The relevance of the new National Joint Committee on Learning Disabilities definition of learning disabilities is discussed in relation to the infant population. (Author/CL)

While neither the linguistically normal nor the language-disordered groups had achieved an adult level of competence, normal children were much more aware of the interactive nature of discourse than language-disordered children. Language-disordered children frequently ignored and responded inappropriately to requests. (Author)

Reviews literature pertaining to diagnosis of young children with psychotic symptoms and concludes that infantile autism and childhood schizophrenia constitute two distinct groups. A third diagnostic category, developmental psychosis, is proposed and illustrated by a detailed case history. (Author/RH)

While school art programs receive support from classroom teachers and school administrators, rationales for such support are frequently based on misconceptions of art and art learning processes. Through critical examination of two recent articles (Pierce, 1981; Klein, 1982), the author establishes a more accurate representation of current thinking…

Parents of six developmentally delayed young childen (one- to four-years-old) significantly increased their use of five language stimulation techniques (referencing, parallel talking, questioning, replying, and demanding) as a result of a 10-week parent training course. (CL)

Examines whether four- to six-year-old children are sensitive to the contextual influence of previous discourse on judgements of adequacy of referential communication. Findings show the children could discriminate between the functionally informative and ambiguous communications. (EKN)

Argues that although Feitelson, Tehori, and Levinberg-Green raise important questions about early education in general and early reading instruction in particular, one major question remains to be answered: What sort of programs should group settings for young children provide? (MP)

Argues that although Lane and Pearson ("Merrill-Palmer Quarterly," v28, n3, p317-37, 1982) provide an important review, critique, and attempt at integration across paradigms used to study the development of attention, a number of genuine problems still remain to be addressed in this area. (MP)

Results suggested that the overwhelming need of the 36 low income mothers of developmentally delayed children was to learn to cope with the unknowns about their child's future and that an effective intervention strategy might be establishment of groups run by and for parents in conjunction with early intervention programs. (Author)

Discusses spontaneous conversational situation in which a child recognizes the difference between his/her output and the adult model and his/her ensuing struggle in arriving at a new phonological rule to correct his/her utterances. (EKN)

Briefly discusses children's spontaneous musical expressions, outlines stages of children's musical development, and suggests musical experiences for young children. (Author/RH)

Questions Piaget's theory that young children's speech is primarily egocentric. Suggests their speech can be highly socialized or sociocentric as early as age two. Examines the relationship between egocentric and sociocentric speech within the context of the social theory of language acquisition and provides conclusions and implications for the…

Explores the broad meaning of the term "privacy" and focuses on ways teachers and parents can help create social and physical settings whereby young children can live and work as free-functioning individuals. (CT)

The goals, methods, and long- and short-term effects of a comprehensive intervention project are described. Included is a discussion of the social policy implications, particularly that intervention programs should provide quality services and options responsive to the needs of the individuals. (Author/GK)