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AUTHOR Proctor, AdeleTITLE Measuring Infant Communicative Abilities: A Guide to

Formal Test Selection.PUB DATE [83]NOTE 35p.PUP TYPE Guides Non-Classroom Use (055)

EDP.. PRICEDESCRIPTORS

M701/PCO2 Plus Postage.*Cognitive Ability; *Communication Skills; ExpressiveLanguage; Guidelines; Individual Development;*Infants; Psychomotor Skills; Receptive Language;Social Development; *Tests; *Test Selection

ABSTRACTThis guide was prepared to facilitate the

practitioner's selection of formal tests for evaluating communicativebehavior in clinical infant populations during the first year oflife. Clinical instruments with particular emphasis on communicationand emerging language and speech abilities were identified in termsof publishers' recommended chronological age for test administration.Tests appropriate for children between birth and 12 months werefurther selected from Ulf available database, reviewed, andsummarized under eight d!.fferent behaviorally defined categories.These categories concerned abilities in cognition, communication,expressive language, receptive language, gross motor skills, finemotor skills, personal/social skills, and "other," or miscellaneous,skills. Extensive tables display over 60 measures or tests by title,author(s), publisher, chronological ages tested, and main behavioralareas tested. An asterisk is placed beside behavioral categoriesassessed by each measure. (No value judgments were made about thequality of the tests reviewed.) (Author/RH)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

***********************************************************************

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Measuring Infant Communicative Abilities: A Guide to Formal Test Selection.

Adele Proctor, Boston-Bouve College of Human Development Professions, Northeastern

esj University, 360 Huntington Avenue, Boston, Massachusetts 02115.

C1J

r-4

C:3 ABSTRACT: This guide was prepared to facilitate the practitioner's selection

U.!

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of formal tests that stress the evaluation of communicative behavior in

clinical infant populations during the first year of life. Clinical instruments

with particular emphasis on communication and emerging language and speech

abilities were identified by publishers' recommended chronological age. Tests

indicating that the measure was appropriate for children between birth and

12 months were further selected from the available data 'vase, reviewed and

summarized under eight, different, behaviorally defined categories.

'PERMISSION TO REPRO(JuC1- t HISMATERIAL HAS BEEN GRANTED BY

TO THE I-OUCATIONAI HE S01111CfINFORMATION CINIfHtE HI(.1

)ti

Measuring Infant Communicative Abilities: A Guide to Formal Test Selection.

Adele Proctor, Boston-Bouve College of Human Development Professions, Northeastern

University, 360 Huntington Avenue, Boston, Massachusetts 02115.

Introduction:

Several themes have recently emerged from theoretical and empirical

research on infant communication that hold significance for practitioners

who work with 4nfants, young children and their families. First, the infant

is seen as an active participant in its own development as demonstrated by

its social interaction with the primary caregiver, usually the mother.

During their social interaction, mothers and infants often function as a

dyadic system exhibiting communicative acts that resemble the structure of

adult conversations (cf., Bateson, 1975; Bullowa, 1979; Stern, 1974). It

is also suggested that from the infant's practice of, and participation in,

these communicative acts with the caregiver the foundation for later language

and speech is established (Bates, 1976: Bruner, 1975; Delack, 1978; Freedle &

Lewis, 1977; Lock, 1978; Sugarman-Bell, 1978). Finally, during their socially

interactive routines, both infant and caregiver simultaneously, or sequentially

close in time, coordinate several behavioral components to signal communication

(Bulimia, 1975; Stern, 1974, 1977; 1980; Tronick, 1981).

Various uses of vocalization, facial expression, smile, body movement

and gaze are prima&y components signalling the infant's readiness to communicate.

Dominant features of the caregiver's communicative act include language, speech,

facial expression, gaze, touch and other kinesic behaviors that serve to attract

and hold the baby's attention. Measurement of behaviors of either or both

partners during the communicative act is, at best, a difficult and subjective

Proctor -2-

process that requires careful observation. To direct observations during the

diagnostic process, a number of clinical instruments have been devised to

measure specific behavioral repetoires as well as general developmental

patterns (cf., Garwood, 1983; Johnson & Kopp, 1979). Because of the amount of

formal testing material available for the 0 - 3 population, it was necessary

to limit the selection of measures to those indicating that administration

should be initiated at or within the first 12 months of life. Therefore,

this guide was prepared to assist the practitioner in identifying useful

clinical tools that assess communicative function and emerging language and

speech abilities from birth to one year of age.

