Descriptor
| Sentences | 4 |
| Data Analysis | 3 |
| Age Differences | 2 |
| Comprehension | 2 |
| Semantics | 2 |
| Context Clues | 1 |
| Elementary School Students | 1 |
| Error Patterns | 1 |
| Function Words | 1 |
| Grade 2 | 1 |
| Grammar | 1 |
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Source
| Child Development | 4 |
Author
| Hatch, Evelyn | 1 |
| James, Sharon L. | 1 |
| Love, John M. | 1 |
| Miller, Jon F. | 1 |
| Parker-Robinson, Cleo | 1 |
| Rosenberg, Sheldon | 1 |
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Peer reviewedJames, Sharon L.; Miller, Jon F. – Child Development, 1973
Analysis indicates that both 5 and 7-year-old children are capable of distinguishing between anomalous and meaningful sentences although 7-year-olds demonstrate greater awareness of selection restriction rules. (Authors)
Descriptors: Age Differences, Comprehension, Context Clues, Data Analysis
Peer reviewedLove, John M.; Parker-Robinson, Cleo – Child Development, 1972
Grammatical sentences were easier to imitate than ungrammatical ones only when function words were included in the sentence; with function words absent, there was no significant difference. (Authors)
Descriptors: Data Analysis, Error Patterns, Function Words, Grammar
Peer reviewedHatch, Evelyn – Child Development, 1971
Subjects responded most accurately to sentences representing temporal order and to and then but first" commands than to before/after" commands. (Author)
Descriptors: Comprehension, Data Analysis, Grade 2, Kindergarten Children
Peer reviewedRosenberg, Sheldon; And Others – Child Development, 1971
Results indicate that the semantic constraints revealed by adult associative sentences used here are a functional part of the linguistic knowledge a 5-year-old child brings to the task of memorizing sentences. (Authors)
Descriptors: Age Differences, Elementary School Students, Memorization, Psychological Studies
