linguistics, Concept Formation
Cummins, James – 1973
This paper attempts to specify the ways in which bilingualism might affect cognitive functioning. Two general ways, the "linguistic" and the "non-linguistic," are distinguished. Linguistic explanations explain the effects of bilingualism on cognition as a direct result of the fact that the bilingual has access to two verbal…
Descriptors: Abstract Reasoning, Bilingualism, Child Language, Cognitive Development
Kess, Joseph F. – 1976
If the question of what it is that is innate is simply left as some kind of human learning potential, this position, representative of the nativist philosophy, does not differ radically from that of behaviorists. The latter position holds that a human being starts out with a mind which is basically empty and receptive to, subject to, and the…
Descriptors: Behavior, Child Language, Cognitive Development, Cognitive Processes
Peer reviewed Peer reviewed
Carr, Diane B. – Journal of Child Language, 1979
Judgements about the acceptability of anomalous and non-anomalous sentences were elicted from children between the ages of 2;0 and 5;0. The aim was to see how the children's direct experience might affect their recognition of semantic constraints, and how far their experience would generalize. (Author)
Descriptors: Child Language, Cognitive Processes, Decision Making Skills, Language Acquisition
Fabian, Veronica – 1977
Three empirical studies were conducted to investigate the hypothesis that the "easy to see" construction (such as in the sentence "children are hard to understand") is acquired at a younger age than the 7-9 year range reported by previous studies (Cambon and Sinclair, 1974; Chomsky, 1969; 1972; Cromer, 1970; Kessel, 1970).…
Descriptors: Child Language, Cognitive Processes, Comprehension, Grammar
Ryan, Ellen Bouchard; Collins, Carol – 1975
Question-answer interactions were chosen as an effective means of investigating the effect of the linguistic environment on language development. Research was reviewed indicating that the improvement in question and answer performance of a maturing child is based on the advancement of both his linguistic and cognitive abilities and that the adult…
Descriptors: Child Language, Cognitive Ability, Cognitive Development, Cognitive Processes
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