WITHIN THE GENERAL FRAMEWORK OF PRINCIPLES OF LEARNING, THE AUTHOR DISCUSSES THE LINGUISTIC RELATIONSHIP BETWEEN THE STUDY OF GRAMMAR AND UNIVERSAL GRAMMAR, AND HOW THIS RELATIONSHIP CORRELATES WITH THE MECHANISMS OF HUMAN PERCEPTION AND LEARNING. HE EMPHASIZES THAT LANGUAGE IS NEITHER ENTIRELY INNOVATIVE NOR A "HABIT STRUCTURE," BUT RATHER IS…

One theory of linguistic information processing asserts that there is a preliminary incomplete analysis of linguistic information which lets people judge how difficult the information will be to process completely. The present study investigates the reliability and validity of such judgments of comprehensibility and discusses some of their…

Investigation supported by a grant from the U.S. Office of Education. (VM)

Reviews recent research on simultaneous interpretation and discusses a psycholinguistic model as one way of describing certain aspects of the interpreter's on-the-job performance. (AM)

Fifth graders were asked to learn 32 syntactically varied semantically unrelated sentences containing combinations of agentive, objective, and instrumental case relations. Results were discussed in terms of ways to store sentences. (ST)

A presentation of an experiment testing the claim that on-line syntactic processing is autonomous and not affected by semantic content. Results suggested that before the clause boundary is reached, syntactic decisions can be influenced by prior semantic context. An appendix containing numerous examples of clauses and probe words is included. (AMH)

Examines the effects of short term memory (STM) capacity, meaningfulness of stimuli, and age upon listeners' structuring of sentences. Results show that the interaction between STM capacity and meaningfulness (1) approached significance when data were collapsed over both age levels, and (2) was significant for one age level. Tables and references.…

Suggests that cumulative dynamic analysis of the semantic structure of the incoming message is subconsciously performed by interpreters. (Author/RL)

Research conducted at the University of Wisconsin (Madison) in partial fulfillment of the requirements for the Ph.D. degree. (VM)

Results of tests comparing the ability of children and adults to understand and produce sentences according to type (active, question, passive, negative) and complexity (simple, center-embedding, double-embedding). (Author/FWB)

Grammar translation method, direct method, and Army and audiolingual methods used for teaching modern foreign languages in America are described. A method based on psycholinguistic research and the theory of generative grammar is described, and its implications in teaching Mandarin Chinese are discussed. (RM)

The question of whether word meanings have internal structure identical in kind to the syntax of sentences is examined. Evidence is sought for the structural aspects of word meaning and the issue of whether judgements of similarity between words is based on meaning content or on meaning structure is raised. Four hypotheses were tested: (1)…

Various educators including principals, team leaders, curriculum specialists and supervisors may be charged with the task of evaluating and improving reading instruction. Outlines seven considerations that require attention if supervisors of reading are to be effective in helping teachers improve reading instruction. (Author/RK)

Special issue devoted to research and the teaching of French in the elementary school. (VM)