a1 University of Illinois at Chicago Circle
Language is conceptualized as a multi-dimensional entity which involves symbolic and cognitive aspects, communicative aspects, and structural-linguistic aspects, both syntactic and semantic. The child's task during acquisition is to become aware of, to understand, and to operate according to convention in these three spheres. Analysis of the single-word production of three children revealed developmental changes in the salience of the three aspects and individual differences in functional styles of language acquisition. Use of the multi-dimensional approach also revealed differences in the relations between language, overt action, and a child's tendency to talk about action. Many differences, particularly in communicative style, were related to differences in parent–child interaction.
(Received April 21 1976)
* This research was supported in part by a grant to the first author from the Research Board of the University of Illinois at Chicago Circle. Portions of this paper were presented to the annual meeting of the American Psychological Association, Chicago, 1975. Correspondence may be addressed to Maris M. Rodgon, Department of Psychology, UICC, PO Box 4348, Chicago, Illinois, 60680.