Children's imitations were analyzed as a function of parental speech acts for six children in early Stage I of language acquisition. The children imitated imitations far more frequently than non-imitative speech acts in the same category. (Author/SW)

Spontaneous full passives and related constructions from 234 children, aged 2 to 13, and elicited passives from 262 college students were analyzed. The agentive non-reversible did not appear until after age 9; and until age 11 no child produced both reversible and non-reversible passives. (Author/SW)

Focus is one factor that may account for children's use of single-word utterances after they have acquired the use of multi-word utterances. The possible role that focus may play in children's use of single-word utterances in naturalistic settings, after the acquisition of syntax, was investigated. (SW)

In a study comparing schizophrenic language performance with the language performance profiles characteristic of aphasia, apraxia of speech, generalized intellectual impairment, and confused language, 27 schizophrenic patients (20 to 67 years old) were tested with an aphasia test battery. (Author/IM)

An investigation of the relationship between a speaker's decision to treat portions of the information in a sentence as given or new and the syntactic form of the sentence produced. A tendency of English speakers to use alternative surface structure rules to present given information before new information is demonstrated. (AMH)

A number of experimental tasks were conducted in which subjects were asked to interpret and create novel noun-noun compounds. Results indicate that semantic relationships that hold between members of these compounds cannot be characterized in terms of a finite list of appropriate compounding relationships. (CHK)

Explores the relational aspects of speech and markers which point up relational aspects according to the pupil's adjustment to his peer group and its activities and to institutional aspects of school life. (Text is in French.) (CDSH/CLK)

Presents the theoretical and methodological bases of a study designed to test the validity of Bernstein's theories on the role of language in school segregation. (Text is in French.) (CDSH/CLK)

Three new experiments concerning the depth-of-processing view demonstrate that repetition at the phonemic depth of processing does facilitate memory, regardless of whether the repetitions are massed or distributed and regardless of whether the dependent variable is uncued recall, cued recall or recognition. (Author/RM)

This is a preliminary research-oriented bibliography on the Hopi language. All known items, through mid-1976, are included, with an annotation for each item sketching its nature and/or possible value. (Author/RM)

Allophonic variations in the quality and voicelessness of British English Received Pronunciation /1/ were investigated, largely through their acoustic correlates as revealed by spectrography. (Author/RM)

A sentence-reading procedure was used to study the influence of syntactic structure on the timing of syllables in speech production. The study was designed to test whether syllable lengthening might be sensitive to the distinction between surface and underlying structure. (Author/RM)

Morphological and orthographic spelling-pattern abstraction was studied by administering multiple-choice tests; one of nonsense words, one of real words, and a dictation test of nonsense words to 20 good and 20 poor spellers at each grade level from two to five. (Author/JMB)

The effect of four social learning conditions on early language acquisition was explored, along with comparisons between learning whole words and learning the component sounds of the words. Subjects were 20 infants aged 9 to 15 months. (MS)

A study to determine the degrees of mastery by middle-class second grade children of seventeen syntactic competencies and to compare their oral and written syntactic attainment. (DD)