Ninety children between the ages of three and six described objects which differed on three simultaneous dimensions, using adjective combinations appropriate to the dimensions. Each child performed an imitation, comprehension, and production task. (Author/CFM)

The present study is an attempt to apply a paradigm to the shift of verbal behavior before and after the age of seven in order to see if linguistic contexts affect verbal behavior differentially before seven or after seven. (Author/CFM)

Sentences were constructed in which the terms "before" and "after" were embedded in logically constrained and logically reversible sequences. The preschool children in the study found the constrained sentences easier to comprehend. (Author/CFM)

This article discusses a study by Segalowitz and Galang that reports results showing better mastery of patient-focus sentences than agent-focus sentences for Tagalog children. (CFM)

This article discusses the way in which children use tense to distinguish between different realities in games of pretend. (CFM)

Acquisition of answering systems based on speaker intention v literal components of questions was investigated in monolingual and bilingual English- and Japanese-speaking children. The results suggested that the English system is acquired earlier than the Japanese system and that the two systems interact in bilingual children. (Author/RD)

Replicated the Clarke-Stewart (1973) cross-dimensional study of mother-child interaction using different children at different ages and in a series of four different samples. Variables included measures of children's cognitive, language, and social development and mothers' attitudes, ability, and behavior, assessed in standardized tests,…

The purpose of this study was to attempt to verify the theory of Taeschner and Volterra (1976) that bilingual children pass through three distinct phases while becoming perfectly bilingual. The 12 subjects were English-Italian bilingual children between the ages of 1.6 and 4.6. (CFM)

This study analyzes a corpus of 1500 sentences uttered by a child bilingual in Italian and German between the ages of 3.9 and 4.5. Only 89 sentences show instances of lexical interference. (CFM)

Described is followup evaluation approximately 2, 3, and 6 1/2 years after cessation of a systematic language stimulation program in which 32 matched pairs of first grade educationally deprived children made significant gains over control group children in IQ, MA and LA (language age). (CL)

Article deals with the Osgood model of sign learning...and the Chomskian approach. Both...approaches are discussed in terms of their appropriateness with respect to teachers' questions about language development and language stimulation. (Author)

Proposes that psychological and linguistic regression are integral to the process of learning a second language. In similar essays in French and English, students appeared passive, needy and narcissistic in French, but more intellectual, rational and humorous in English. Theoretical explanations and their implications are suggested. (CHK)