Traditional grammar is no longer acceptable as an exhaustive, scientific theory of grammar. An analysis of research results from the linguistic sciences provides guidelines for developing a modern grammar. (AM)

The Black English semi-auxiliary "come" is used to express speaker indignation, as opposed to the motion verb "come." Examines the history of the semi-auxiliary and why it has remained undetected for so long. (EKN)

Considers the possibility that infants from different linguistic backgrounds babble similarly. Results of an experiment show that Spanish- and English-learning babies produce predominantly CV syllables with voiceless, unaspirated plosive consonants. Vowel production is also similar. (EKN)

Discusses the Ilongots and their attitudes toward speech. Describes speech act theory, while questioning some aspects of it. Shows how the theory applies to Ilongot speech. (EKN)

Examines the state of the art of research on how spelling should be taught in the schools, the nature of spelling ability, and implications for teaching and further research. (HTH)

Investigates the role of context in two forms of recognition memory. The first of these involves conscious memory, the second, which may or may not include conscious memory, is manifested by an improvement in performance which occurs when words are repeated in a variety of perceptual recognition and classification tasks. (Author/MES)

In interviews, children understood past forms equally well in reference to immediate and remote past but future forms better in reference to the immediate future. Immediacy of action and certainty of occurrence are suggested as early meaning components of future verb forms. (Author)

Presents study which explored metalinguistic abilities of prelingually deaf children who are users of Signed English with regard to their explicit segmentation of Signed English sentences into words. Subjects exhibited varying abilities that increased with age and were similar to developmental patterns in hearing populations. (Author/BK)

The authors contrast the views of those who advocate a back-to-basics approach to language arts education with research findings on language arts basics. The authors are critical of the former, product centered approach which stresses conformity. Research supports an approach which is student centered. (Author/RD)

Outlines some of the key ideas in the development of a British project for improving literacy. These include expressive language, the connection between language and learning, and the idea of participant and spectator roles. (CT)

Describes five experiments in which instructions to rehearse previously presented pictures increased the likelihood of their being identified in a later test. Results show recognition was higher for cued than uncued pictures and that the effect of cuing diminished as the lag between presentation and cuing was increased. (Author/BK)

Presents study focusing on creation of referential ties during comprehension and the effect of a text's global structure on this process. Results show that manipulations of distance between two referentially linked propositions and the structural height of the earlier proposition influence the ease with which comprehension occurs. (Author/BK)

Explores the hypothesis that speech acts cannot be located without bringing in knowledge beyond that of the textual referent itself. Points out that speech acts are made up of sentence context pairs through which one must search for a formal motion of context as a framing of speech activities. (FL)

Discusses the process of understanding of intent by which participants, through the comparative interpretation of a series of cues and symbols as they are revealed in speech, develop categories for a contextual model of communication. Argues that discourse is essentially dialogic and phenomenologically realizable. (FL)

Presents an original description of the psychological processes involved in producing speech. (AM)