Sixteen 7 year-old children with normal articulation, and sixteen 7 year-old children with defective articulation were compared as to their performance on series of language tests designed to assess the child's knowledge of form class, sentence structure, and phonological composition in English. Results showed that children in the defective articulation group gave significantly fewer paradigmatic responses in a word-association test, were less able to discriminate possible from impossible phoneme sequences in English, and were able to repeat fewer sentences correctly than children in the normal articulation group. These results are discussed in terms of their implications for present articulation therapy, which stresses the production of individual sounds and often provides little or no remedial experience in the wider aspects of language usage such as would seem required by results of the present study.

3 groups of approximately 20 children each, aged 3½ to 6½ yr., were presented with a number of tasks designed to assess skill in counting and enumeration. Contrary to usual expectations, certain counting tasks were more difficult than enumeration tasks, although both did show clear age trends. Results also showed that childern who could count when given a new point from which to start (regardless of age) performed consistently better on all other numerical tasks, perhaps indicating that fluent counting does not depend primarily on rote factors, but rather upon the recognition that natural numbers are a rule-governed system independent of the immediate perceptual environment. Results were also discussed in terms of Piaget's analysis of numerical development, with present findings seen as essentially supporting this analysis.