Revised version of a paper presented at the December 27, 1972 meeting of the Linguistic Society of America in Atlanta, Georgia; research supported by the National Science Foundation. (DD)

Research based on a master's thesis submitted at Michigan State University. (VM)

Revised version of an M.A. thesis submitted at the University of California, Santa Barbara, 1970, by Linda J. Rodd. (VM)

Research supported by a U.S. Public Health Service Research Grant from the National Institute of Mental Health. (DD)

Research performed, in part, while the author was a research assistant at the Wisconsin Research and Development Center for Cognitive Learning; remainder conducted at the University of Texas under a National Science Foundation - USDP grant. (VM)

Based on part of a doctoral dissertation submitted to the Sate University of New York at Buffalo. (VM)

Based on results reported in a doctoral dissertation completed at the State University of New York at Buffalo. Investigation carried out while the author held a National Institutes of Mental Health Predoctoral Research Fellowship. (VM)

The experiments discussed in this report are designed to explore the relationship between language and thought and implications for foreign language learning. Three basic issues are considered: whether or not thought and language are sufficiently distinct to require separate attention and planning as distinct factors in language teaching; the role…

This report presents a summary of the research designed to develop a psycholinguistics of comprehension and memory for meaningful written prose paragraphs. The approach departs from most previous ones by seeking to formulate an explicit theory, instead of relying on informal qualitative judgments as to paragraph structure, the scoring of data, and…

On the basis of experimental data, the author makes the following observations: (1) the basic encoding processes in speech, the schemas of order, first produce elementary underlying sentences; (2) underlying sentence structure is the controlling step in the organization of speech; (3) underlying sentence structure plays a central role in…

"How does a child come to be able to relate his own experience to the formal means of communicating about that experience in the language to which he is exposed?" The author maintains that the innate predispositions that underlie the development of the cognitive ability to organize and structure experience also underlie the acquisition of the…