When preschool children think of objects as organized into collections (e.g., forest, army) they solve certain problems better than when they think of the same objects as organized into classes (e.g., trees, soldiers). Present studies indicate preschool children occasionally distort natural language inclusion hierarchies (e.g., oak, tree) into the…

Selected spontaneous errors of word choice made between the ages of two and five by two children whose language development had been followed longitudinally were analyzed for clues to semantic developmnet. (JMB)

Children in preschool, first, and third grades heard similar versions of an unfamiliar script-like story followed by a novel story, then were tested for immediate and delayed recall. Children more often confused parts of the similar stories with each other than with the novel story; in addition, preschoolers showed less evidence of constructive…

Four experiments examined primary school children's confusion of /t/ and /d/ when spelling such words as "city" and "lady." They found that, until at least second grade, children often misspelled such flaps as /d/, with few children showing a bias toward /t/. Results indicated that young children are not purely phonetic…

Compares the spelling errors on the Wide Range Achievement Test II made by adults with an apparent autosomal dominant form of dyslexia to those made by their normal adult relatives and by spelling-age matched normal controls using a computerized error evaluation program. (HOD)