Through discussion and illustrative events, an evolving segment of communication is described during the course of transition of one child's total communication system from the sensorimotor or gestural level at 12 months into the level of use of the adult words "more" and "mine," and associated utterances, at 24 months. (Author/RM)

A study was conducted in which a series of stories was used to teach six four- to five-year-olds to identify objects as "nouns," attributes of objects as "adjectives," and actions as "verbs." All the children appeared to have well-formed semantic fields for the three form classes. (Author/RM)

Discusses nominal-pronominal reduplication (NPR) in the language of children ages seven and nine in four situations. Younger children produced more NPR; all children produced little NPR talking to their peers and increasing amounts talking to adults. Examples are given and analyzed. (EJS)

Rebuts an article that claimed to overthrow the authors' 1969 findings. It is demonstrated that the original study concerned syntactic organization and that interpretation of it as bearing on comprehension is largely unjustified. Comments on their prior work in light of new developments in child language are included. (EJS)

This paper reports on a case study of a Cantonese-speaking child age 2 and considers the implication of tone acquisition for tone studies in general, and Cantonese tonology in particular. (NCR)

The development of plurals in two German-speaking children was analyzed, based on observational data. It was argued that the children were learning plurals by rote, conditioned by morphological complexity which cannot be subsumed under any general rule. (Author/NCR)

In this experiment, children were given three words (a triplet made up of two nouns and one verb) and were asked to produce an utterance with them. The results were analyzed in terms of word order chosen and age of child. (NCR)

In testing kindergartners and first graders in their comprehension of the words "before" and "after," it was found that when temporal terms are acquired, they are first used as prepositions and then as subordinating conjunctions. (Author/NCR)

This experiment used two groups of preschoolers and one group of young grade-schoolers to test for their comprehension of presuppositions and negation in complex syntax. (NCR)

An analysis is made of the gradual learning process through which a child becomes bilingual from early infancy. (NCR)

This article reviews and criticizes Fay's particular transformational descriptions as implausible. (Author/NCR)

The purpose of the paper was to map the language development of children at infant school and examine spontaneous corrections made by the children of their speech. (Author/NCR)

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)

Three groups of children, aged 5, 7, and 11 years, were tested in a clause-memory task, in order to investigate the role of syntactic and semantic factors in children's recall and processing of spoken continuous prose. (Author/SW)

This paper reviews evidence for and against imitation as a factor in the acquisition of syntax. It is concluded that the effects of imitation of children's speech are too pervasive to be dismissed as irrelevant. An important question is how a child extracts grammatical information from imitated sequences. (CHK)