The incidental memory of young children was tested for words or words plus pictures that were initially presented under orienting conditions. These conditions required responses to acoustic or semantic qualities of the stimuli and an affirmative or negative response to the orienting questions. (PCB)

Reviews literature pertaining to the subtle differences between the meanings of the particles "waw al-ma iyya" and "fa al-sababiyya," emphasizing their construction differences. (CB)

A comparative analysis of four studies that emphasized linguistic similarities (rather than differences) between nonstandard speakers and other groups focused on developmental characteristics of the semantic categories encoded by nonstandard speakers compared with other speakers. Implications for language assessment are discussed. (JW)

Examines epistemic modality in English, the kinds of qualification a basic statement like "he's right" undergoes when changed to "I think he's right" or "he must be right," and creates a structure for its analysis. Simple scales of modality are rejected and pedagogical implications are discussed. (MSE)

Argues that reading should be a significant portion of the foreign language student's experience but that, in order for the reading to be an occasion for comprehensible input, the text must be authentic, meaningful to students, and followed by questions which encourage reading for meaning. Gives examples of such questions. (SED)

A model for studying written language is described and illustrated in a written language sample of a 12-year-old with profound hearing impairment. Approaches are noted for analyzing semantic components, coherence, and causality. Implications for remediation are offered. (CL)

Claims that folk names of speech acts and speech genres are culture-specific and that a rigorous semantic analysis of such names, expressed in a culture-independent semantic metalanguage, can provide an important insight into communicative routines most characteristic of a given society. (SED)

In a comparative study of American English speakers and British English speakers, it was examined whether segmental effects can be used in speech production as cues to syntactic structure. American speakers could use the segmental cues in syntax perception, while British speakers could not. Speakers of British English who were long-term residents…

Fifty-seven teachers of French participated in an experiment which questioned to what extent filmstrips can be understood in terms of the specific language they try to convey. Results indicated that filmstrips can convey ideas that are situationally obvious, but they are largely unreliable as means of conveying specific language. (SL)

A method for developing and expanding basic French vocabulary by using a basic word list and derivation techniques is examined, and research on this approach is presented. (MSE)

Bipolar adjective scales and bipolar graphic scales for visual ratings were validated. The study suggests a stable structure of graphic ratings of art unaffected by race or artist or viewer and art style that should prove useful in cross-cultural studies and in studies among children and the verbally impaired. (Author/RM)

In order to ascertain if providing verb pattern information permits learners to use verbs correctly, 24 verbs that share the same semantic feature (give) but that fall into different structural patterns were presented to two groups of advanced learners of English, only one of which was given information about verb patterns. (SED)

Discusses the audio and video-recorded longitudinal data from six infants with varying degrees of vision. The findings indicate that there are basic differences in early language, which appear to reflect differences in cognitive development. (SL)

Discusses the findings of six studies that were undertaken to explore the phenomenon of semantic priming, questioning whether it is semantically or associatively based. Results indicated that the role of semantics in the priming process is somewhat limited. In addition, these results indicated that the amount of priming observed is somewhat task…

Discusses the differences in power among people of all societies, which are reflected by pronoun usage (or other grammatical indications) or, in the case of English, by some other linguistic means. Since English can no longer distinguish solidarity and power by means of pronouns, it relies on the use of first names and titles to accomplish the…