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On the basis of experimental data, the author makes the following observations: (1) the basic encoding processes in speech, the schemas of order, first produce elementary underlying sentences; (2) underlying sentence structure is the controlling step in the organization of speech; (3) underlying sentence structure plays a central role in regulating the duration of speech; (4) various processes that relate to speech take widely different amounts of time; (5) therefore, there is a definite correspondance between grammatical structure and linguistic performance. Tables containing data concerning temporal duration and a bibliography of references are included. (DD)

JAPANESE HAS FOUR COMMONLY OCCURRING NEGATIVE FORMS WHICH CAN BE ORGANIZED INTO THREE DIMENSIONS OR CONTRASTS. THE DIMENSIONS ARE TENTATIVELY LABELED--EXISTENCE-TRUTH, INTERNAL-EXTERNAL, AND ENTAILMENT-NON-ENTAILMENT. AN EXAMINATION OF THE SPEECH OF ONE JAPANESE CHILD INDICATES THAT THE ORDER IN WHICH THESE DIMENSIONS ARE ACQUIRED IS THE SAME AS THE ORDER LISTED. ONE IMPLICATION OF THIS SEQUENCE OF DEVELOPMENT IS THAT INITIALLY THE CHILD'S LANGUAGE WAS NOT SUFFICIENTLY EGOCENTRIC. THIS IMPLICATION IS SEEN AS FAVORING VYGOTSKY'S THEORIES RATHER THAN THOSE OF PIAGET. THIS REPORT WAS PUBLISHED IN "STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PROGRESS REPORT IV," 1967, BY THE CENTER FOR RESEARCH ON LANGUAGE AND LANGUAGE BEHAVIOR, UNIVERSITY OF MICHIGAN, 220 EAST HURON STREET, ANN ARBOR, MICHIGAN 48108. (AUTHOR/JD)

THIS IS THE FIRST MAJOR SECTION OF A CHAPTER PREPARED FOR "THE MANUAL OF CHILD PSYCHOLOGY," P.H. MUSSEN, EDITOR, IN PREPARATION. IT IS AN INTRODUCTION TO TRANSFORMATIONAL GRAMMAR WRITTEN FOR PSYCHOLOGISTS AND PRESENTS SOME OF THE MAJOR IDEAS THAT HAVE BEEN DEVELOPED IN MODERN LINGUISTIC THEORY, ALONG WITH CERTAIN OF THEIR PSYCHOLOGICAL IMPLICATIONS. THE CHAPTER IS CONCERNED WITH TWO KINDS OF INTERACTIONS--(1) THE CONNECTION BETWEEN THE ACQUISITION OF LANGUAGE AND THE GROWTH OF INTELLECT, AND (2) THE CONNECTION BETWEEN BOTH OF THESE AND THE PROCESS OF MATURATION. THIS INTERACTION PROVIDES CONSIDERABLE INSIGHT INTO THE PROCESS WHEREBY A CHILD GROWS TO BECOME AN ADULT. WAYS OF THINKING ABOUT LANGUAGE (SAUSSURE'S "PAROLE" AND "LANGUE" AND CHOMSKY'S "PERFORMANCE" AND "COMPETENCE") ARE GENERALLY DEFINED AND FOLLOWED BY DISCUSSIONS OF FINITE-STATE GRAMMARS, RECURSIVENESS AND LINGUISTIC ABSTRACTION, AND PHRASE-STRUCTURE RULES. A REFERENCE LIST IS INCLUDED. THIS PAPER APPEARS IN "STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PROGRESS REPORT IV," PUBLISHED BY THE CENTER FOR RESEARCH ON LANGUAGE AND LANGUAGE BEHAVIOR, UNIVERSITY OF MICHIGAN, 220 EAST HURON STREET, ANN ARBOR, MICHIGAN 48108. (AMM)