Measures, or tests, listed are referred to as "formal" since many,

although frequently used in clinical settings, have not been standardized in

the literal sense. Tests were reviewed to'determine the recommended chronological

ages for administration and their subtests, or main behavioral areas to be

tested, were organized into eight broad categories. For purposes of this

guide, behavioral definitions were developed for each of the eight categories.

Cognition refers to intellectual functioning, e.g., ability to imitate, attend

to appropriate stimuli, object permanence. Communication refers to all aspects

of parent-child interaction including ability to initiate vocal interaction, to

participate in turn-taking and to use gestures in situationally appropriate

conditions. Expressive language primarily refers to those communicative

prerequisites, vocally and verbally produced, that are believed to establish

a foundation for later language and speech. Receptive language refers to:

(1) the ability to understand and carry out commands and requests; (2) the

ability to vocally, verbally and/or gesturally respond appropriately to oral

language and; (3) the ability to respond to auditory stimuli indicating alerting,

Proctor -3-

localization and discrimination. Gross motor refers to the ability to manage

the body and body parts relative to prone and supine positions, sitting, crawling,

standing, balance and locomotion. Fine motor refers to feeding and other oral

motor functions, eye-hand coordination and skills of manipulation such as grasp.

Personal/social includes self-help skills and is differentiated from communication

in that processes of socialization other than vocal/verbal behaviors are assessed.

The 'Other' category is a miscellaneous one and covers aspects of behavior ranging

from visual regard and visual pursuit to play.

After identification of measures containing communication, language and

speech as major areas of behavioral assessment, the tests were alphabetized and

and summarized in tabular format for quick reference. The tables display the

measure, or test, by title, author(s), publisher, chronological ages tested and

main behavioral areas tested. An asterisk (*) is placed in the column beside

one, or some combination of, the behavioral categories to indicate primary areas

of evaluation. For this review, no value judgements were made about the quality

of the different tests. Rather, the . ing serves to provide the practitioner

base line data regarding the number and location of formal measures available

for assessing communication and emerging language and speech abilities during

the first 12 months of life.

Proctor -4-

References:

Bates, E. (1976). Language and context: The acquisition of pragmatics.

New York: Academic Press.

Bateson, M.C. (1975). Mother-infant exchanges: The epigenesis of conversational

interaction. Annals of the New York Academy of Science, 263, 101-113.

Bruner, J. (1975). The ontogenesis of speech acts. ialChILJourianuae.

2, 1-20.

Bullowa, M. (1975). When infant and adult communicate, how do they synchronize

their behaviors? In A. Kendon, R.M. Harris & M.R. Key (Eds.). Organization

of behavior in face-to-face interaction. The Hague: Mouton.

Bullowa, M. (Ed.). (1979). Before steech: The beginnings of intereersonal

communication. Cambridge: Cambridge University Press.

Delack, J.B. (1978). Aspects of infant speech development in the first year

of life. In L. Bloom (Ed.). Readings in language development. New York: Wiley.

Freedle, R. & Lewis, M. (1977). Prelinguistic conversations. In M. Lewis &

L. Rosenblum (Eds.). Interaction,_ conversation, and the development of

language. New York: Academic Press.

Garwood, S.G. (1983). giirsiidicaelcLEducatinyoung_kmdren:Adevelomentale___

approach. Rockville, MD: Aspen Publications.

Johnson, K. & Kopp, C.B. (1979). A bibliography of screening and assessment

measures for infants. Los Angeles: University of California at Los Angeles,

Department of Psychology.

Lock, A. (Ed.). (1978). Acquisition, gesture, and symbol: The emergence of

language. New York: Academic Press.

Stern, D. (1974). Mother and infant at the dyadic interaction involving

facial, vocal and gaze behaviors. In Y. Lewis & L. Rosenblum (Eds.). The

effect of the infant on its caregiver. New York: Wiley.

Proctor -S-

Stern, D. (1977). The first relationship: Infant and mother. Cambridge:

Cambridge University Press.

Stern, D. (1980). Infant signals of readiness to communicate. In A.P. Reilly (Ed.).

The communication_pme. Hicksville, New York: Johnson and Johnson.

