Contrasts the syntactic view of forward and backward deletion of base structure elements with the idea that pragmatic factors of situational redundancy and perceptual grouping account for conjunction reduction in children. (EKN)

Matched groups of day-care and home-reared infants were assessed at 3.5 years old for aspects of emotional and language development. The data suggest that attendance in infant day care did not adversely affect the children's overall emotional or language development (Author/DB)

Provides a listing of studies relating to language, literature and media, writing, and English teacher education. (HOD)

This study presents a view of diachronic change in language which focuses on the conflicting interaction of principles determining language organization. Principles of structural and perceptual nature are in conflict in language of the Subject-Object-Verb (SOV) type, because of the relative clause construction. Theoretical and empirical evidence…

Parents are urged to provide a superior education for their preschool children by encouraging the development of the first language in the home and by teaching the young child to read in at least one of his languages before going to school. (PMJ)

The educational implications of Piaget's concept of intelligence provide a framework for the application of theory to educational practice. The uniqueness of individual learning is compared to stage-based teaching. Social interaction is viewed as one of the major forces in cognitive development. (JN)

The author defends the progressive teaching methods of the British Primary school against recent calls for "literacy" and "evaluation." He asserts that language and writing develop best from personal exploration and student-teacher trust, not from rote learning and surveillance. (SJL)

Reports on an investigation into the patterns of the learning of French grammar in French primary schools. Specifically the learning of form classes (verb, adjective, noun), syntax, and morphological markers was studied. (AM)

The study examined 120 bilingual Mexican American and 24 monolingual Anglo American (pre-K-1) children's comprehension of 26 relational concepts by manipulating the natural language to separate and evaluate cognitive and linguistic variables. Six hypotheses were proposed as operating principles applicable to, but not necessarily limited to,…

The Ss were 63 first graders with reading and school readiness problems. It was found that Ss who received psycholinguistic training did not show significantly more psycholinguistic improvement than did Ss trained using traditional methods. (Author/DLS)

Finds that various aspects of formal reasoning correlated significantly with mean t-unit lengths written by high school freshman boys, but not by freshman girls. Suggests that the reasoning tasks may have been biased against females. (RL)

The paper reports the results of preliminary tests of the speechreading ability of a deaf blind adult who uses the Tadoma Method (speechreading based solely on vibrotactile information) for language acquisition and information. (Author/PHR)

This study examined the development of causal expressions in children's discourse from two to three years of age. Linguistic, contextual, and pragmatic influences on language development were the major factors considered. (CM)

This study analyzes two versions of "Little Red Riding Hood" as told by a bilingual three-year-old girl in English. (CFM)

The Illinois Test of Psycholinguistic Abilities was administered to 22 children (mean age=90 months) with petit mal epilepsy and 28 children (mean age=85 months) evidencing mixed seizures to determine whether any differences would be found when these two groups were compared either with each other or with a randomly selected group of nonepileptic…