Despite recent attention, research is yet to adequately focus on sports coaches' intellectual development as a consequence of their formal learning experiences. Drawing on the work of Perry, the aim of this article was to explore how the intellectual development of undergraduate sports coaching students was affected by the social pedagogical…

A study was conducted to determine whether children give evidence of using any of six comprehension strategies and whether children of same and different ages use different strategies. It was studied how comprehension performance can best be predicted by other facts about the child, including his language and his language input. The six…

By age two, a child begins to form complex sentences by joining two or more sentences or by embedding one sentence into another. Formation of conjoined structures is a simpler process and emerges earlier than that of embedding structures. This paper attempts to answer the following questions: (1) Do children produce or understand embedding…

A twenty-six-month follow-up study was made of 75 Anglo- and Spanish-American primary school children who were examined on the Wechsler Intelligence Scale for Children, the Illinois Test of Psycholinguistic Abilities, and the Bender Visual-Motor Gestalt Test in order to determine the specific cognitive deficits which might account for the poor…

Children's early utterances were studied to determine whether there are developmental changes in the content, context, frequency, and form of their speech and the degree to which the changes correspond to changes in Piagetian cognitive stage. Twenty children were studied; six were 10 or 11 months old, and the remaining 14 were distributed evenly…

The acquisition of rules for formulating causative verbs was studied with children over a period of a few years. Most of the data is based on the spontaneous speech of the author's two daughters, from age 2;6 to 6;2 and from age 2;4 to 3;11. It was hypothesized that there are at least two prerequisites for the child's formulation of a general rule…

Most studies of language acquisition overlook the fact that a child learns language in the context of acquiring the social skill of conversing known as "turn-taking." The few studies of verbal turn-taking in children suggest that prosodic features (suprasegmentals) and turn-taking skills are integrated by the age of two years, nine months, and…

This article hypothesizes that language repetition of young children (in the sense used by Kobashigawa and Snow) does not help language acquisition. The evidence comes from the results of a prior study in which no indication was found that mothers who repeat themselves a great deal have children who acquire language more quickly. However,…

The hypothesis that the acquisition order of relational words directly reflects the complexity of these words in formal linguistic analysis was tested for the singular, non-neuter person pronouns of English. Data on the development of comprehension of these pronouns gathered in two conversational situations, child as person addressed and child as…

The ability of children at different ages to distinguish instructions to "ask" from instructions to "tell" and the types of structures used to express these directives were studied. Subjects were 120 children, aged 2 years 6 months to 6 years 6 months. Children were instructed to either ask or tell an adult or another child to give them puzzle…