Describes two research programs on the syntactic abilities of hearing impaired and normal hearing individuals. The first program involved deaf students acquiring English structure; the second involved the construction of the Test of Syntactic Abilities and its application to deaf, hard of hearing, and normal hearing students in the United States,…

Two implications of best-example theory for category acquisition were tested using a set of artificial concrete object categories. Categories acquired from initial exposure to good exemplars were learned more easily and accurately. People learn the best exemplars are category members before learning the poor exemplars are category members.…

A child is studied from the age of four, at which time there was no clear distinction between writer and audience, up to the age of eight, at which time he wrote a story demonstrating conclusively that he could stand apart from an egocentric view of the world. (JN)

This study sought to determine if an art curriculum which merged art activities with language curriculum objectives would lead to enhanced acquisition of basic language concepts in young (K-1) prelingually deaf children. The combined visual, tactile, and linguistic modes of the art activities did result in greater concept attainment. (Author/SJL)

Analyzes cultural deprivation as a factor affecting children's acquisition, development and utilization of language. Finds that social class, home and environmental variables are among the most significant underlying dimensions of language patterns. Their influence on language is described as a series of conditioned responses reinforced in the…

Explores the relationship between recent basic research on second language acquisition and the masses of data available through foreign language classroom experience. Suggests that more research is needed in order to verify hypotheses by psycholinguists on the nature of the ability to acquire and use second languages. (MES)

Describes an attempt to explore the process of movement from teacher-directed to self-initiated learning in a fifth-grade class. (Author/RH)

Sorting of animal terms and ratings of animal pair dissimilarities yielded a dominant dimension of size for grades seven, eleven, and undergraduate groups. The dominant dimension for zoologists, however, was based on food habits. Implications are discussed. (Author/RH)

Some of the features of social play in mixed-aged dyads composed of three- and five-year-old children are explored. Suggestions for further study of social interaction among children are discussed. (Author/MC)

Discusses the relationship between individuals and societies, equating human experience and development--particularly language development--with fiction making. Notes the implications this outlook has for English teachers. (RL)

Investigated the relationship between feelings of comfort and maturity of expression revealed by inner-city preschool Black children in three situations: with a familiar teacher, with the mother or principal caretaker in the home, and with a chosen peer. (DD)

Suggests a variation on the language experience approach designed for groups of nonverbal children. (MKM)

Ten objects were used to assess comprehension, production, and imitation of comparative and superlative suffixes in 100 children ranging in age from two years, six months, to four years, six months. (Author/AM)

Examines the treatment of the passive voice in French grammar textbooks intended for native language instruction. (AM)

Reviews new developments in the field of child language acquisition that emphasize the role of communication and dialogue. Mentions work on precursors to dialogue in infancy, the development of communicative intent, and the importance of cognitive over syntactic strategies of language processing by the young child. (Author/SS)