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Frawley, William; Lantolf, James P. – Developmental Psychology, 1986
Critiques an earlier article by M. Frauenglass and R. Diaz reporting their study on the interaction between private speech and cognition. Argues that their interpretation fails to regard how private speech is seen to regulate cognitive activity within Vygotskian psycholinguistic theory. (HOD)
Descriptors: Children, Cognitive Development, Cognitive Processes, Epistemology

Diaz, Rafael M. – Developmental Psychology, 1986
Responds to W. Frawley's and J. Lantolf's comments on the Frauenglass and Diaz study concerning the interaction between private speech and cognition. Argues that Vygotsky's theory predicts a positive effect on children's problem solving activity. (HOD)
Descriptors: Children, Classification, Cognitive Processes, Epistemology
LANE, HARLAN, ED.; ZALE, E.M., ED. – 1967
RESEARCH PROJECTS IN PROGRESS AT THE UNIVERSITY OF MICHIGAN'S CENTER FOR RESEARCH ON LANGUAGE AND LANGUAGE BEHAVIOR ARE OUTLINED IN THIS REPORT. EACH PROJECT DESCRIPTION INCLUDES A BRIEF SUMMARY OF THE PURPOSES, SCOPE, AND DESIGN OF THE RESEARCH, AS WELL AS AN ACCOUNT OF THE WORK ACTUALLY UNDERWAY. THE NAMES OF THE PRINCIPAL INVESTIGATORS ARE ALSO…
Descriptors: Behavior Patterns, Cognitive Processes, Language Research, Language Skills

Horgan, Dianne – Journal of Child Language, 1978
Spontaneous full passives and related constructions from 234 children, aged 2 to 13, and elicited passives from 262 college students were analyzed. The agentive non-reversible did not appear until after age 9; and until age 11 no child produced both reversible and non-reversible passives. (Author/SW)
Descriptors: Child Language, Cognitive Processes, Language Acquisition, Language Research

Leonard, Laurence B.; Schwartz, Richard G. – Journal of Child Language, 1978
Focus is one factor that may account for children's use of single-word utterances after they have acquired the use of multi-word utterances. The possible role that focus may play in children's use of single-word utterances in naturalistic settings, after the acquisition of syntax, was investigated. (SW)
Descriptors: Child Language, Cognitive Processes, Language Acquisition, Language Research

Peters, Ann M. – Language, 1977
Reports on a child who evidently used a gestalt strategy (proceeding from the whole to the parts) in learning his first language. Further evidence for a gestalt strategy exists in the literature, albeit implicitly, and any theory of language or language acquisition should be able to account for it. (Author/KM)
Descriptors: Child Language, Cognitive Processes, Language Acquisition, Language Learning Levels

Kuczaj, Stan A., II – Journal of Child Language, 1978
The progressive inflection "-ing" appears to be the earliest verb inflection acquired by children learning English as their first language. Explanations are made on why the progressive is rarely, if ever, overgeneralized to inappropriate forms. (SW)
Descriptors: Child Language, Cognitive Processes, Concept Formation, Generalization

Antinucci, Francesco; Miller, Ruth – Journal of Child Language, 1976
Investigates the development of past tense expressions in the speech of children from 1.6 to 2.6. It is shown that this development depends crucially on the child's cognitive construction of the time dimension, as described by Piaget. (Author/RM)
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Language Acquisition
Ausubel, David P. – Claremont Coll Reading Conf 33rd Yearbook, 1969
Descriptors: Cognitive Development, Cognitive Processes, Experience, Language Acquisition

Vogel, Irene – 1975
Many researchers have assumed that adult bilinguals have separate systems for their two languages. Such an assumption raises interesting questions about how the two languages are acquired in the case of a child learning two languages simultaneously. This study attempts to determine whether the two languages are acquired separately right from the…
Descriptors: Bilingualism, Child Language, Cognitive Processes, English

Horgan, Dianne – Journal of Child Language, 1978
How a child answers questions provides information about how he or she processes input. A child's early responses to questions at age one year, three months, were compared to her responses at one year, seven months, when she was in the two-word stage. (SW)
Descriptors: Child Language, Cognitive Processes, Comprehension, Discourse Analysis
Morehead, Donald M.; Johnson, Maxine – 1972
Research is being conducted to determine the factors behind linguistic retardation in children. A first question raised was whether the linguistic system of the deviant child is qualitatively different from that of a normal child. A matching-up of deviant and normal children according to linguistic level suggests that the onset of base syntax may…
Descriptors: Aphasia, Child Language, Cognitive Processes, Delayed Speech
Baron, Naomi S. – 1976
This paper explores the questions of how and why children learn names for things. The acquisition of reference is set within a broader discussion of linguistic representation, which defines language as a system functioning in a three-way relationship among the individual language user, the world of experience, and the social community. It is…
Descriptors: Child Language, Cognitive Processes, Language Acquisition, Language Research
Farwell, Carol B. – 1976
Production data from a longitudinal study of seven children in their first attempts to produce words containing fricatives are presented to illustrate how children use four distinct strategies to approach this relatively difficult class of sounds. The strategies are: (1) favorite sounds--an approach used by a subject who seemed to enjoy playing…
Descriptors: Child Language, Cognitive Processes, Language Acquisition, Language Research
Carty, Mary – 1977
This paper reports on an experiment undertaken to delineate more clearly the relationship between the naming process in children and certain aspects of the environment which may play a role in that process. The investigation concerned the effect of manipulation and of object novelty on naming. Sixteen children, ten girls and six boys, ranging in…
Descriptors: Child Language, Cognitive Development, Cognitive Processes, Concept Formation