Uses a quasi-experimental design to compare the social adjustment of 21 children who received the Language for Learning program with those of 24 children enrolled in a comparison school. Finds that the Language for Learning program produced statistically and educationally significant effects, including improvements in social skills and reductions…

Speaker immersion is a tactic that uses multiple establishing operations to increase speaker behavior for individuals with limited mand and tact repertoires. The purpose of this paper was to evaluate the effects of speaker immersion on the number of independent mands, tacts, and autoclitics emitted by young children with verbal delays. In the…

We examined the effects of intensive tact instruction on emission of audience-accurate verbalizations of 2 middle school students using a delayed multiple baseline design across participants. Dependent variables were accurate and inaccurate audience controlled tacts and conversational units during non-instructional times. Following baselines,…

This report contends that limited vocabulary knowledge is the principal cause of reading dysfunction for a large percentage of students whose progress in learning to read appears normal during the first two or three years of reading instruction, but who begin to fall behind starting somewhere between grades 3 and 7. The report addresses the…

This study explores children's development of dual-level phonological processing posited by generative theory for adult language users. Evidence suggesting 6-year-olds' utilization of morphophonemic segments was obtained by asking children to imitate complex words, omit specified portions, and discuss the meaning of the resulting word-parts. The…

Male infant vocalizations were studied as a function of age. (JMB)

This paper examines the referential strategies used by Japanese children and adults in two story telling tasks focusing upon the following discourse contexts: (1) first mentions of story characters, (2) references in subject position to the same character, and (3) references to another character. The subjects, 60 children and 10 adults, were…

Reviews the proceedings of a 1971 conference on the relationships between speech and learning to read, and discusses related literature and research under these topics: acquisition of speech and reading, the deaf child's language acquisition, orthography and linguistic awareness, reading maturity and age: short-term memory, and attaining fluent…

Three experiments with children between 5 and 7 years are described. It is shown that nominal predication of an unknown word by a superordinate term enables young children to make appropriate inferences concerning its attributes. The results are discussed in relation to semantic development and reasoning in the young child. (Author/RM)

Revision of paper presented at the Meeting of the American Psychological Association, Division 25 (Washington D.C., September 1, 1967).

IN ORDER TO TEST THE EFFICACY OF METHODS USED BY VARIOUS RESEARCHERS FOR GENERATING SPONTANEOUS SPEECH FROM UNDERPRIVILEGED CHILDREN, 20 THREE- TO FOUR-YEAR-OLD GIRLS WERE SELECTED AT RANDOM FROM A HEADSTART-TYPE PROGRAM AT HOWARD UNIVERSITY FOR TESTING. ALL WERE NEGROES AND FROM A TARGET AREA FOR POVERTY PROGRAMS. THE CHILDREN WERE TESTED…

If older children automatically label pictorial stimuli, then their performance should be impaired on tasks in which such labeling would increase the error rate. Children were asked to learn pairs of verbal or pictorial stimuli which, when combined, formed a different compound word (BUTTER-FLY). Subsequently, a false recognition test that included…

Piaget has suggested that a child's language reflects the degree to which he is able to take into account the point of view of his listener. His inability to do so results in what Piaget calls egocentric speech whereas what Piaget calls socialized speech indicates that the child actually adopts his listener's viewpoint and engages in an exchange…

Methods that can be used by the teacher to encourage children to use standard language are discussed. Three specific instructions to the teacher are given: (1) Recognize that this is part of the natural language growth process and accept it for that; (2) Realize that it cannot be changed overnight. The child will have to be exposed to the accepted…