A total of 28 children were tested for comprehension of spatial antonym pairs with arrays which contained four objects representing both members of two antonym pairs. The results supported a modified semantic-feature hypothesis, in which polarity is acquired before dimension. (Author/LLK)

Examines whether the use of weight or linear array comparisons provide a contextual cue which facilitates the comprehension of the comparative terms "more" and "less". (Author/ED)

This study of the understanding of the words "and" and "or" in children, ages 2-7 1/2, indicates that "and" is used to express enumeration, and "or" to express alternatives, and that most children's responses are correct at age 4 and beyond. Differences between the linguistic and logical meaning of connection are discussed. (Author/LLK)

In an investigation of comprehension strategies in young children, children in R. Brown's Stages I, II, and III responded to commands varying in length, grammaticality, and meaning. (SB)

Tested the comprehension of 3- and 4-year-old children with probable and improbable sentences in active and passive voice in order to evaluate the importance of semantic support for comprehension of passive sentences. (Author/SDH)

Three-, four- and five-year-old children were presented an array of metamemory tasks designed to test their understanding of variables which affect the difficulty of memory performance. (JMB)

The comprehension of big, little, and same number and the production of relational terminology was assessed in 168 preschool children. (Author/BD)

The influence of perceptual factors and language comprehension on quantity judgments (number conservation) was assessed in children, aged 2-5. (ST)

Four types of semantic relation, assumed by different researchers to be implicated in the organization of semantic information, were investigated by means of false recognition and word association tasks presented to independent samples of 4- and 5-year-old children. (Author/SB)

Presents a study which assessed preschool children's understanding of "front,""back," and "side" through a variety of tasks. A developmental sequence is defined. (ED)

Nine tasks were designed to test the developmental sequence of three types of "because" (affective, physical, concrete logical) in 100 children aged 3 to 7 years. The tasks tested whether comprehension of "because" preceded its usage and at what point children understood that sentences with reversed clauses were incorrect.…

The study investigated the communicative effectiveness of word order in preschoolers' comprehension of meaning using simple questions and commands in an at-home play context. (ST)