Sugarman-Bell, S. (1978). Some organizational aspects of preverbal communication.

In I. Markova (Ed.). The social context of language. New York: Wiley.

Tronick, E. (1981). Infant communicative intent: The infant's reference to

social interaction. In R.E. Stark (Ed.). Language behavior in infancy and

early childhood. New York: Elsevier.

Measure Publisher Ages Tested

Alpern-Boll Developmental ProfileAlpern, D.G. and Boll, T.J.

Assessment Programming Guide forInfants and PreschoolersUmansky, W.

Assessment of Preterm Infants'Behavior (APIB)Als, H., Lester, B.M., Tronick, E.and Brazelton, T.B.

Behavioral Development ProfileDonahue, M., Montgomery, J.D.,Keiser, A.F., Roeker, V.L.,Smith, L.I. and Walden, M.F.

Behavior Maturity Checklist IISoule, D., Bell. J. and Smith, D.

S

Psychological DevelopmentPublications7150 Lakeside DriveIndianapolis, IN 46278

Developmental Services, Inc.P.O. Box 1023Columbus, IN 47201

0 - 108 mos.

0 - 72 mos.

In H.E. Fitzgerald. B.M. Lesterand M.W. Yogman (Eds.). Neonatal PeriodTheory and research inbehavioral pediatrics.NY: Plenum, 1982

Marshalltown Project507 East Anson StreetMarshalltown, IA 50158

Psychology, Research andEvaluation CenterO'Berry CenterGoldsboro, NC 27530

-- 6-

0 - 72 mos.

0 - 96 mos.

Main Behvieral Areas Tested

17

ai5.

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PiPi.N0*

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* * * * . .

* * * * . *

* * * *

* . * . *

* . .

Measure Publisher

Birth to Three Developmental ScaleBangs, T.E. and Dodson, S.

BKR Development and TrainabilityAssessment ScaleBradtke, L.M., Kirkpatrick, W.J.and Rosenblatt, K.P.

Boyd Developmental Progress ScaleBoyd, R.D.

Bridgeport Developmental EvaluationProcedureLombardi, D.K. and Van Kirk

Brigance Diagnostic Inventoryof Early DevelopmentBrigance, A.

Callier- Azusa ScaleStillman, R.

10

Ages Tested

Teaching Resources Corporation50 Pond Park Road 0 - 36 mos.Hingham, MA 02043

BKR Educational ProjectP.O. Box 16986Plantation, FL 33317

Inland Counties RegionalCenterP.O. Box 6127San Bernadino, CA 92408

Easter Seal RehabilitationCenter226 Mill Hill AvenueBridgeport, CT 06610

Curriculum Associates, Inc.6 Henshaw StreetWoburn, MA 01801

Callier Center for Communi-cation DisordersUniversity of Texas, Da'las1966 Inwood RoadDallas, Texas 75235

-7-

O - 60 mos.

O - 96 mos.

O - 36 mos.

O - 72 mos.

O - 48 mos.

Main Behvioral Areas Tested

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f0ft

9

P14'to0pii.<

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42

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* * * * * * *

* * * * * *

* * * * *

* * * * *

* * * * * *

* * * * *

11

Measure Publisher Ades Tested

Children's Early EducationDevelopmental Inventory (CEEDI)Newborg, J., Whek, L., Stock, J.R.,Schenck, E.A. and McFadden, D.

Communication Evaluation ChartAnderson, R.M., Miles, M. andMatheny, P.A.

Curriculum and Monitoring System^..stro, G.

Delco-Elfman DevelopmentalAchievement TestElfam, R.M.

Denver Developmental Screening

Test (DDST)F:ankenhurg, W.K., Fandal, A.W.,Sciarillo, W. and Burgess, D.

U.S. Office of EducationBureau of Education forthe HandicappedWashington, D.C. 20202

Educator's PublishingService, Inc.1225 East 60th StreetChicago, IL 60637

Glendon CastroMAPPS ProjectExceptional Child CenterUtah State UniversityLogan, UT 84322

Delaware County IntermediateUnitStage Building6th and Olive StreetsMedia, PA 19063

Ladoca Project andPublishing FoundationEast 51st Street andLincoln

Denver, CO 80216

-8-

O - 96 mos.

O - 60 nos.

O - 60 mos.

6 mos. - 72 mos.

O - 72 'Dos.

