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Greenfield, Patricia Marks – 1970
When sound takes on meaning for the first time in the life of a child, a giant and prototypic step in the development of his symbolic capacities has taken place. This step is worthy of careful scientific scrutiny. This paper seeks first to describe the steps by which the author's child discovered the existence of meaning in sound, and second, to…
Descriptors: Child Language, Cognitive Development, Language Acquisition, Phonology

Clark, Eve V. – Cognition, 1997
Compares the many-perspectives account of lexical acquisition--which proposes that children learn to take alternative perspectives along with the words they acquire--to the one-perspective account--which proposes that children are at first able to use only one term to talk about an object or event. Provides evidence from a variety of sources that…
Descriptors: Children, Cognitive Development, Comparative Analysis, Language Acquisition
Ai-Issa, Ihsan – J Genet Psychol, 1969
Descriptors: Child Development, Cognitive Development, Concept Formation, Developmental Psychology

Harris, Paul – Journal of Child Language, 1975
Three experiments with children between 5 and 7 years are described. It is shown that nominal predication of an unknown word by a superordinate term enables young children to make appropriate inferences concerning its attributes. The results are discussed in relation to semantic development and reasoning in the young child. (Author/RM)
Descriptors: Abstract Reasoning, Child Language, Cognitive Development, Language Acquisition

Samuelson, Larissa K.; Smith, Linda B. – Cognition, 1999
Two experiments examined toddlers' noun vocabularies and interpretations of names for solid and non-solid items. Results indicated that one side of the solidity-syntax-category organization mapping was favored. Seventeen- to 33-month olds do not systematically generalize names for solid things by shape similarity until they already know many…
Descriptors: Age Differences, Child Development, Child Language, Classification

Tomasello, Michael; Akhtar, Nameera – Cognitive Development, 1995
Attempts to determine whether children can use social-pragmatic cues to determine "what kind" of referent, object, or action an adult intends to indicate with a novel word. Doubts that children assume that a novel word refers to whatever nameless object is present. Suggests that lexical acquisition rests fundamentally on children's…
Descriptors: Cognitive Development, Infants, Language Acquisition, Language Processing

Gathercole, Virginia C. Mueller; And Others – Cognitive Development, 1995
Examines whether knowledge of functional properties of a referent for a new name influences children's first guesses about whether that name refers to an object or a substance. Suggests that children do not rely on a single source of information, but rather draw on various kind of information, including perceptual characteristics of the entities…
Descriptors: Cognitive Development, Infants, Language Acquisition, Language Processing

DeBaryshe, Barbara D.; Whitehurst, Grover J. – Journal of Experimental Child Psychology, 1986
Investigates the role of intraverbal learning (a process through which semantic knowledge is acquired from purely linguistic information) in preschool children's acquisition of semantic concepts. Shows that the relative effectiveness of pictorial and intraverbal information depends on the child's age, the type of information supplied, and the…
Descriptors: Cognitive Development, Concept Formation, Language Acquisition, Language Processing
Macken, Marlys A. – 1976
Data are presented from one subject (J) that show a gradual development of the complexity of words in terms of syllable structure and degree of phonetic similarity of co-occurring consonants. During the age range of 1;9 to 2;6, J's data show a highly systematic progression of stages, each characterized by fewer restrictions on the number, order,…
Descriptors: Child Language, Cognitive Development, Consonants, Imitation
Clark, Eve V. – 1974
This paper studies aspects of the conceptual basis for language acquisition, with a focus on the perceptual-cognitive skills used to assign meanings to words. A first assumption is that the correspondence between adult and child perceptual features allows for early communication. Apparently, in the first year, naming is characterized by…
Descriptors: Child Language, Cognitive Development, Concept Formation, Language Acquisition

Corrigan, Roberta – Journal of Child Language, 1978
A longitudinal study of three children examined the relation between object permanence and language development. (Author/NCR)
Descriptors: Child Language, Cognitive Development, Language Acquisition, Language Research

Durand, C. – International Journal of Early Childhood, 1997
Summarizes progressions between 2 and 6 years of age in children's power of concentration, ability to express ideas, build logical relationships, structure spoken words, and play with the semantic, phonetic, syntactical, and morphological aspects of oral language. Notes that the progression depends on the educator's interaction with the child.…
Descriptors: Attention Span, Cognitive Development, Developmental Stages, Early Childhood Education
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
Palmer, Wolf Dennie; And Others – Child Care Information Exchange, 1996
Presents four articles in the context of workshop discussions on characteristics of environments that promote language development: (1) "Children's Conversations: Why are They Important?"; (2) "Ways of Talking: Respecting Differences"; (3) Paul's Talk: Teachers and Parents Look at a Child's Language"; and (4) "In the…
Descriptors: Child Development, Child Language, Cognitive Development, Delayed Speech
Rainey, Ernestine Wells – 1968
To produce and evaluate a language development program for culturally deprived preschool children based on characteristics of Piaget's theory of intelligence, a 6-week experimental study was carried out in Project Headstart, Starkville, Mississippi. Randomly-selected, 45 Negro Headstart enrollees made up three groups--two were taught the…
Descriptors: Black Youth, Child Language, Cognitive Development, Disadvantaged
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