Three linguistically significant dimensions of differences between illocutionary acts are outlined which are said to form the basis of a taxonomy of the fundamental classes of illocutionary acts. Five basic kinds of illoctionary acts are defined. An assessment is made of Austin's classification. (Author/RM)

Discusses the use of the two past tenses in French, specifically in literature and news reporting. (AM)

Analyses the nature of aspect in the present, the past ("passe compose"), and imperfect tenses in French, and gives some general guidelines for the teaching of these structures. (AM)

Two experiments examined the possible role of children's semantic knowledge and their ability to encode it in a cued-recall test. Performance of children aged 7, 10, and 13 years was observed in encoding specificity tasks which used homographs as the to-be-remembered words. (MP)

Findings indicate that there are significant differences in semantic distance between English-Spanish bilinguals and English monolinguals, that semantic distance differed between balanced bilinguals and Spanish-dominant bilinguals, and that the balanced bilinguals have a greater repertoire of verbal information than their monolingual peers.…

Demonstrates through an examination of naturally occurring discourse that Wh-Clefts and It-Clefts are not interchangeable; they have highly specialized distributions and functions. (EJS)

Analyzes "possessive" reflexives in French, within the framework of a generative grammar approach. A list of examples is appended. (AM)

Examines the loss of the impersonal construction in modern English and proposes an explanation based on the psychological evolution of the concept of "person." (Author/AM)

Investigated was the internal structure of semantic categories in 15 educable mentally retarded adolescents as reflected in naming times to pictures of common objects. (Author)

Attempts to ascertain whether class inclusion behavior is enhanced when children are first asked to compare the subclasses appearing in the class inclusion task and whether such an effect could be due to simple comparisons among the vocabulary terms differentiating the questions. Subjects were second, third, and fourth grade children. (BD/BR)

Reviews recent psycholinguistic research to make a case for the importance of continual development of the semantic component of reading throughout the total reading process. (DD)

Semantic information rather than syntax should be emphasized in teaching the deaf to read. (PHR)

A semantic differential instrument was devised to predict success of counselor-trainees in a practicum course. The instrument was not useful in predicting success. (Author/JKS)

A detailed explanation of the nature of semic analysis whose object is the breakdown of meaning into its constituent parts, principally meaning expressed by lexical units. There are numerous examples of words, word families and their histories. (Text is in French.) (AMH)