Discusses the use of euphemisms, self-aggrandizing expressions, semi-pseudo-technical jargon, idioms, etc., in everyday usage of English. (RB)

A parent diary was used as part of an assessment of a 26-month-old severe-to-profoundly hearing-impaired child's expressive language. The diary data, which is appended, were used to obtain information about the child's expressive vocabulary, mean length of utterance, and verbal, semantic, and pragmatic performances. (Author/SEW)

Modeling, prompting, token reinforcement and praise were used to increase the verbal behavior of a 5 year old expressive aphasic child in a speech therapy room setting. Followup data indicated that a frequncy of three word sentences was maintained without further intervention procedures. (Author)

The historical study of words, and particularly of the changes in their meanings, has two benefits. First, it can bring to light our recent and culture-bound perspective on the nature of language, and, secondly, the approach to language needs to be made with a perspective on the future rather than the past. (JN)

The paper examines the need to analyze free expression as part of an overall expressive language evaluation in school aged children. Seven language characteristics are identified which may help in recognizing disorders of self-expression. (Author/PHR)

A significant multivariate difference was found between the oral language performance of 44 children labeled reading disabled in the second, fourth, and sixth grades and 59 normally reading children in the same grade. (Author/PHR)

Examines the effectiveness of slogans based on the symbolic nature of human beings and then identifies the functions and characteristics of slogans as they are used in movements and campaigns. Provides a classification system to view the slogan as a rhetorical device and social symbol. (JMF)

Discusses the use of word games, particularly puns, tongue twisters, and spoonerisms, in the French classroom. (AM)

A study examined the transcript of a group enquiry conducted according to the practice of philosophical enquiry with eight gifted children (ages 8-12). Use of a central metaphor was seen to play the role of a "conceptual playground," permitting the children to exercise both their imagination and their reasoning abilities. (Contains references.)…

Offers resolutions to the paradox of infants' ability to abstract patterns over specific items and toddlers' lack of ability to generalize patterns over specific English words/constructions. Argues that contradictions are rooted in differing methodologies and stimuli content. Suggests that the patterns infants extract from linguistic input are not…

Phonological neighborhood analyses of tow children's expressive lexicons, maternal input, and an adult lexicon were conducted. In addition to raw counts and frequency-weighted counts, neighborhood size was calculated as the proportion of the lexicon to which each target word is similar, to normalize for vocabulary size differences. Analyses…