Examined whether there was negative evidence in adult reformulations of erroneous child utterances, and if so, whether children made use of that evidence. Findings show that adults reformulate erroneous utterances often enough for learning to occur. Children can detect differences between their own utterance and the adult reformulation and make…

Eisenberg (2002) presents data from an experiment investigating 3- and 4-year-old children's comprehension of restrictive relative clauses. From the results, she argues that children do not have discourse knowledge of the felicity conditions of relative clauses before acquiring the syntax of relativization. This article evaluates this conclusion…

Argues that parental input is an important factor often neglected in research that may mediate language outcomes. Investigated how parents interact with their 12-month-old children, who suffer from otitis media status. Results indicate that parents of chronically affected children direct attention more often and engage in fewer joint attentional…

Presents a hybrid ACT-R model that shows U-shaped learning of the English past tense without direct feedback, changes in vocabulary, or unrealistically high rates of regular verbs. Illustrates that the model can learn the default rule, even if regular forms are infrequent. Shows that the model can explore the question of why there is a distinction…

Reports an analysis of /l/ production by English-Arabic bilingual children. Addresses the question of whether the bilingual develops one phonological system or two by calling for a refinement of the notion of system using insights from recent phonetic and sociolinguistic work on variability in speech. English-Arabic bilinguals were studied.…

Five- through 9-year olds and adults heard ironic and literal criticisms and literal compliments. Found that comprehension of irony emerged between 5 and 6 years; and ratings of humor in irony increased with age but ratings of meanness in irony did not. (BC)

Assessed children's and mothers' speech at the times of children's first word and first vocabulary spurt. Found that infants were more likely to talk before than after their mother spoke and that about one-third of infants' speech occurred in response to mothers' speech. Results support a model of language development in which the child's role is…

Analyzed the acoustic properties of spontaneous speech to 14-month olds by English- and Japanese-speaking mothers in the United States. Found that utterance- and phrase-level acoustic regularities were large enough to be detected without correcting for other influences. These findings suggest that a naive listener could estimate a prosodic…

Used a framework-isolating analysis of knowledge and control of processing components to investigate preschoolers' acquisition of cardinality. Found that cardinality emerges gradually in children between ages three and five. Also, tasks that increase the processing burden of a basic counting problem by adding demands for either analysis or control…

Offers a conceptual framework for building language awareness through the reading of poetry, encouraging children to reflect on language in interesting and powerful ways. Provides an instructional model for constructing literature-based experiences in the classroom. (SR)

Reanalyzes what the literature has taken to be children's productions of Gen subjects and argues that Gen subjects do not exist in child English. Suggests that what look like Gen subjects appear only in specific discourse contexts: contexts of contrastive focus or contexts of emphatic focus. (Author/VWL)

Two experiments with monolingual German-speaking 2.5- to 4.5-year-olds showed a consistent developmental gap between children's memory/inference of what someone wanted and what someone wrongly said or thought. Correct answers emerged with mastery of the false-belief task. It was concluded that the observed gap constrains de Villiers's linguistic…

Examined young children's acquisition of wh-questions. Children heard a wh-question and attempted to repeat it; a "talking bear" answered. The same format was used for two intervention sessions for children in a quasicontrol condition. Suggests very little input--if concentrated and varied and presented so the child attends to it and…

Data from three children learning Spanish are explored for the development of linguistic person in an inflectional language. Contrastive use of person, tense, and number and the presence of overt subjects and overt objects are examined. (Author/VWL)

This article presents a matrix model to train individuals with severe handicaps to use language skills in spontaneous language situations. The model takes into account listener preparatory behaviors and contextual variables. The model suggests procedures for efficient training for generalization. (DB)