ERIC Number: ED210679
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Language Use, Language Ability, and Language Development: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1981 (Vol. 42 Nos. 1 through 6).
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 49 titles deal with a variety of topics, including the following: (1) the relation of cognitive ability and receptive language ability in primary school children; (2) verbal cognition; (3) contextual methods of teaching vocabulary in grade 11; (4) the efficacy of letter cloze as a perceptual organizing technique; (5) verbal plurality and aspect; (6) structure building operations and word order; (7) individual differences in acquisition and use of English derivational morphology; (8) children's humorous language; (9) the evolution of brain lateralization and its implications for language; (10) phrase structure, subcategorization, and transformations in the English verb phrase; (11) categorization in phonology; (12) children's questions and the discovery of interrogative syntax; (13) case relations in generative grammar; (14) the influence of linguistic context on word recognition accuracy and miscues; (15) sentence bridging and reading proficiency; (16) the effects of set expectations on lexical access; (17) teaching linguistics to the adolescent student; and (18) grammars for the recognition of natural language. (FL)
Descriptors: Adult Education, Annotated Bibliographies, Cognitive Processes, Doctoral Dissertations, Elementary Secondary Education, English, Error Analysis (Language), Grammar, Higher Education, Language Acquisition, Language Handicaps, Language Research, Language Skills, Language Usage, Structural Analysis (Linguistics), Vocabulary Development, Word Recognition, Writing Skills
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Note: Pages may be marginally legible.