Special issue devoted to study of the whistling language of Kuskoy, Turkey. Study was prompted by study of whistling language in Aas, France. (DS)

Research reported was supported by a grant from the University of Kentucky Research Foundation. (DS)

The (Roger A.) McCaig article appeared in Elementary English," vol. 47, no. 5 (May 1970), pp. 612-18: How Not To Analyze the Syntax of Children"; it was critical of a study in which the author was a co-investigator ( Syntax of Kindergarten and Elementary School Children: A Transformational Analysis," 1967). (RD)

Reaction to another article in this issue, "How Not To Analyze the Syntax of Children" by Roger McCaig, pp. 612-18. (SW)

Studies the effect the degree of alliteration has on verbal learning, using four degrees of alliteration and three retention intervals. (MB)

Studies the sounds of the Parisian French /R/ consonant by examining sound spectrograms and X-ray photographs of speakers' pharynxes. Illustrates the phonetic distinctions and compares the Parisian consonantal usage to usage in other languages, including American English. (AM)

Results of a statistical study of language in 30 infants suggest that two acquisition styles (nominal/pronominal and referential/expressive) are developing in parallel. Only for children heavily emphasizing one strategy can a distinctive style be determined. Results at 20 months were only partially predictive of performance at 28 months. (MSE)

Investigates the extent to which college students enrolled in French, German, and Spanish courses subscribe to stereotypes about the purported characteristics of these languages. (EKN)

Analyzes the oral production of verb tenses and temporal expressions in the speech of four Spanish-speaking Mexican American children between the ages of two and four and one-half. Gives details of linguistic development at three- and/or six-month intervals. Charts the most common temporal expressions and their frequency of occurrence. (SB)

Young children found it difficult to verify negative statements, but found affirmative statements, affirmative questions, and negative questions equally easy to deal with. It is proposed that children acquire the answering system earlier than the verification system, and use answering to verify statements before acquiring the verification system.…

Two experiments were designed to see (1) if a cloze procedure is a valid measure of language proficiency (it seems to be) and (2) whether a cloze procedure can distinguish accurately between groups at various instructional levels (it distinguishes levels but the levels overlap). (EKN)