Wittgenstein's view about communicating meanings forms the basis for an examination of the Society for the Advancement of Games and Simulations in Education and Training's (SAGSET) definitions of games, simulations, and simulation games. The question of whether usage can be made consistent to ease communication with SAGSET nonmembers is addressed.…

A case study of a proficient deaf student reading two versions of the same story (one syntactically more complex than the other) supports the notion that a firm semantic base enables processing at the syntactic as well as the semantic level. (Author/CL)

Language performance at syntactic, semantic, orthographic, and discourse levels was measured for 12 learning disabled third graders, 15 normally achieving third graders, and 11 normally achieving first graders. Results indicated significant overall differences between learning disabled and normally achieving Ss, but not between the learning…

The study attempted to determine whether children and adults perceive different amounts of translucency in signs drawn from early sign teaching lexicons and representing three different semantic classes. Results indicate that four- and seven-year-old children and adults perceive signs representing action as more translucent than signs representing…

Analysis of videotaped interaction of 20 hearing impaired preschoolers showed that Ss were acquiring language using the same semantic categories, syntactic forms, and functional uses as normally developing children but at later chronological ages. All of the hearing-impaired children were developing a rule system consistent with patterns of normal…

Action word and object word productions of 12 language-normal and language-impaired young children were examined. Results revealed that percentage of consonants produced correctly within the spontaneous speech of both groups was higher for object words. The production advantage for object words was maintained even when certain input factors were…

Discusses a common problem encountered in text translation, i.e., words which have either a broader or narrower meaning in the target language than in the source language. Discusses the consequences of functional decisions on the translation of words and the implications of these decisions for the teaching of translation. (SED)

Explores the early use of "behind" and "in front of" with large reference objects among 33 children. The patterns for the use of these locatives suggest an acquisition process in which new conceptual resources lead to the re-analysis of object configurations and thus to new aspects of meaning. (SED)

Maintains that in spite of obvious interest in language by those in other disciplines, it is a mistake for linguists to assume others have special insight into the nature of language and meaning which is denied to linguists. Furthermore, a general theory or set of principles relating to meaning for linguistics can only be arrived at by linguistics…

Presents a list of classifiers in American Sign Language and describes a study of their semantic characteristics. Classifiers are defined as certain hand shapes in particular orientations that stand for certain semantic features of noun arguments and which may substitute for particular nouns in various semantic environments, thereby functioning as…

The term "curriculum" is used with different meanings. The author proposes a definition and stresses the need for educational leaders to clarify the term. (MD)

Refutes the idea of traditional philologists that the syntax of Latin verbs of fearing is idiosyncratic. Maintains that these verbs are inherently negative in Latin, and they conform in every respect to the highest level of principles of semantic and syntactic behavior that operate throughout the language. (SL)

Citing results of an analysis of 46 college level essays, the author refutes W. Ross Winterowd's theory that, with only two exceptions, every T-unit must have one of seven transitional relationships with the unit before and after it. (HTH)

Identifies the characteristics of clear references to explain why certain kinds of broad pronoun reference are clear while others are not. (HTH)

Reports that both learning-disabled (LD) and non-learning-disabled (NORM) children recalled disproportionately more adjacent words than semantically related or spaced words in a free recall task. Spaced words were less likely to be recalled by the younger children and by the LDs. NORMs' recalls were governed by purposive semantic processing to a…