Describes a study showing that mentally retarded children and mentally normal children do not differ fundamentally in cognitive development within the framework of a particular cognitive training. (Text is in French.) (AM)

This research disputes the traditional position on babbling by showing that the phonetic content of babbled utterances exhibits many of the same preferences for certain kinds of phonetic elements and sequences that have been found in the production of meaningful speech by children in later stages of language development. (Author/RM)

In this longitudinal investigation of the emerging grammar of seven children, differences in linguistic acquisition were observed. Analyses revealed two distinct styles of syntactic acquisition that appeared to be sex- and speed-related with specific ties to particular utterance types and grammatical-relational specification. (Author/RM)

This case study of two Latvian children attempts to show how the parental terms for"mummy" and "daddy" in Latvian are acquired, paying particular attention to the changing relationship between the input and output forms during the acquisition process. (Author/RM)

Questions the purpose of having students "write" in class as a standard practice at the conclusion of a unit of instruction. (RL)

The purpose of this study was to determine the effect of verbal awareness training on the verbal behavior of student teachers in the field of social studies. (Author)

Teachers often become dominated by the demands of subject disciplines and fail to provide opportunities for pupils to learn by talking, reading, writing about experiences they meet, for in this way they will come to terms with subject disciplines. (Author)

Significant effects obtained in the modeling condition seemed due to the generalized increase in speech duration facilitated by the use of a model. Similarities and differences between instructions and modeling procedures are discussed. (Author)

Knowledge of what constitutes development toward language maturity in school-age children should enable us to make substantial improvements in the language component of the curriculum. (Author)

Data seem to indicate that for children disadvantaged with respect to social class and ethnic background there is a functional interaction between art and language which allows such children to give verbal expression to their conceptual development. (Authors)

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