This paper reviewed the original spreading-activation theory developed by M. R. Quillan while trying to correct some common misunderstandings concerning it. It extended the theory in several respects, showed how the extended theory dealt with recent experimental findings, and compared it to the model of Smith, Shoben, and Rips (1974). (Author/RK)

A classification is proposed to identify in some detail the major varieties of meaning, in order to allow the possibility of excluding from semantics many things which go under the name of meaning. (Author/RM)

Data from four recent language studies are examined to explore issues in concept-word relationships. Issues considered include: lexical development, bases of application, single-word functions, semantic domains, categorizing through naming, and concept matching as a model of word learning. (JMB)

Argues that inferring the intension (meaning) of children's words solely from the words' extension (referential scope) is problematic and describes two studies of the intension of children's words which involve a different approach. (JMB)

Proposes a hypothesis explaining the use of the "simple/progressive" dichotomy in the English verb, based on a semantic analysis and on an understanding of "aspect." (AM)

Introduces selected concepts from the Space Grammar theory of linguistic structure. It is argued that the form of the auxiliary, apart from certain morphological adjustments, reflects each step of the conceptual path leading from the speaker to the objective situation described by the main verb. (Author/EJS)

Demonstrates the syntactic and semantic similarities between French nominal expressions with "faire," and attempts to establish a relationship between these expressions and related nominals independent of "faire." (AM)

Attempts to characterize and classify French verbs that may be called dative according to the complements that characteristically follow them. (AM)

Investigated whether preschool children who evidence a correct understanding of the dimensional adjectives big and little are capable of segmenting a physical continuum into regions described by those adjectives and combinations of adjectives and modifiers. (Author/JMB)

This article explains the difference between Spanish "que" and "de" as translations of "than.""Que" is used in comparisons involving two different entities, while "de" is required when reference is to a single entity. (CHK)

Reports a study which examines children's understanding of the terms "inside" and "around" and the concepts they represent. (JMB)

Studies the modalities "to believe" and "to know" within the framework of pragmatics and establishes a rhetorical hierarchy of speech acts going from "opinion" to "fact" to "necessity." (Text is in French.) (CDSH/AM)

Presents different types and degrees of modalizations which are necessary for the construction of a discourse grammar. (Text is in French.) (CDSH/AM)

Within the context of pragmatics, the isomorphism of the four types of modality are studied: lexical, propositional, illocutionary, and axiological. (Text is in French.) (CDSH/AM)

Presents a syntactic and semantic study of the lexicalization of modalities in French, particularly by the verbs "devoir" ("to have to"), "pouvoir" ("to be able to"), "savoir" ("to know"), and "vouloir" ("to want"). (Text is in French.) (CDSH/AM)