Reports on an experiment, conducted on ten children who misarticulated /s/, and designed to survey the effect of consonant context on misarticulation. Suggests that a context-sensitive model of phonetic performance is needed to account for variation in correct /s/ production. (Author/AM)

Teams of two college freshmen and two college seniors, or one freshman and one senior, solved factually oriented problems cooperatively. Subjects on a team worked in adjoining rooms and exchanged information by means of handwritten notes. Performance was assessed on the time required to solve problems and on behavioral measures of activity.…

Determines the relation between recallability and recognizability in experiments presenting a study list, then giving a recall test for some items followed by a recognition test for all items. The results suggested that the set of recallable items were substantially, if not wholly, included within the set of recognizable items. (Author/EJS)

The Minister responsible for science policy published a multi-year plan for research in the sciences and humanities under the title "Science Budget 1977." It covered general topics, specific areas of research, and included a summary of research work in the humanities. Here is a translation of sections of "Science Budget 1977" that focuses on the…

A replication and extention of a previous study involved 61 children aged three to five, who were asked to carry out certain instructions. Results indicate that children do observe the distinction between definite and indefinite pronouns as it applies to quantity. (Author/RM)

A sample of 14 kindergarten children were tested on their understanding of the relations between active and passive sentences when the nouns being related differed as to how readily they could be assimilated to the child's prior knowledge. (Author/JMB)

This study analyzes more than 1,500 expressions or orthographic conventions adopted by advertisers for many consumer products that depart significantly from ordinary standards of correctness. (HOD)

In an investigation of comprehension strategies in young children, children in R. Brown's Stages I, II, and III responded to commands varying in length, grammaticality, and meaning. (SB)

Traces the origins, states the objectives, and defines the philosophy of pragmatics. The role of pragmatics in philosophy and linguistics is discussed and conclusions are put into perspective. (MSE)

Results from these two studies show that fast mapping--gaining information about a word from how it is used in a sentence, what words it is contrasted with, and other factors--can be used successfully by children two to four years old to form quick and rough hypotheses about the meaning of a word. (PCB)

Describes conversational joint remembering in terms of three hierarchically related functions--framing and orientation, correspondence functions, and validation function. Highlights the importance of studying remembering as a social activity governed by the setting in which it occurs. (JD)

Indicates that the main determinant of implicitness, when defined in terms of "inferrable" vs. "evoked" information, was the variable of content, not that of modality: Abstract texts contained more inferrable information than did narrative texts, regardless of modality. (NKA)

Disagrees with recommendations made by developmental spelling researchers who advocate radical change in spelling instruction. Discusses flaws in developmental spelling research and questions researchers' advice to classroom teachers. (DR)

Abilities of 2-, 5-, and 7-year-old children to interpret, judge acceptability of, and produce class extensions were assessed. It was concluded that increasing ability to deal appropriately with class extensions is primarily due to general advances in language acquisition rather than to any development unique to the class-extension word-formation…

Regardless of the syntactic variation of the direct object "a" in Spanish, a great deal of semantic unity underlies its use. Argues that it carries an invariant meaning that is present in every use of the form, and, concomitantly, its absence before a direct object carries an equally invariant meaning within the systematic semantic structure of…