The "contextual hypothesis" of French and Brown (1977) concerning children's acquisition of temporal terms was tested. French and Brown claimed that it would be impossible for children to learn the meaning of temporal terms except by hearing them used in contexts where they referred to already known sequences, and further proposed that the terms…

Extensive longitudinal data were gathered on a child's entry into the symbolically mediated modal world by examining changes in the semantics and pragmatics of her uses of modal auxiliary verbs. The data are 53 transcripts of natural conversations between a girl, Nina, and her mother recorded periodically from her 23rd month to her 39th month. The…

The development of relative clauses in child speech was investigated using an elicited production task instead of spontaneous speech samples. In an elicited production task, the context is manipulated so that a complex sentence must be used for communication. Thirty-six English speaking children from 3 to 5 years old were provided with contexts…

A study of children's recognitory comprehension, the rudimentary ability to begin decoding the content of language, at the end of the first year had as subjects 36 infants aged 10.5, 11.5, and 12.5 months. In an examination of monthly developmental change in their ability to comprehend newly introduced referential terms, the children were exposed…

It is argued that the general consensus of researchers of child language that the grammatical system underlying the child's earliest multiword utterances is semantically-based, fails to provide an adequate description of even the earliest multiword utterances, and that the most sparing account of the acquisition data must include reference to…

A description of the pragmatic functions of word order in the Bantu language, Sesotho, and of how children begin to produce them illustrates the developmental trends characterizing Sesotho-speaking children's learning of different word orders. It supports findings from previous language acquisition studies that have indicated that children tend…

In examining the issue of why children do so well at language learning despite limited skill and experience, two possible explanations are addressed: one suggests that children learn language well exactly because they are limited, and the other proposes that children are extremely adept at language learning, perhaps more so than adults. Research…

Assesses the importance and implications of the 'critical period' in second-language learning, which occurs when second-language learning overlaps primary language learning, ages two to thirteen. (LG)

The benefits accruing from a carefully administered Informal Reading Inventory make administering them well worth the time. (JH)

The aim was to determine whether logical concepts acquired in one language could be transferred to another language. (Author)

Describes unit on children's language for high school English students. (JH)

This paper describes a language skills program for fourth and fifth grade students, based on community involvement through the use of a camera. It asserts that, in photography, a child works with the same kinds of abstractions as those basic to language development--analysis, comparison, classification, definition, and narration--but is not…

This report is one of a regular series on the status and progress of studies on the nature of speech, instrumentation for its investigation, and practical applications. The ten papers treat the following topics: speech synthesis as a tool for the study of speech production; the study of articulatory organization; phonetic perception; cardiac…

The syntax of adult expressive language is compared to that of child pre-language. This "syntactical regression" is considered part of the dynamic and evolutionary character of human language. (Text is in French.) (AM)