Results 261 to 270 of about 374,011 (313)

Language Behaviour and Child Psychotherapy

Canadian Psychiatric Association Journal, 1975
The dichotomy between non-verbal or play therapy for the younger and verbal psychotherapy for the older child is questionable in view of the fact that lexical representation begins in the second year of life. It is equally doubtful whether, in the absence of certain communications expressed in verbal symbols, any type of interaction between therapist ...
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Syntactic distinctions in child language

Journal of Child Language, 1990
ABSTRACTThis paper presents a study of young children's understanding of a constraint on English word order, which is that pronouns and proper names cannot be modified by prenominai adjectives. For adults, this is a syntactic constraint: adjectives can only precede nouns, and pronouns and proper names are lexical Noun Phrases (NPs).
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The Function of Imitation in Child Language

Journal of Speech and Hearing Research, 1976
The use and function of imitation were examined for seven children in the early syntactic period of language acquisition. The use of imitation was determined by the percent of syntactic imitation out of total syntactic output. Based on this measure, the children were divided according to whether they used imitations minimally, moderately, or ...
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A Child Development Approach to Language in the Preschool Disadvantaged Child

Monographs of the Society for Research in Child Development, 1968
The nature and extent of language deficit among the children of the disadvantaged is by now a well-known fact, increasingly documented and specified by ongoing research (Bernstein, 1960; Cohn, 1959; Deutsch, 1967; John, 1963; Raph, 1965). Though some have pointed out that the language of the inner city slums has it own vocabulary and richness (Riessman,
P, Minuchin, B, Biber
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Language and the Pre-School Child

International Journal of Language & Communication Disorders, 1973
SummaryDemands for both increased educational provision for preschool children, and the inclusion of structured programmes of work to facilitate children's acquisition of language are discussed; future implications are considered, including whether or not acquisition can be directly influencedIt is proposed that speech therapists have a contribution to
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The Language Handicapped Child and Education

Exceptional Children, 1965
This article presents the problems involved in definitive differential diagnosis of children with delayed language. It suggests the need to describe language, auditory, mental, and emotional functioning as opposed to depending upon specific diagnostic labels which may rely upon clinical bias.
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Child Language

2007
Abstract This is a systematic presentation of the parametric approach to child language. Linguistic theory seeks to specify the range of grammars permitted by the human language faculty and thereby to specify the child's "hypothesis space" during language acquisition. Theories of language variation have central implications for the study
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Phonological Procedures for Child Language

International Journal of Language & Communication Disorders, 1972
It has often been stated by linguists (e.g. Haas, 1963) that in making phonological analyses of children's speech it must be emphasized that at all stages of development the child has a system of his own and that it is misleading to regard his speech as “an imperfect version of adult language” (Fry, 1968, p. 19).
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Sequence of tense in (French) child language

Linguistic Variation Yearbook, 2008
We discuss the results of an L1 French comprehension study of the construal of present and imperfective past in (non) subordinate contexts. Our findings reveal that children accept (sometimes enforce) non-indexical simultaneous construals of both present and past under a matrix past — though present is utterance-indexical in adult French.
Demirdache, Hamida, Lungu, Oana
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A Language-Delayed Child at Adolescence

Journal of Speech and Hearing Disorders, 1974
There appears to be an almost complete lack of published data on the functioning of language-delayed children beyond the preschool and primary years. As a first step in filling this gap, a 16-year-old boy, first seen at age four because of his severe language difficulties, was reexamined.
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