Purpose: Verbal short-term memory (STM) and working memory (WM) skills predict speech and language outcomes in children with cochlear implants (CIs) even after conventional demographic, device, and medical factors are taken into account. However, prior research has focused on single end point outcomes as opposed to the longitudinal process of…

Tested a normally developing child several times between 16 and 27 months of age for his ability to derive the relations between stimuli. Found that the child derived "mutual entailment" relations and showed "nonverbal exclusion" as early as 17 months. "Combinatorial entailment" relations and "verbal…

Linguistic and cognitive development of 26 premature and 27 full-term infants was studied longitudinally over the first 3 years of life. Patterns of lexical and cognitive development did not differ substantially between groups, nor did standard language test measures indicate differences at the study's end except with very low birthweight…

A study was conducted to determine whether children give evidence of using any of six comprehension strategies and whether children of same and different ages use different strategies. It was studied how comprehension performance can best be predicted by other facts about the child, including his language and his language input. The six…

A longitudinal study of three children examined the relation between object permanence and language development. (Author/NCR)

Described in this report is a home-based, cognitive-affective intervention program involving 93 mothers and their children. This demonstration program sought to show that the principal cognitive element missing from the experience of low-income children in preparation for schooling is a sufficient amount of concept-building verbal interaction in…

Children's early utterances were studied to determine whether there are developmental changes in the content, context, frequency, and form of their speech and the degree to which the changes correspond to changes in Piagetian cognitive stage. Twenty children were studied; six were 10 or 11 months old, and the remaining 14 were distributed evenly…

This paper reports on a longitudinal study of the acquisition of the voicing contrast in American-English work-initial stop consonants, as revealed through instrumental analysis of voice onset time characteristics. Four monolingual children were recorded at approximately two week intervals, beginning when the children were about 1;6. Data provide…

The acquisition of rules for formulating causative verbs was studied with children over a period of a few years. Most of the data is based on the spontaneous speech of the author's two daughters, from age 2;6 to 6;2 and from age 2;4 to 3;11. It was hypothesized that there are at least two prerequisites for the child's formulation of a general rule…

To determine the relative effectiveness of different methods of preschool educational intervention for disadvantaged children, comparisons were made of five programs whose levels of structure ranged from the traditional nursery school to a highly structured preschool. Subjects were 79 4-year-olds representing a wide range of ability levels.…

Early child phonology was studied using phonetically transcribed samples that six parents provided of their children's vocalizations, beginning when the children were about 11 months old and continuing to four years of age. The primary study objective was to obtain a sufficient amount of longitudinal data from several children to support a…

This is a longitudinal study of a child's acquisition of Mandarin phonology between the ages of 1;2 and 2;8. During this period, the child was much less verbal than many children reported in other child phonology studies. The study consists of two parts. The first part is a description of the child's "proto-language," in which he used…

A study is reported relevant to the relationship between first words learned by children and gestural symbolization under a variety of contextual conditions. It is part of a larger longitudinal study of 32 children at 10, 13, 20, and 27 months of age. The children were seen in three standardized situations for eliciting gestural and vocal symbols:…

This article hypothesizes that language repetition of young children (in the sense used by Kobashigawa and Snow) does not help language acquisition. The evidence comes from the results of a prior study in which no indication was found that mothers who repeat themselves a great deal have children who acquire language more quickly. However,…

In any successful conversation, a speaker must select both what is said and how it is said on the basis of various estimates of the listener's abilities, knowledge and interests. Most research on linguistic input to children has focused on the tendency of speakers to simplify their speech for the younger listener. Little attention has been paid to…