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| Intellectual Development | 4 |
| Learning Processes | 4 |
| Verbal Development | 4 |
| Child Language | 3 |
| Comprehension | 3 |
| Language Acquisition | 3 |
| Psycholinguistics | 3 |
| Vocabulary Development | 3 |
| Language Research | 2 |
| Language Skills | 2 |
| Semantics | 2 |
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Author
| Berndt, Rita Sloan | 1 |
| Caramazza, Alfonso | 1 |
| Coker, Pamela L. | 1 |
| Gagne, Robert M. | 1 |
| Steffensen, Margaret S. | 1 |
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Gagne, Robert M. – Interchange, 1972
It is suggested that generalizations about critical learning conditions and outcomes can be made within categories of learning processes but not across them. Implications of this proposition are examined. (Author/MM)
Descriptors: Cognitive Processes, Intellectual Development, Learning, Learning Processes
Peer reviewedSteffensen, Margaret S. – Journal of Child Language, 1978
A phenomenon called "pragmatic variation" is discussed as a child's individual system of behavior in response to a question the child doesn't understand but realizes that he must verbalize an answer to. (NCR)
Descriptors: Child Language, Comprehension, Intellectual Development, Language Acquisition
Peer reviewedCoker, Pamela L. – Journal of Child Language, 1978
In testing kindergartners and first graders in their comprehension of the words "before" and "after," it was found that when temporal terms are acquired, they are first used as prepositions and then as subordinating conjunctions. (Author/NCR)
Descriptors: Child Language, Comprehension, Intellectual Development, Language Acquisition
Peer reviewedBerndt, Rita Sloan; Caramazza, Alfonso – Journal of Child Language, 1978
Preschool children's comprehension of the adverbial modifiers "very" and "sort of" was experimentally investigated in 64 children. (Author/NCR)
Descriptors: Adverbs, Child Language, Comprehension, Intellectual Development
