Studies are reviewed on the role of metalinguistic skills in acquiring communicative competence and implications are considered for language-disabled children. Normal and delayed development of metaprogmatics--or "talking about talking"--is traced with attention to performatives (the speakers's goals), presuppositions, and conversational…

A review of research on how cognition relates to language in children with language impairments discusses terminology and analyzes the basic mapping problem. Evidence for a variety of hypotheses related to the issue are examined. (CL)

Children's early attempts at syntax, previously described in terms of pivot grammar, are discussed in the light of the author's research on the semantic intentions of early two-word sentences. Underlying conceptual relations were identified when such utterances were examined along with context and behavior. (Author/KW)

Argues that language is a global concept consisting of three interrelated aspects (functions, determinants, and components). Notes the significance of this model for first and second language learning and language deviation. Demonstrates the need for a multidisciplinary approach to language study. (RL)

Contrary to earlier assertions, young children do not interpret the word different to mean same. Both 2 1/2-year-old children and adults interpret requests for same or different objects appropriately, apparently following conventions of conversational discourse. These data offer no support for a discrete semantic-feature model of acquiring word…

Discusses Gopnik and Meltzoff's ascription of theories behind children's cognitive processes, consideration of phenomena that must be explained by a cognitive development theory, and belief that cognitive advances are tied to advances in language learning. In contrast to Gopnik and Meltzoff, concludes that the basis for understanding how humans…

Children at 34 months of age were asked to point to a "Sesame Street" character performing an action in sets of four drawings. With familiar words and actions, children made correct choices 97% of the time. With novel action words, children performed at levels mostly above chance. (BC)

Investigates whether English learners give evidence of observing markedness and faithfulness constraints relating to nasal place assimilation. Employs the Headturn Preference Procedure to introduce a general experimental paradigm for exploring infants phonological grammars. (Author/VWL)

Offers linguistic insights into number acquisition. Argues that the particular rhythmical structure of speech forms for numerical sequence provides children with the raw material to develop a concept "decade word. Children have to learn by rote a second sequence--decade numbers (10, 20, 20, etc). This is an important step in the detection of the…

Four- and five-year olds and adults looked at cards depicting five identical objects named with plural or collective nouns, and then looked at cards depicting one or five objects and chose one of the cards in response to the collective noun. Children were able, but less so than adults, to choose the card depicting the five objects. (BC)

Responds to various commentaries written in response to an earlier article published by the author on filler syllables and their status in emerging grammar. (Author/VWL)

Examined whether there are principles invoked in learning words not invoked in learning facts. Found that learning count nouns and facts involved at least two common components: establishing a mapping to a designated individual, and retaining this mapping over time. Children systematically extended a novel count noun to other category members; no…

Argues that Deacon's coevolutionary theory provides a basis for changing how we think about language and brains. Instead of ascribing language to either nature or nurture, it is seen as intrinsic to both: biological principles ensure the brain can only function by attuning to its body's worlds. (Author/VWL)

Researchers and clinicians have recommended that sign language be taught to typically developing children during their first 2 years of life; however, existing research does not provide adequate information regarding appropriate methods of sign training. We used delayed physical prompting and reinforcement to teach manual signs to 3 children…