THE ACQUISITION OF LANGUAGE IS CONSIDERED AS A QUESTION OF SPECIFYING HOW CHILDREN'S CAPACITY FOR LANGUAGE INTERACTS WITH THEIR LINGUISTIC EXPERIENCE--THE INTERACTION TAKING THE FORM OF RELATING THE UNIVERSAL ASPECTS OF THE DEEP STRUCTURE TO THE IDIOSYNCRATIC ASPECTS OF THE SURFACE STRUCTURE OF LANGUAGE. THIS INTERACTION OCCURS IN THE ACQUISITION OF TRANSFORMATIONS. ONE QUESTION ARISING FROM THIS APPROACH IS WHETHER SOME OF THE LINGUISTIC UNIVERSALS SO RELATED EXIST BECAUSE THEY ARE UNIVERSALS OF HUMAN COGNITION. THE AUTHOR FEELS THAT STIMULUS-RESPONSE THEORIES DO NOT ACCOUNT FOR THE ACQUISITION OF DEEP STRUCTURES AND THAT A BIOLOGICAL APPROACH IS MORE APPROPRIATE. THE ORIGIN AND DEVELOPMENT OF CHILDREN'S GRAMMATICAL CLASSES IS DISCUSSED AND THE HYPOTHESIS IS DEVELOPED THAT GRAMMATICAL CLASSES "ARISE FROM AN INITIAL ASSIGNMENT OF SYNTACTIC FEATURES DERIVED FROM THE BASIC GRAMMATICAL RELATIONS." THE ACQUISITION OF TRANSFORMATIONS (ESPECIALLY NEGATION) IS ALSO DISCUSSED AND IT IS CONCLUDED THAT THEY REQUIRE "LITTLE OR NOTHING IN THE WAY OF OVERT PRACTICE." THIS ARTICLE WILL APPEAR AS A CHAPTER IN "GRAMMATICAL DEVELOPMENT IN CHILDREN," D.I. SLOBIN, EDITOR, ACADEMIC PRESS. IT ALSO APPEARED AS ONE OF SEVERAL RESEARCH REPORTS IN "STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PROGRESS REPORT V," SEPTEMBER 1, 1967, CENTER FOR RESEARCH ON LANGUAGE AND LANGUAGE BEHAVIOR, CITY CENTER BUILDING, 220 EAST HURON STREET, ANN ARBOR, MICHIGAN 48108. (AUTHOR/JD)

This chapter, to be included in "Carmichael's Manual of Child Psychology," edited by P.A. Mussen, deals with the connection between the acquisition of language and the growth of intellect, and the connection between both of these and the process of maturation. The author feels that various theories of development cannot account for the child's acquisition of grammar in a relatively short time, and he discusses the reasons as well as the lines which the explanation must follow. The bulk of the chapter is a survey of language acquisition itself. It is organized under three major headings, one for each of the three main components of a grammar: syntax, phonology, and semantics. A description of the methods typically used in studying the development of each component is given. The emergence of the components themselves is traced (insofar as it is known), and a discussion of various theoretical issues in the light of the empirical findings is presented. Wherever possible, mention is made of children exposed to languages other than English, with the chief contrast languages being Russian and Japanese. (See related document ED 017 921.) (DO)

THE PURPOSE OF THIS PAPER IS TO DISCUSS THE POSSIBILITY THAT SOME LINGUISTIC UNIVERSALS ARE, IN FACT, THE INEVITABLE RESULT OF UNIVERSAL MENTAL CAPACITIES. ONE SUCH UNIVERSAL IS SUGGESTED, AND THE ENTIRE QUESTION IS CONSIDERED IN THE LIGHT OF CERTAIN THEORIES OF INTELLECTUAL DEVELOPMENT--MAINLY PIAGET'S, AND SECONDARILY BRUNER'S AND VYGOTSKY'S. THE CONCLUSION DRAWN IS THAT THE LIGHT IS ALL POINTED IN THE WRONG DIRECTION. THE PAPER IS BASED ON A LECTURE GIVEN TO THE INSTITUTE OF HUMAN DEVELOPMENT OF THE UNIVERSITY OF MINNESOTA, APRIL 1967, AND ALSO APPEARS IN "STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PROGRESS REPORT V," SEPTEMBER 1, 1967. (AUTHOR/AMM)

The theme of this book is the concept of a sentence and the role which it plays in child language acquisition. The author argues that the concept of a sentence is innately available to children and is the "main guiding principle in a child's attempt to organize and interpret the linguistic evidence that fluent speakers make available to him." Initial chapters summarize the arguments around which the book is organized and discuss methodological problems. Chapter 3 describes the structures that appear in child speech and argues that they suggest biological preparation. Chapter 4 places child language in the context of animal communication and considers the evolution of linguistic capacity. Chapter 5, containing the major theoretical arguments of the book, explains the facts of development presented in Chapter 3 and can be regarded as a further description, in linguistic and psychological terms, of the biological specialization discussed in Chapter 4. Chapter 6, on transformations, extends this argument from the universal to the idiosyncratic aspects of language. Chapter 7 then briefly discusses the role of language experience in the acquisition of transformations. Chapter 8 treats topics connected with semantic development, and the final chapter treats sound development. An appendix contains an introduction to the main ideas of transformational generative grammar. (Author/FWB)

Research supported by grants from the National Science Foundation and the Early Education Research Center of the University of Chicago. (DD)