This study reports intraindividual variations in the semantic and syntactic complexity of language and in the linguistic errors produced by mildly and moderately impaired adult aphasic subjects (N=10) in different communication contexts. Aphasic patients exhibited at least as many linguistic variations as controls in response to changing…

A method for teaching concepts of time (state, event, and process) inherent in grammatical tenses is outlined. The technique uses diagrams to illustrate the concepts and their semantic implications. (MSE)

Because Acquired Immune Deficiency Syndrome has been construed as a disease of the "other" who is somehow not part of society, efforts at education are destined to fail. Individual rights can easily be suborned to the perceived public good. Educators are urged to grapple with the ethical issues. (MT)

The paper focuses on the modal auxiliary system in English as it pertains to language development in language-impaired and normal children. The syntactic, semantic, and pragmatic functions of modals are described. Assessment and intervention guidelines are offered. (Author/DB)

Children with language disorders experience problems in three dimensions of semantics: (1) content of content (reference, referents, concepts); (2) form of content (structural units of meaning); (3) use of content (functional variation in meaning). Teacher intervention strategies in each area (e.g., for problems of reference, sentence meaning,…

Mildly mentally retarded adolescents (N=14) and mental age-matched nonretarded children participated in three experiments examining language processing efficiency. Results suggested that the retarded and nonretarded differ in the speed with which the semantic-analytic processes are executed but not necessarily the phonological encoding processes…

Examined five possible rules that children might use to interpret the terms "big" and "little." Increasing consistency in rule usage appeared to be the most significant developmental progression for children between the ages of three and five with respect to these terms. (Author/RH)

Discusses why translation theory has had an inadequate impact on translation practice and gives specific examples of ways in which translation theory can provide the translator with general principles and methods of translating idioms. (SED)

Examines implicit meanings and underlying assumptions evident in the word "native" as used in Canadian academic articles appearing from 1970-1980. Focuses on context elaborate, context explicit, and context implicit meanings. Concludes that writers and readers should have social responsibility to question labels they use, to understand attendant…

Proposes general semantics as the ideal means of teaching a process-oriented analysis of ethical standards. Discusses general semantics principles and their applicability in teaching business ethics. (PD)

Abilities of 2-, 5-, and 7-year-old children to interpret, judge acceptability of, and produce class extensions were assessed. It was concluded that increasing ability to deal appropriately with class extensions is primarily due to general advances in language acquisition rather than to any development unique to the class-extension word-formation…

Reports two studies which found a relationship between awareness of word order in sentences and reading readiness and achievement for children in kindergarten through third grade. Suggests this type of metalinguistic awareness may be important to early reading because it helps children to detect meaningful relationships between words. (Author/CB)

The influence of changes in wording of simple arithmetic problems without affecting semantic structure on the level of difficulty for primary-grade students was investigated. Data analysis produced results that rewording the problem so that the semantic relations are made more explicit facilitates the construction of an appropriate mental…

Reviews concepts from discourse analysis and translates them into instructional techniques that can be used in the classroom to improve reading comprehension. (FL)

When asked to read and write a given story, 20 hearing students recalled significantly larger numbers of propositions than 20 deaf high school students, but both deaf and hearing students recalled similiar numbers of story inferences in their written narratives. (Author/CL)