ABSTRACT-An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N 5 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racialand opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.Previous research has found that racially diverse educational environments are associated with positive intellectual and social outcomes for college students

Major findings are reported here of a longitudinal, naturalistic study of the acquisition of English as a second language by a five‐year old Japanese girl. The emphasis is on empirical findings based on careful distributional analyses performed on the data, rather than on any particular theoretical orientation. The major content areas discussed are 1) the problem of prefabricated patterns (Hakuta 1974b); 2) the order of acquisition of grammatical morphemes; and 3) the problem of language transfer. It is argued that there is still great need for a broader empirical data base before any serious attempts at theoretical formulations of the second language acquisition process are made.

In order to test the hypothesis that the second language learner possesses a series of structurally cohesive learner systems, speech samples of a five‐year‐old Japanese speaking learner of English were elicited over a 15 month period. Three types of “prefabricated routines” were analyzed in detail: (1) patterns using the copula, including all allomorphs of be; (2) the segment do you as employed in questions; (3) the segment how to as in embedded how‐questions. The analysis supported the contention that the subject was operating within a simple learner system involving prefabricated routines.

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The relationship between bilingualism and metalinguistic awareness was explored in Puerto Rican Spanish- and English-speaking children. All subjects were from low-income backgrounds and were enrolled in a transitional bilingual education program in the United States. Two longitudinal studies were conducted. The first study examined the abilities to note and correct ungrammatical sentences in Spanish. Subjects were 104 children in first and second grade at the beginning of the study. They were followed over a period of 2 years. The second study looked at the ability to detect ambiguity in sentences, and to paraphrase the different meanings. There were 107 subjects who were in fourth and fifth grades, and were also followed over a 2-year period. The results from both studies indicated that native language proficiency as well as the degree of bilingualism affected metalinguistic awareness. The results also indicated that these effects interacted with the types of items in the metalinguistic tasks. This suggests that both subject-specific and task-specific factors are important in understanding the relationship between bilingualism and metalinguistic awareness.

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This article describes one researcher's journey as an experimental psycholinguist through changes in practice and policy in the education of English language learners in the United States from the 1970s to the present day. The development of key debates on issues such as bilingualism, language of instruction, and the inclusion of English language learners in reform movements are described from the perspective of a researcher, and future prospects for work are outlined.

A review of the literature on children's use of relative clause constructions reveals many contradictory findings. The suggestion is that some studies fail to take into account the two factors of embeddedness (role of complex noun phrase within the sentence) and focus (role of head noun in the relative clause). The experiment reported here attempted to reconcile the disparate findings and extend the range of constructions examined. 114 children between the ages of 3 and 7 served as subjects in a test of comprehension using an act-out procedure of 9 different relative clause sentences that exhaust the possible combinations of 3 roles of the complex noun phrase in the sentence and 3 roles that the head noun plays within the relative clause (in each case, subject, direct object, and indirect object). All constructions were understood better with increasing age of the children; sex and sentence set were nonsignificant variables. The results reveal a difficulty in ordering of the 9 types of construction that is in keeping with a prediction based on surface structure processing strategies.