Main Behvinral Areas Testedk

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* * * *

* * * * *

* * * *

13

Measure Publ 1 sher Ages Tested

Developmental Checklist

Developmental Checklist forVisually ImpairedBoston Center for BlindChildren

Developmental GuidelinesKarnes, M.B.

Developmental Progression in PlayBehaviorLargo, R.H. and Howard, J.A.

Early Intervention DevelopmentalProfileRogers, S.J., D'Eugenio, D.B.,Brown, S.L., Donovan, C.M. andLynch

1.4

Special Education DepartmentUniversity of PittsburghPittsburgh, PA 15261

Mae Upperman, ExecutiveDirectorBoston Center for BlindChildren147 S. Huntington AvenueBoston, MA 02130

Institute for ChildBehavior and DevelopmentUniversity of Illinois403 E, Healey StreetUrbanan, IL 61801

1 mo. - 60 mos.

12 mos. - 96 mo

0 - 23 mos.

Developmental progression inplay behavior of children 9 mos. - 30 mosbetween nine months and thirtymonths: Spontaneous play andimitation. DevelopmentalMedicine and Neurology.1979, 21, 299-310.

University of MichiganPublications DistributionService615 East University StreetAnn Arbor, MI 48109

-9-

Main Behvictal Areas Tested

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* * * * * *

* * * * * *

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* * * * *

15

Measure Publ!sher Aries Tested

Early Language Assessment ScaleParts I and IIHonig, A.S. and Coldwell, B.M.

Early Learning AccomplishmentProfile for DevelopmentallyYoung ChildrenCover, M.E., Preminger, J.L.and Sanford, A.R.

EMI Assessment ScaleElder, W.B.

Environmental Language InventoryMacDonald, J.D.

Environmental Prelanguage BatteryHorstmeier, D. and MacDonald, J.D.

1t>

Family Development ResearchProgramChildren's Center100 Walnut PlaceSyracuse, NY 13210

Kaplan Press600 Jamestown RoadWinston-Salem, NC 27103

6 mos. - 36 mos

0 - 36 mos.

Education for MultihandicappedInfants 0 - 24 mos.Box 232Charlottesville, VA 22901

Charles E. Merrill Co.1300 Alum Creek DriveBux 508Columbus, OH 43216

Charles E. Merrill Co.1300 Alum Creek DriveBox 508Columbus, OH 43216

-10-

one word andtwo wordutterance level

6 mos. - 24 mosPreschool orlanguage delayeindividual ofany age whofunctions at orbelow one wordlevel

Main ElOwloral Areas Tested

c-)

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17

Measure

Functional ProfilePeoria Association for'Retarded Citizens

Gesell Developmental SchedulesGessell, A. and Armatruda, C.S.

Home observation for Measurementof the EnvironmentCaldwell, B. Heider, J. andKaplan, B.

The Houston Test for LanguageDevelopmentCrabtree, M.

Individual AssessmentFranhouser, G. , Fazio, J.,Giesseman, N., Halley, J.,Hering, S. and Oliver, A.

Initial Communication ProcessScale

S

Publisher

Constance SmileyUnited Cerebral Palsy913 North Western AvenuePeoria, IL 61604

Psychological Corporation1327 Peachtree StreetAtlanta, Georgia 30309

University of ArkansasCenter for Eerly Developmentand EducatiolLittle Rocks AR

Houston Test CompanyP.O. Box 35152Houston, TX 77035

Circle Preschool9 Lake AvenuePiedmont, CA 04611

Publishers Test ServiceA Service of CTB/McGraw-Hill2500 Garden RoadMonterey, CA 93940

Ages Tested

0- 72 mos.

0 - 36 mos.

0 - 36 mos.

6 mos. - 36 mos.

6 mos. - 60 mos.

0 - 36 mos.


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* * * *

* * *

* * * * * *

* * * * * *

* * * * * *

19


Infant-Parent Training Program Infant-Parent TrainingChecklist ProgramDrezek, W. 1226 East 9th Street

Austin, TX 78701

Informal Teacher Assessment Infant-Parent TrainingInstrument ProgramDrezek, W. 1226 East 9th Street

Austin, TX 78701

Kates Preschool Assessment ScalesTaylor, B.

Kent Infant Development ScaleReuter, J. and Katloff, L.

