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ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. – 1980
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 32 titles deal with a variety of topics, including the following: (1) the development of young children's metalinguistic understanding of "letter,""word," and "sentence"; (2) modifications in speech to elderly conversationalists;…
Descriptors: Annotated Bibliographies, Child Language, Cognitive Processes, Communication Skills
Bates, Elizabeth; And Others – 1979
A study is reported relevant to the relationship between first words learned by children and gestural symbolization under a variety of contextual conditions. It is part of a larger longitudinal study of 32 children at 10, 13, 20, and 27 months of age. The children were seen in three standardized situations for eliciting gestural and vocal symbols:…
Descriptors: Association (Psychology), Body Language, Child Language, Cognitive Development
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Goldin-Meadow, Susan – 1979
The question is addressed whether a child would develop a communication system if a conventional linguistic model is absent. Six congenitally deaf children, who were not exposed to Sign Language, were observed and videotaped at play in their homes at intervals of one to three months. The children ranged in age from 1 year, 5 months to 4 years, 1…
Descriptors: Child Language, Communication Skills, Deafness, Deep Structure
Cazden, Courtney – 1979
This paper reviews studies on classroom talk and on mother-child interaction; it compares the latter with classroom talk and speculates on what language in the classroom could be. The discussion of language in the classroom revolves around: (1) the speech situation, that is, a situation organized in terms of some nonverbal activity; (2) the speech…
Descriptors: Child Language, Children, Classroom Communication, Discourse Analysis
Saville-Troike, Muriel; McCreedy, Lynn A. – 1980
Interviews with 108 Navajo children from bilingual first grade classes on Navajo reservations were recorded. Analysis of the interviews focused on phonological, grammatical, and lexical features that show a systematic variation within the speech of individuals or between individuals. Variable features were compared with background factors such as…
Descriptors: American Indian Languages, American Indians, Background, Bilingualism
Donahue, Mavis L. – 1978
Most studies of language acquisition overlook the fact that a child learns language in the context of acquiring the social skill of conversing known as "turn-taking." The few studies of verbal turn-taking in children suggest that prosodic features (suprasegmentals) and turn-taking skills are integrated by the age of two years, nine months, and…
Descriptors: Child Language, Communicative Competence (Languages), Comprehension, Intellectual Development
Olshtain, Elite – 1979
The present paper reports on a case study investigating the acquisition of form and function of the English progressive by a seven-year-old Hebrew speaker, learning English as a second language. The paper describes the different elicitation techniques used, and discusses the suitability of such techniques for the investigation of form and…
Descriptors: Case Studies, Child Language, Cognitive Development, English (Second Language)
Huerta, Ana – 1977
Research was conducted to examine the language acquisition of a Mexican-American child who has been brought up in a linguistic environment where code-switching between Spanish and English is the dominant style of speaking. In addition, the relation of code- switching to the acquisition of bilingualism is analyzed. The speech of the subject, a…
Descriptors: Biculturalism, Bilingualism, Child Development, Child Language
Blount, Ben G.; Padgug, Elise J. – 1976
Features of parental speech to young children was studied in four English-speaking and four Spanish-speaking families. Children ranged in age from 9 to 12 months for the English speakers and from 8 to 22 months for the Spanish speakers. Examination of the utterances led to the identification of 34 prosodic, paralinguistic, and interactional…
Descriptors: Child Language, Cultural Differences, English, Fathers
Cook-Gumperz, Jenny; Gumperz, John J. – 1976
This issue includes four papers: (1) "Context in Children's Speech," by Jenny Cook-Gumperz and John J. Gumperz, demonstrates how context is used as a framing device for semantic interpretation of messages. It is suggested that context is not simply background information but part of the total message, entering into the information communicated,…
Descriptors: Child Language, Code Switching (Language), Communication Skills, Communication (Thought Transfer)
Bozinou, Effie; Curley, James – 1978
Bilingual and monolingual children were presented with experimental conditions where response mode and semantic information was varied. Forty children, 20 in each language-type group, responded in the present progressive and the past tenses to a series of colored drawings of simple activities. Half of the subjects responded to the task under…
Descriptors: Bilingual Students, Bilingualism, Child Language, Cognitive Development
Keller-Cohen, Deborah – 1974
In order to investigate the hypothesis that the conceptualization of sequence precedes that of simultaneity in child development, and to explore the use of elicited imitation in studying lexical acquisition, 32 subjects between 3 and 5 years of age were asked to verbally imitate a list of sentences. The constructions combined simple and reverse…
Descriptors: Abstract Reasoning, Child Development, Child Language, Cognitive Development
Dillon, David – 1975
This study focuses on the semantic development of individual lexical items, as viewed from a semantic features perspective. It involves four narrow semantic domains, a sample of elementary school-children and their teachers, and two native language groups, English and Spanish. Semantic development is studied through the process of equivalence…
Descriptors: Adult Learning, Child Language, Cognitive Processes, Elementary School Students
Stecher, Judith S. – 1976
Teacher verbal mediation which might be associated with children's elaborated-restricted code use was described in 20 early childhood classrooms. Three teacher mediation patterns were identified. Data collected by RELAB, an instrument derived from Bernstein's coding categories, recorded 4,135 child statements, eight classroom contexts and eight…
Descriptors: Child Language, Classroom Observation Techniques, Classroom Research, Early Childhood Education
Robeck, Mildred C. – 1975
Some very practical questions about how children learn the first language compel us to study brain functions and how these functions evolve. They also bring the studies of linguistics and neurology together. The purpose of this paper is to relate some of the research that describes language acquisition with the research about the early development…
Descriptors: Auditory Perception, Child Language, Cognitive Development, Early Childhood Education
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