This discussion centers on language development in young children particularly as it relates to Piaget's work. The author believes guidelines are lacking for describing structurally the outcome of the language acquisition process at different stages and that there should be more collaboration between linguists and psychologists in this area. (MS)

This study tested the hypothesis that the reported increase in children's use of prepositional phrases when exposed to novel (inverted) prepositional phrases could be eliminated by discrimination training in two prepositional forms. (Author/MS)

Author examined the results of a special TES survey of how local education authorities have reacted to the Bullock Report's recommendations. (Editor/RK)

Author looked at the Bullock Report's contribution to some critical and complex questions of language development. (Editor/RK)

The psycholinguistic method of teaching reading stresses the use of the child's oral language ability and syntactic and semantic information. (JH)

Reviewed is research relating to language acquisition and language performance of deaf children. (SB)

A study of the acquisition of interrogative forms in children of high socioeconomic status reveals that utterances belong more to the colloquial than to the standard range. It is concluded that disadvantaged children would show similar usage, leading to the suggestion that teachers teach language as they use it. (Text is in French.) (CDSH/CLK)

Criticizes traditional methods of defining the syntactical complexity of utterances and proposes distinguishing the various types of subordination in the sentence as well as elements of continuity and discontinuity in discourse structure, with particular reference to child language. (Text is in French.) (CDSH/AM)

Discusses neologisms in Spanish. (Text is in Spanish.) (CLK)

The ability of preschool children to comprehend comparative sentences was studied in order to test previous findings and to test for a developmental shift. Subjects were 50 children aged 3 to 5 1/2 years. Data was analyzed in terms of functional versus relational responses as well as changes in relational responses. (MS)

Two transitional phases in the child's early language development are described; the first occurs between prelinguistic vocalization and one-word speech and the second between one-word and patterned speech. Cognitive, linguistic and affective inputs to the acquisition of reference and syntax are discussed in the light of the transitional…

Investigates the development of past tense expressions in the speech of children from 1.6 to 2.6. It is shown that this development depends crucially on the child's cognitive construction of the time dimension, as described by Piaget. (Author/RM)

Interpersonal functions of everyday caretaker speech usage are examined when addressed to toddlers, threes and fours. Results support hypotheses derived from Piagetian theory concerning early developments in ego-differentiation. (Author/RM)