KNI Developmental ScaleKansas Neurological Institute

Children's DevelopmentalServicesCasa Colina Hospital255 East Bonita AvenuePomona, CA 91767

KID ScaleFirst Chance Project252 Lowry HallKent State UniversityKent, OH 44242

0 - 12 mos.

0 - 72 mos.

10 mos. - 72 mo

0 - 12 mos.

Pyschology DepartmentKansas Neurological Institute 0 - 60 mos.3107 West 21st StrebtTopeka, KA 56604

-12-


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* * * * * *

* * * *

21

Measure Puhlisher Ages Tested

Koontz Child DevelopmentalProgramKoontz, C.W.

Learning Accomplishment Profilefor Infants

Lexington Developmental ScalesUnited Cerebral Palsy of theBluegrass

Manual for Testing the LanguageAbility of 1 to 3 year oldchildrenMarmour, J. and Constable, E.

Memphis ComprehensiveDevelopmental ScaleQuick, A.D., Littll, T.L. andCampbell, A.A.

Minnesota Child DevelopmentInventoryIreton, H. and Thwing, E.

Western Psychological Services12031 Wilshire Boulevard 1 mo. - 48 mos.Los Angeles, CA 90025

Kaplan School Supply Corp.600 Jonestown RoadWinston-Salem, NC 27103

Child Development Centers ofU.C.P.B.465 Springhill DriveLexington, KY 405C3

0 - 36 mos.

0 - 72 mos.

Laboratory of Human DevelopmentHarvard University 12 mos. - 36 mosGraduate School of EducationCambridge, MA 02138

Fearon Publishers6 Davis DriveBelmont, CA 94002

Behavior Science Systems5701 Hawkes TerraceMinneapolis, MN 55436

-13-

0 - 60 mos.

12 mos. - 72 mos

Main Behvi oral Areas Tested

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23

Measure NM 1 shat Ages Tested

Minnesota Infant DevelopmentInventoryIreton, H, and Thwing, E,

Neonatal Behavior AssessmentScaleBrazelton, T.B.

Oliver: Parental AdministeredCommunication InventoryMacDonald, J.D.

Ordinal Scales of PsychologicalDevelopment,

Uzgiris, I.C. and MO. Hunt, J,

Oregon Project for VisuallyImpaired and Blind PreschoolChildrenBrown, D. Simmons, V. andMethuin, J.

0

Harold IretonDept. of Family Service 0 - 15 mos.6-240 Phillips-Wagensteed Bldg.516 Delaware Street, S.E.Box 381Minneapolis, MN 55455

Clinics in Developmental.MedicineNo. 50, London:William Heinemann, 1973

Charles E. Merrill1300 Alum Creek DriveBox 508Columbus, OH 43216

University of IllinoisPress

Urbana, IL 61801

Revised EditionJackson CountyService DistrictMedford, OR 97501

-14-

Neonatal Period

All who have todevelop ageappropriateverbal andnonverbalcommunication

1 no. - 24 mo.

0 - 72 mos.


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25

Measure

Performance Objectives forPreschool ChildrenSchirmer, G.J.

Portage Guide to Early EducationBluma, S.M., Shearer, M.S.,Frohman, A.M. and Hilliard, J.M.

Preschool Attainment RecordDoll, E.

Preschool Prof :1e

Lynch, 1.1. and O'Conor, M.R.

Programmatic Guide for AssessingSeverely/Profoundly HandicappedChildrenCrebo, B. and Helfetz, J.

Pupil Progress Evaluation PlanPanhandle Child DevelopmentAssociatimi

Publisher

Adapt Press, Inc.808 West Avenue NorthSioux Falls, SD

Portage ProjectCooperative EducationalService Agency 12412 East Slifer StreetPortage, WI 53901

American Guidance ServicePublisher's BuildingCircle Pines, MN 55014

Experimental Education UnitUniversity of WashingtonSeattle, Washington 98195

Experimental Education UnitUniversity of WashingtonSeattle, Washington 98195

Panhandle Child DevelopmentAssociation421 1/2 Sherman AvenueCour D'Alene, ID 83815

-15-

Ages Tested

0- 72 mos.

0 - 72 mos.

0 - 84 mos. or6 mos. - 84 mos

0 - 72 mos.

0 - 72 mos.

0 - 72 mos.


n

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* * * * *

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27

Measure Publisher

Receptive-Expressive EmergentLanguage(REEL)Bloch, K. and League, R.

