This clinical study aimed at exploring the following issues: 1) whether English Primary Language and English Second Language students have similar ideas on the Life-Cycle of the Mealworm Beetle; 2) which words and phrases these two groups use to convey key aspects of that Life-Cycle 3) to what extent does the type and frequency of words and phrases used, vary with the student1 ability to communicate orally in English. Two Interview Conditions were used, the Verbal Con dition and the Verbal Manipulative Condition. Results indicated that the ideas of students fell into four patterns regardless of whether subjects were-English Second Language or English Primary Language. A list of words and phrases used by the subject has bee identified, according to the language background of the sample and this list suggests that the type and frequency of nouns, verbs, adjectives and adverbs varied according to the language sub-group (ESL/EPL) and Interview Condition (Verbal/Verbal Manipulative). / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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The purpose of this study was to examine the cognitive and emotional functioning of neglected, physically abused, and clinical control children between six and thirteen years of age who were referred for testing at the Dallas Child Guidance Clinic.

This study investigated the influence of chronological age and stimuli on the explanations of "same" and "different" by young children. Seventy children, between by young children. the ages of three-years, six-months and nine-years, six-months, selected on the basis of chronological age, normal speech and language development, and normal verbal maturity, were involved as subjects. A test consisting of a series of verbal tasks was administered to each child. The experimenter recorded and later analyzed and classified all responses for each child, following specific guidelines for judging appropriateness of response and assigning each appropriate response to one of three classifications.

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