Discusses the possibility of utilizing the play focus of children to provide a superior medium for cognitive learning, utilizing parent-teacher team teaching. (AN)

Teachers should not try to impose on children the language of adults, but they can provide models for them to grow naturally into as they become adults. The child knows his language when he comes to school, and the teacher should try to build on what he knows, not blunder into opposition to it. (Author)

Infants learn their language by first determining, independent of language, the meaning which a speaker intends to convey to them, and by then working out the relationship between the meaning and the expression they heard. (Author)

Studies show many experts believe that there is no significant difference between the age when a boy begins to communicate verbally and when a girl begins. (SW)

Research supported by a grant from the Defense Research Board of Canada. (DS)

Criticism of much of the previous research into the syntax of children's language. (RD)

The effects of phonetic context and linguistic complexity level on /s/ misarticulations were examined in nine normal children (mean age 6.8 years) who misarticulated the /s/ phoneme interdentally in all positions of words. (Author/SEW)

Presents three basic tenets of the language across the curriculum philosophy: that language develops primarily through its purposeful use, that learning often involves and occurs through talking and writing, and that language use contributes to cognitive development. Discusses important practical implications these principles have for effective…

The relationship between knowledge and reasoning was explored through 12 males' and 12 females' (aged 12, 15, and adult) solutions to written syllogisms containing four conjunctions, and evaluations of single sentences for their pragmatic content. The relationship between comprehension of pragmatic uncertainty and detection of uncertain…