Receptive-Expressive LanguageAssessment for VisuallyImpairedGraham, S.

Reynell Developmental LanguageScalesReynell, J.K.

Rockford Infant DevelopmentEvaluation ScalesProject RHISE, Rockford, IL

SEEC Miniuheel and Maxiwheel ofDevelopmental MilestonesSeanson, J.E.

Sequenced Inventory of CommunicationDevelopment (SICD)

University Park Press233 East Redwood StreetBaltimore, MD 21202

Shirley GrahamIngham IntermediateSchool District2630 Houell RoadMason, MI 48854

NFER Publishing Co.Darville House2 Oxford.Road EastWindsor SL4 IDF

ENGLAND

Aqes Tested

0 - 36 mos.

0 - 72 mos.

12 mos. - 72 mos

Scholastic Testing Service, Inc.480 Meyer Road 0 - 48 mos.Bensenville, IL 60106

Early Childhood Education804 West Bode RoadSchaumburg, IL 60194

University of Washington PressBox 5569Seattle, WA 98195

-16-

0 - 60 mos.

4 mos. - 48 mos.

Main eehvioral Areas Tested

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Measure Publisher Ages Tested,

Sewall Early EducationDevelopmental ProfilesHerst, J Wolfe, S.,Jorgensen, G. and Pollan, S.

Symbolic Play levelsMcCune-Nicolich, L. andCarroll, S.

Telstar Developmental ChecklistWozniak, V., Miller, T., Cook, P.and Authier, G.

Uniform Performance AssessmentSystemWhite, O., Edgar, E. andHaring, N.G.

Verbal Language Development ScaleMecham, M.J.

SEED ProgramSewall Rehabilitation Center 1 mo. - 48 mos.

1360 VineDenver, CO 80206

Development of symbolic playimplications for the language 9 mos. - 30 mos.

specialist. Topics in LanguageDisorders, 1981, 2(1), 1-15

Alpena-Montgomery-AlconaIntermediate School District1691 M-32 WestAlpena, MI 49707

Experimental Education UnitUniversity of WashingtonSeattle, WA 98195

0 - 60 mos.

0 - 72 mos.

American Guidance Service, Inc.Publisher's Building 0 - 192 mos.

Circle Pines, MN 55014

-17-


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31

SELECTED TESTS WITH PRIMARY FOCUS ON COGNITIVE ABILITIES


Albert Einstein Scales ofSensorimotor DevelopmentCorman, H.H. and Escalona, S.K.

Bayley Scales of Infant DevelopmentBayley, N.

Cattail Infant Intelligence ScaleCattell, P.

Cognitive Observation GuideMosey, A.C., Foley, G.M.,Klett, S., Meloy, D.,Creevey, D. and Parco, L.G.

Developmental Activities ScreeningInventoryDuBose, R.F. and Langley, M.B.

Griffiths' Mental Development ScaleGriffiths, R.

The abilities of childrenGriffiths, R.

12

Albert Einstein College ofMedicineChild Development Project1165 Morris Park AvenueBronx, NY 10461

Psychological Corporation1327 Peachtree StreetAtlanta, GA 30309


Family Centered ResourceProject3010 St. Lawrence AvenueReading, PA 19606

Teaching Resources Corp.50 Pond Park RoadHingham, MA 02043

1 mo. - 24 mos.

1 mo. - 30 mos.

2 mos. - 30 mos.

0 - 24 mos.

6 mos. - 60 mos.

Western Psychological Services12031 Wilshire Boulevard 0 - 24 mos.Los Angeles, CA 90025

Western Psychological Services12031 Wilshire Boulevard 0 - 96 mos.Los Angeles, CA 90025

-18-

.r.

FY, 0.. Th IP

Main Behylora1 Areas Tested

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Infant Behavior Record(Component of the BayleyScales of Infant Development)Bayley, N.

Infant Cognitive Development ScaleMehragian, A. and Williams, M.

Kahn Intelligence TestKahn, T.C.

4

Is

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Piagetian measures ofcognitive developmentfor children up to agetwo. Journal of Psycho-

4 mos. - 20 mos.

linguistic Research.1971, 1, 113-126.

Psychological Test SpecialistsP.O. Box 1441 12 mos. - adultMissoula, MT 59801

-19-

35

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