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Brewer, William F.; Stone, J. Brandon – Journal of Experimental Child Psychology, 1975
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)
Descriptors: Comprehension, Hypothesis Testing, Intellectual Development, Preschool Children

Miscione, John L.; And Others – Child Development, 1978
Descriptors: Cognitive Development, Comprehension, Fundamental Concepts, Intellectual Development

Hutson, Barbara A. – Journal of Genetic Psychology, 1975
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)
Descriptors: Abstract Reasoning, Age Differences, Comprehension, Intellectual Development

Heidenheimer, Patricia – Journal of Experimental Child Psychology, 1978
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)
Descriptors: Age Differences, Cognitive Processes, Comprehension, Intellectual Development

Kuczaj, Stan A., II; Maratsos, Michael P. – Child Development, 1975
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)
Descriptors: Cognitive Development, Comprehension, Concept Formation, Conceptual Schemes

Wetstone, Harriet S.; Friedlander, Bernard Z. – Child Development, 1973
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)
Descriptors: Communication Skills, Comprehension, Intellectual Development, Language Acquisition

Weiner, Susan L. – Journal of Experimental Child Psychology, 1974
"More" and "less" were analyzed into two meaning dimensions, "occurence" and "quantity", which were hypothesized to be developmentally related to acts of addition and subtraction. (SBT)
Descriptors: Child Development, Cognitive Development, Comprehension, Concept Formation

Trehub, Sandra E.; Abramovitch, Rona – Journal of Experimental Child Psychology, 1978
In an attempt to clarify the role of nonlinguistic preferences in children's responses to the words more and less, children 3-4 years of age were administered three tasks. (Author/SB)
Descriptors: Cognitive Development, Comprehension, Intellectual Development, Language Acquisition
Height, Age, and Function: Differing Influences on Children's Comprehension of "Younger" and "Older"

Kuczaj, Stan A., II; Lederberg, Amy R. – Journal of Child Language, 1977
Three investigations of preschool children's comprehension of "younger" and "older" are discussed. Results suggest children focus on height in their initial hypotheses about meanings of the terms, ignoring age or function cues. These and findings about acquisition of antonyms are discussed in terms of recent theorizing about lexical-meaning…
Descriptors: Child Language, Cognitive Development, Comprehension, Intellectual Development

Tanz, Christine – Journal of Child Language, 1977
Children's understanding of the nature of polar terms and comparative terms between the polar opposites is discussed. (CHK)
Descriptors: Adjectives, Child Language, Cognitive Development, Comprehension

Thomson, Jean R.; Chapman, Robin S. – Journal of Child Language, 1977
Diary observations of two-year-olds' over-extended word use have been interpreted as arising from the word's underlying semantic feature structure. This interpretation was rejected after a study of five children. The need to construct models of early word meaning reflecting certain early language development patterns is discussed. (CHK)
Descriptors: Child Language, Comprehension, Intellectual Development, Language Acquisition

Petretic, Patricia A.; Tweney, Ryan D. – Journal of Child Language, 1977
The comprehension ability of 36 children at three stages of telegraphic speech was assessed using active behavioral responses to declarative and imperative sentences. A significant increase in verbal and behavioral appropriateness with age was found for imperative and declarative forms. Results are compared with Shipley, Smith and Gleitman's…
Descriptors: Child Language, Comprehension, Intellectual Development, Language Acquisition

Townsend, David J. – Journal of Child Language, 1976
Children aged 2 1/2-4 were asked questions containing comparative and superlative forms of adjectives in pairs designated as unmarked/marked or positive/negative. Differences in frequency of correct responses were greater between unmarked/marked pairs than between positive/negative pairs. No evidence appeared for a marking explanation of adjective…
Descriptors: Adjectives, Child Language, Comprehension, Intellectual Development
Miscione, John L.; And Others – 1977
This study investigated preschool children's understanding of the words "know" and "guess." Subjects for the study were 48 male and female preschool children ranging in age from 3.6 to 6.6 years. The children were divided into three age groups representing one year intervals. The task for the study involved a "guessing" game in which a colored…
Descriptors: Age Differences, Cognitive Development, Comprehension, Developmental Stages
Bushnell, Emily W. – 1977
In order to investigate the development of word-formation abilities, 3-, 5-, and 7-year-olds were asked to act out with toys, judge, and make up sentences containing instances of class extension. Some sample sentences are "Can you upside-down the clown?" and "Broom the spoon." Children dealt with such sentences in much the same…
Descriptors: Child Language, Children, Comprehension, Generative Grammar
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