A study involving 144 elementary students in three groups - controls (no articulation errors), residual error (mean of five articulation errors), and multiple errors (mean of more than 15 errors) - supported the hypothesis that Ss in the multiple error group would demonstrate measurable deviations in language compared to those in residual error or…

The paper presents a case study of a language-impaired child who invented a unique morphologic rule for signaling the distinction between English singular and plural nouns. This example is offered as further support of a model of language acquisition that emphasizes the cognitive aspects underlying linguistic regularities in child language.…

Mothers told stories to their children, inserting questions under two conditions. In one situation, mothers were alone with their younger child; in the other, an older sibling was also present. It was concluded that the presence of older siblings may influence the language young children hear and produce. (Author/CL)

Research on the acquisition of language demonstrates that children can easily learn context-free grammatical structures and that children universally generate nonoccurring utterances. On the basis of this research, a prototype for instructing writing-disabled students is developed. (Author/CL)

The paper describes the linguistic/cognitive challenge of answering yes/no questions appropriately. The coping strategies of normally developing children are used as the basis for tutorial suggestions for intervention with the developmentally delayed. (Author/CL)

Studies are reviewed on the role of metalinguistic skills in acquiring communicative competence and implications are considered for language-disabled children. Normal and delayed development of metaprogmatics--or "talking about talking"--is traced with attention to performatives (the speakers's goals), presuppositions, and conversational…

A review of research on how cognition relates to language in children with language impairments discusses terminology and analyzes the basic mapping problem. Evidence for a variety of hypotheses related to the issue are examined. (CL)

Children's early attempts at syntax, previously described in terms of pivot grammar, are discussed in the light of the author's research on the semantic intentions of early two-word sentences. Underlying conceptual relations were identified when such utterances were examined along with context and behavior. (Author/KW)

Argues that language is a global concept consisting of three interrelated aspects (functions, determinants, and components). Notes the significance of this model for first and second language learning and language deviation. Demonstrates the need for a multidisciplinary approach to language study. (RL)

Contrary to earlier assertions, young children do not interpret the word different to mean same. Both 2 1/2-year-old children and adults interpret requests for same or different objects appropriately, apparently following conventions of conversational discourse. These data offer no support for a discrete semantic-feature model of acquiring word…

Discusses Gopnik and Meltzoff's ascription of theories behind children's cognitive processes, consideration of phenomena that must be explained by a cognitive development theory, and belief that cognitive advances are tied to advances in language learning. In contrast to Gopnik and Meltzoff, concludes that the basis for understanding how humans…

Children at 34 months of age were asked to point to a "Sesame Street" character performing an action in sets of four drawings. With familiar words and actions, children made correct choices 97% of the time. With novel action words, children performed at levels mostly above chance. (BC)

Investigates whether English learners give evidence of observing markedness and faithfulness constraints relating to nasal place assimilation. Employs the Headturn Preference Procedure to introduce a general experimental paradigm for exploring infants phonological grammars. (Author/VWL)

Offers linguistic insights into number acquisition. Argues that the particular rhythmical structure of speech forms for numerical sequence provides children with the raw material to develop a concept "decade word. Children have to learn by rote a second sequence--decade numbers (10, 20, 20, etc). This is an important step in the detection of the…