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It is often assumed that metalinguistic performance (e.g., detection of ambiguity, judgments of grammaticality) straightforwardly reflects linguistic knowledge.

Somerford Junior and Infants School and Twynham Junior and Infants School (Christchurch, GB); Burdyke Infants, Badger Hill Junior and Infants School and Joseph Rowntree Junior School (York, GB).

This book deals with the conditions and the consequences of the production of different syntactic sentence structures. From this point of view, the aim of an utter ance is to transmit propositional meaning, and syntactic structure is of inter est only insofar as it influences the comprehension of propositional meaning.

This book studies language behaviour in the larger context of modelling or ganismic behaviour more generally. The study of organismic behaviour, then, must primarily concern itself with this agentive aspect of an organism and determine what structures and proces ses underlie these intentional organismic acts.

Not very many years ago, it was common for language researchers and theorists to argue that language development was somehow special and separate from other aspects of development.

This book presents a new classification of speech acts. The speech act classification as presented in this book has a number of consequences for linguistic theorizing: the book makes advances in three linguistically relevant fields - speech act theory, lexicology, and theory of meaning.

The method which is pro posed here is called "variety grammar" - roughly speaking, this is a formal grammar with probabilistic weighting for an ordered set of varieties, such as dialects, sociolects, registers, or developmental stages.

Titling this book Lectures on Language Performance was not done to be cleverly "eye-catching"-the title is quite literally appropriate.

The developments in linguistic theory over the last three decades have given us a better understanding of the formal properties of language.

This is reflected in the varying terminology used by these independent investigators "linguistic awareness," "metacognition," "metalinguistic ability," "task aware ness," "lexical awareness," and so on. Many reading researchers and graduate students have perceived this as a new frontier for the development of theory and research.

Presenting successively studies of hearing children acquiring speech languages, of deaf children acquiring sign languages, of hear ing children of deaf parents, of deaf children of hearing parents, and of hearing children compared with deaf children, Volterra and Erting give one a wider than usual view oflanguage acquisition.

The present volume is the result of a project which concentrated on a selected subset of linguistic knowledge with the aim of giving a systematic account of the various aspects of structure and process in this subset and the interpretation of these.

In the past fi fteen years there has been a growi ng interest in the development of children's awareness of language as an object in itself -- a phenomenon now generally referred to as metal inguistic awareness.

With contributions by numerous experts

we were inspired by Werner Deutsch of the Max Planck Institute for Psycholinguistics in Nijmegen (The Netherlands) and by the Volkswagen Foundation in Hannover (Federal Republic of Germany) to organize an international conference on the same topic.

In the study of human thought there could hardly be a more fundamental con cern than language and reasoning. If psycholoQists, then, are ever to discover what is truly human about their species, they will have to discover how language is produced and understood, and how it plays a role in reasoning and other forms of rational thought.

The area of concern to Dr. Wietske Noordman~Vonk has been variously seen as an aspect of long-term memory [F. 3], and semantic memory [F. It is in this sense that the current work is concerned with long-term and not short-term memory.

When the new Projektgruppe fUr Psycholinguistik of the Max-Planck Gesellschaft was founded, "the child's conception .of language," in analogy to Piaget's "child's conception of the physical world," become one of the research unit's topics of study.

Using the results of psycholinguistic research as a basis, I have sought to understand the peculiarities of the process of language organization in the child who faces the problem of learning two languages when other children are learning only one.

This anthology was originally planned in connection with a symposium "Language in Primates: Implications for Linguistics, Anthropology, Psychology, and Philosophy," at Miami University, Oxford, Ohio. We thank Edward Simmel for his encouragement, his patience with our efforts, and his help in planning and directing the Symposium.

For many recent investigators, this question has been translated into empiri cal studies of children's acquisition of relational terms-words such as before, after, because, so, if, but, and or that permit the linguistic expression of logi cal relationships.

We had our first conversation about cognition, metacognition, and reading in September of 1976. We didn't really know much about metacognition then, of course, but then most other people were in the same predicament. Brown's notions about "knowing, knowing about know ing, and knowing how to know," D.

In this volumume prominent scholars from different culturaland linguistic backgrounds are brought together to reviewthe empirical studies on the ability to reflect upon andmanipulate the phonemic segments of speech, and to presenttheir insights on the relationship of phonological aware-ness to the reading process.

In this book we take a fresh look at imitation. The juxtaposition of so many views and facets of imitation in this book will help us to study the commonalities as well as differences of various forms and functions of imitative language and will help us to discern the further dimensions along which we must begin to differentiate imitation.

In this book we take a fresh look at imitation. The juxtaposition of so many views and facets of imitation in this book will help us to study the commonalities as well as differences of various forms and functions of imitative language and will help us to discern the further dimensions along which we must begin to differentiate imitation.