This paper discusses some of the educational potential of psycholinguistic research. The first area discussed is the educational implications of the human capacity for acquiring language. Studies cited cover topics related to the universality of language acquisition, children's mastery of basic grammatical devices, neurophysiological states of…

Investigated were aspects of language development (association, memory, comprehension, and production) in three groups (50 individuals per group) of deaf adolescents who were variously trained by the pure oral method, the combined oral-manual method, and the Rochester fingerspelling method. One hearing group was matched with the deaf in age, and…

The hypothesis that disparities in children's associative responses are due to differences in verbal achievement was tested. Also tested was the assumption that for black inner-city children, conventionality in associative responding is accomplished at the expense of increasing verbal repertories and elaborating the meaning of words of varying…

The language development of monozygotic twins, same-sex dizygotic twins, siblings of monozygotic twins, and siblings of dizygotic twins, ages 3-17, was studied to estimate how much of the individual variation in children's language skills results from genetic factors and how much from environmental experience. (BRT)

Purpose of the essay is to trace some of the educational implications of Hayakawa's statement, The individual object or event we are naming...has no name and belongs to no class until we put it into one." (Author/MB)

A nonverbal paradigm for assessing conservation based on an operant discrimination learning procedure is described. Initial results suggest that young children who could not conserve within the traditional verbal procedure were more likely to demonstrate conservation within the nonverbal paradigm and that traditional Piagetian tasks are verbally…

Language development was studied in 310 pairs of 4-year-old twins. Rotated factor analyses indicated presence of a general language factor (L) and a general nonverbal factor (NV). Moderate genetic influence was found for L and NV abilities. Bivariate genetic analysis estimated a genetic correlation of .63 between L and NV abilities. Results…

This study compared 56 early and nonearly readers (matched individually on sex, age, and preschool and kindergarten attended) in terms of their language concepts and skills, as well as their reading achievement, in kindergarten through second grade. The early readers were found superior to nonearly readers on preschool measures of general language…

THE CULTURALLY DISADVANTAGED CHILD, ALTHOUGH VERY VERBAL IN HIS LOCAL ENVIRONMENT, IS USUALLY VERBALLY DEFICIENT WITH RESPECT TO SOCIETY AS A WHOLE. PART OF THE ANSWER TO PROVIDING A MORE EFFECTIVE LANGUAGE EDUCATION TO THE CULTURALLY DEPRIVED YOUTH IS ENRICHMENT OR COMPENSATORY PROGRAMS LIKE HEAD START. TO INVESTIGATE THE EFFECT OF THE AUSTIN…

In two experiments, infants 9-17 months of age were probed for recognition of a previously unfamiliar trained name. Responses were videotaped and scored for gaze, gesture, and vocalization. Results demonstrate improvement in receptive language capacity over the age range studied. (RMH)

Summarizes results of studies indicating that play training led to significant increases in young children's problem-solving ability, use of language, creative thinking ability, verbal ability, and conservation. (Author/MP)