Results indicate that age is a major factor in semantic development throughout the elementary school years and beyond. (DD)

Considers solutions to beginning readers' problems with decoding, syntax, semantics, text organization, and differences between spoken and written language. (DD)

Examines preschool children's comprehension of the differing implications of the verbs "think" and "know". Results indicated that 4-year-olds, but not 3-year-olds, understood the differences between the terms. (JMB)

A discussion of problems encountered in literary translations which are not found in non-literary texts. The following steps are described: identification of the specific features of the work, categories to be applied in the evaluation of the translation, and verification of them against constantly occurring characteristic features of the text.…

Discusses, using examples, problems raised by differences in meaning between "equivalent" Russian and German words. Calls for clear definitions of Russian basic vocabulary words. (Text is in German and Russian.) (IFS/WGA)

To study the notion of stage processing independence in reading, measures of the decoding process and semantic processing were obtained on a sample of elementary pupils. Performance on these measures was related to lexical accessibility, letter properties and the familiarity of the words used in the measures. (Author/JKS)

To investigate the semantic organization of bilinguals, multi-dimensional scaling was applied to a series of direct pair comparisons among a group of symbols from both languages. Results indicate that semantic content is the primary determinant of the bilingual's semantic structure. (Author/AM)

The present study replicated the procedure of Kausler et al. (1975) as a means of testing further the hypothesis that the processing of wrong items differs qualitatively, as well as quantitatively, from the processing of right items. (Author)

Based on a corpus made up of written descriptions of comic strips done by elementary level children. Elements most frequently mentioned by the children are identified in order to relate referential content to sociocultural factors. (Text is in French.) (CDSH/AM)

Discusses the change in the use of the address form "Frau" in German caused by the change in the social roles of women. (TL)

These experiments attempts to confirm the selective encoding processes thought to underlie orienting tasks and to shed some light on the empirical discrepancy as to whether semantic encoding inhibits or facilitates recognition performance in general, and the identification of distractor items in particular. (Author/RK)

Author advocates the view that meaning is necessarily dependent upon the communicative function of language and examines the objections, particularly those of Noam Chomsky, to this view. Argues that while Chomsky disagrees with the idea that communication is the essential function of language, he implicitly agrees that it has a function.…

Third- and sixth-grade readers were asked to label sets of pictures printed with distracting words (either nouns, adjectives, or functors) and nonsense syllables. (Author/JMB)

A sociolinguistic approach was utilized to describe the semantic-pragmatic component of language in the spontaneous communication of four hearing impaired preschool children. (Author)

Open-system words (nouns, verbs, adjectives) can function as exponents of a clause relation and be predictive of the organization of written discourse while closed-system words (a, the, and, because, etc.) cannot. Supporting criteria are presented. (DAG)