Identifying articles in French (LE, CE, MON, etc.) will be treated in a forthcoming issue of Canadian Modern Language Review." (DS)

Revised version of an address presented on June 4, 1970 in Prague, Czechoslovakia. (WB)

Reviews research on contributions of the child's environment to the development of syntax and semantics. Current theoretical proposals for internal and external constraints are discussed, and the implications of the research for the theoretical descriptions of the child's contribution to development are considered. (RH)

Examines children's errors in interpreting 'ask' as 'tell' in the framework of pragmatic development. Results indicate that if the children do not know the information, they relay the question, i.e., 'ask.' If they do know the answer, they supply it, i.e., 'tell.' (EKN)

Argues that sentences in the "have a V" frame are not idiosyncratic, but exhibit orderly and systematic behavior and are governed by strict semantic rules. Discusses 10 subtypes, each with a slightly different semantic formula. (EKN)

Evidence from the study indicated that the hearing impaired develop syntactic patterns, constructions, and processing abilities for language that differ from those used by the hearing but that semantic patterns and processing abilities of the hearing impaired are similar to those of the hearing. (Author/SB)

Reading in the hearing impaired student is considered in terms of syntax, semantics, pragmatics, processes, and developmental programing. (SB)

Comprehension and strategy use of 18 autistic children was compared with that of normal 3- and 4-year olds. Subjects were asked to act out certain syntactic and semantic patterns in two experiments. Autistic children performed below the levels of the normal subjects, suggesting that autism is a semantic/cognitive deficit. (PJM)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)