Children's understanding of the nature of polar terms and comparative terms between the polar opposites is discussed. (CHK)

Diary observations of two-year-olds' over-extended word use have been interpreted as arising from the word's underlying semantic feature structure. This interpretation was rejected after a study of five children. The need to construct models of early word meaning reflecting certain early language development patterns is discussed. (CHK)

The comprehension ability of 36 children at three stages of telegraphic speech was assessed using active behavioral responses to declarative and imperative sentences. A significant increase in verbal and behavioral appropriateness with age was found for imperative and declarative forms. Results are compared with Shipley, Smith and Gleitman's…

It has been demonstrated that instructions to learn have no effect on immediate recall in the incidental learning paradigm used by Jenkins (1974). This research further investigated this finding by factorially manipulating recall instructions (incidental vs. intentional learning), presentation rate of materials, retention interval, and type of…

Compares semantic uses of mental state words by children four and a half to five years old. Suggests that children's linguistic and cognitive capacities can be influenced a great deal by subtle situational factors and that the effects vary according to the child's cultural background. (AEW)

Zwicky's analysis of syntactic notions as possible candidates for "head," based on constituent-structure theory, is discussed in detail. This analysis is contrasted with the results gained form one provided in a dependency-based theory in which "head" is the name of a grammatical relation category. (Author/LMO)

Three experiments explored the development of formal logical reasoning between Grades 4 and 12 and the role of semantic content in the solution of Wason's (1966) selection task problems. Results suggest that formal logical reasoning is not generally present during the fourth or sixth grades and that formal logical competence becomes available in…

Undergraduates (N=75) did semantic differential ratings on four pictures: a male or female in a "masculine" or "feminine" stance. The "masculine" stance was perceived as more masculine, potent, happy, and well-adjusted than the "feminine" stance. Cross-sex-typed males were rated less favorably and cross-sex-typed females more favorably than their…

Investigation of two- to four-year-olds' (N=20) understanding of temporal terms indicated that children were more likely to understand sentences using simple tasks, materials, and commands than more complicated sentences used in previous research. (Author/CB)

Classroom activities involving the semantics of novels' titles can also be used for studying historical or cultural information, playing word games, or learning more about the authors. Older or contemporary works can be used, and several print sources are available for ideas and relevant facts. (MSE)

There is more to the process of paraphrasing than simple transliteration. A variety of paraphrase types exist, each using a different strategy and requiring a different interpretive approach. (MSE)

The article develops two theses: Approaches to education must acknowledge the role language plays in constructing the classroom environment; the commitment to equal education is linked to the sociolinguistic context of our educational system. Recent topical research is reviewed. (JL)

Describes a parsing program called "Analyzing Language" (AL). The Augmented Transition Network was modified to incorporate case grammar analysis. Turbo PASCAL is the program's language. (Author/LMO)

Describes a set of criteria for selection of core vocabulary, with examples given from English. Suggests applications for such a vocabulary in grading reading materials and analyzing stylistics. (LMO)

Compares the use of the English verbs "say" and "tell" and the Hebrew verbs "amar" and "siper" and then examines the degree of correspondence between "say" and "amar" and between "tell" and "siper." (CB)