Surface Structure, Deep Structure, and Transformations: A Model for Syntactic Development

Hass, Wilbur A.; Wepman, Joseph M.

doi:10.1044/jshd.3404.303

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1971

1974

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Cited by 4 publications

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“…Hass and Hass (1972) contrast their "three faces of syntax:" surface structure, semantic representation and transformation with Osgood's model and reject the acquisition of meaning and transformational features as the result of association. Hass and associates Hass, 1972, Hass andWepman, 1969) further compare their "inherent equence in terms or organisation" to the Piagetian cognitive-developmental model. Surface structure is hierarchical and likened to the sensori-motor stage of development.…”

Section: Discussionmentioning

confidence: 97%

If the Model Fits ‐‐ an Analysis of the Structure of the Revised Illinois Test of Psycholinguistic Abilities for Moderately Mentally Retarded Children∗

Leong

1974

The Slow Learning Child

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Section: Discussionmentioning

confidence: 97%

If the Model Fits ‐‐ an Analysis of the Structure of the Revised Illinois Test of Psycholinguistic Abilities for Moderately Mentally Retarded Children∗

Leong

1974

The Slow Learning Child

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Content Sequences in Stories by Preschool Children

Taylor

Glazer

1973

Journal of the American Academy of Child Psychiatry

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Constructional Variety in the Spoken Language of School Children

Hass

Wepman

1973

The Journal of Genetic Psychology

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Uncertainty scores (H and relative H) were computed for the verbs, noun phrases, and sentences produced by 180 children between the ages of 5 and 13 years on a story-telling task. Linear age trends occurred for Sentence H and relative H and for Noun-phrase H (though not relative H), but not for verb H and relative H. There were no overall sex differences, but measure-specific age-by-sex interactions and higher-order age trends. Uncertainty scores of the type proposed, if suitably refined, may measure the developmental progression from stereotyped reliance on individual syntactic forms to flexible utilization of productive rules.

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Surface Structure, Deep Structure, and Transformations: A Model for Syntactic Development

Cited by 4 publications

References 0 publications

If the Model Fits ‐‐ an Analysis of the Structure of the Revised Illinois Test of Psycholinguistic Abilities for Moderately Mentally Retarded Children∗

If the Model Fits ‐‐ an Analysis of the Structure of the Revised Illinois Test of Psycholinguistic Abilities for Moderately Mentally Retarded Children∗

Content Sequences in Stories by Preschool Children

Constructional Variety in the Spoken Language of School Children

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