Examines the relationship between formal operational reasoning and two language variables--subordinate clauses and tentative statements. Supports Piaget's position of independence between linguistic and cognitive development, showing how subordinate clause use and tentative statement use are not related significantly to performances on reasoning…

Demonstrates the criterion validity of the "Oral Language Manual" that is part of the Cultural Linguistic Approach, a component of the National Follow Through Program. (RL)

Beilin examines the previous three papers. In explaining cognitive development, social learning theory fails to account for rule invariance in the face of capricious and informationally impoverished experience, does not explain the acquisition of abstract rule systems, and offers less flexibility than Piaget's explanations based on operations and…

The definitions of and differences between language acquisition and learning in early reading are discussed. Preschool children who are bilingual can learn to read Spanish more easily than English; early and bilingual reading would be a great educational benefit. (CHK)

Investigated the written syntactic maturity of students from grade ten through sixth year university. (DD)

To explore the relationship of language use and speech adaptation to role and context, the spontaneous speech of a 5-year-old boy was recorded in three different situations: playing alone, playing with a friend of the same age, and playing with his mother. (Author/SW)

This article describes a series of experiments concerning the relationship between cognitive processes and learning a second language. Similarities and differences between first language acquisition and second language learning by children and adults are discussed. (CFM)

Brings to readers some theoretical insights and knowledge about educating disadvantaged learners, and the possible causes and antecedents of observed learning deficits and practical learning problems. (Author/AM)

Forty-eight Black children, ages 4 to 9 years, who utilized features of Black English in their oral language, participated in a study which investigated selected linguistic features believed to be a function of age among children. (Author/MH)

A description of an individualized method of vocabulary learning developed for third year French students. Each student worked up his own set of flash cards from a recommended list of words. Words were learned in context and frequent quizzes were given. Results seemed favorable and students were enthusiastic. (AMH)

Ability to distinguish "ask" and "tell" in Spanish was studied with five groups of native Spanish speakers: adults, 7- and 10-year-olds in a full bilingual school and 7- and 10-year-olds in a non-total bilingual school. Increased age, bilingual schooling and presence of contextual clues enhanced performance. (CHK)

Preschool children were required to act out a series of two-event sequences conjoined by either "before" or "after." Performance was markedly superior for meaningfully ordered sequences than for arbitrarily ordered sequences. It is suggested that the meanings of "before" and "after" must be acquired in situations which provide contextual support.…

In retelling 20 stories, 23 nursery-school children often refused to produce sentences in which causation was stated directly, but readily retold causation-implied utterances. Other results are discussed. (Author/RM)

Use of a pictorial theme for integrating reading, writing, spelling, and language development was investigated with eight sixth-grade children with reading disabilities. (CL)