The nature of early games and how they might assist the infant in language acquisition were explored in a longitudinal study of two mother-infant dyads, using video-recordings of their free play. The analysis of appearance and disappearance games was particularly revealing. (EJS)

Kuczaj challenged the hypotheses that young children construct utterances by applying transformation rules to an abstract underlying structure. It is contended that Kuczaj's alternative hypotheses do not account for Hurford's data, and some of Kuczaj's new evidence actually supports the Transformational Hypothesis. (SW)

A preliminary study dealt with the ways in which children between six and seven years of age organize spoken language, specifically aspects of the temporal and segmental structure of polysyllabic English words containing the syllable C/jul/ (e.g., pediculous). (Author/SW)

This paper represents a partial condensation of the results of a study covering 14 months in a Russian-speaking child's phonological development. Evidence supports a theory of phonological acquisition formulated by Olmsted (1971), and offers detailed information on the child's acquisition of specific phones. (CHK)

Describes a study to determine: (1) the relationship between age and mean length of utterance measured in morphemes (MLU) in a group of normally developing two- and three-year-old chidren; (2) the standard error of MLU; (3) the relationship between MLU and age; and, (4) the ability of MLU to predict children's grammatical development. (SED)

Reports a study which examines some of the properties of objects to determine whether the number of different examples of an object concept presented to infants influences concept learning and generalization and to discover whether children's behavior and language in relation to new objects influence learning the concept and generalization to new…

Reports on an experiment to check whether the use of articles by Italian preschool children corresponds to that of their English counterparts and on a second experiment to investigate the probability that subjects might produce the correct response distribution by following a rule based on the speaker's familiarity with the referent, not the…

Four children were videotaped playing with their mothers, first in a situation with gestures, and then in a situation without gestures. Results showed that maternal gestures have more of a role in maintaining attention and flow of interaction for young children than they do in providing specific cues to the grammar the child is acquiring. (SL)

This research explored the defining characteristics of first- and third-grade children in conceptualizing 17 American kin terms. The data indicate that even when children were able to identify a relationship, they did not all base their identification on the same attributes. (Author/RM)

The written compositions of 11-year-olds in Great Britain's National Child Development Study were analyzed using the T-unit length as a measure of syntactic maturity and composition length as a measure of productivity. Results are discussed in relation to cognitive and linguistic development. (Author/RM)

Analyzes mothers' speech in free-play interactions with their 12- to 27-month-old children for frequency and type of fantasy relationships. Results indicate that the older the child, the more fantasy talk a mother is likely to use. (EKN)

Describes adjustments in speech patterns made by two- and three-year-olds when talking to their 14-month-old siblings and compares these changes with those made by mothers addressing their babies. Individual differences between the children indicate two types of influence on the adjustments made--pragmatic and emotional. (EKN)

Describes an experiment to see whether the words "front" and "back" introduce the concept of "front-back" or whether the concept preceded the words. Results show that (1) a complex disjunctive concept of "front-back" orientation precedes any knowledge of the words; (2) linguistically, "back" is comprehended before "front"; and (3) children at an…

Describes a study in which children are asked to choose the most probable or permissible of two modal propositions, a technique which assesses the children's appreciation of relative force. Results indicate that the general acquisition rule was: the greater the difference in the strength of the two modal propositions, the earlier the difference…

Kindergarteners without number conservation ability were found to rely on the nonlinguistic strategy of choosing the greater amount in tasks requiring the choice of more and less. Mature semantic knowledge of "more" was found to precede that of "less." (Author)