Using a case study as illustrative material, the author argues that the linguistic growth of the child unfolds as a function of the interaction of several factors: Those that spring from within the child himself; those related to prenatal, natal, and post-natal events; and those that impinge on him from the environment. (Author/JM)

Questions the semantic behavior of English teachers in classroom situations, demanding of them the same high standards and communication accuracy they demand of their students. (RB)

This study represents an attempt to construct and collect preliminary validity data for a children's interpersonal trust scale. (Author)

Reviews several models for communicating ideas accurately, attempts to define accuracy, and describes some new ways accuracy can be measured. (Author/RB)

Studies effects of verbal participation during enquiry on achievement among three differently treated groups of four eighth-grade classes each with I.Q. test, reading test, sociometric, and academiometric results taken into account. Indicated the preference of strategies involving more students, particularly more girls, in class discussion. (CC)

Focuses on the importance of conversation between adult and child as the young child engages in artistic activities. Different kinds of conversations appropriate for art education are suggested on the assumption that such talk facilitates cognitive development and results in increased artistic motivation. (DP)

Induction refers to categorizing sensory experience and substitution to interchanging similar objects. If similar items are functionally identical and near the focus of attention at nearly the same time, similarity impedes learning (interference). If either condition is not fulfilled, similarity aids learning (transfer). (DD)

Discusses the organization of communication in the class in order to facilitate student interaction and the part played by classroom seating arrangements. (Author/RK)

Investigated were interactive changes in the verbal behavior of three counselors and six institutionalized adolescent and young adult educable mentally handicapped during early (2nd) and later (9th) counseling interviews. (Author/DB)

Humanistic and custodial elementary school teachers differ in the frequency of use of verbal behaviors in the areas of accepting and developing student ideas, lecturing, and student-initiated verbal behaviors. (Editor)