This review analyses research on the acquisition of Hungarian morphology and syntax. The specific topics covered are morphological analysis, neologisms, acquisition of the first inflections, morpheme order, word order and agreement. Several lines of evidence suggest that the first unit acquired by the child is the word. Because of the structure of Hungarian, both errors in segmentation of the utterance and errors in the segmentation of the word are minimized. Morphological analysis seems to begin at the semantic level and proceed to the morphological level. Data on acquisition of free word order and early inflections are potentially of great interest, although presently inconclusive.

This note describes a method of getting pre-school children to judge whether statements are true or false. The method is based on the argument that young children are likely to make these judgments more readily, and in a way that more fully reflects their opinions, if the statements to be judged are ostensibly made not by an adult but by someone whom the child regards as being less able and less knowledgeable than himself. For this purpose, a ‘talking doll’ is used.

The written compositions of 11-year-olds in the National Child Development Study were analysed using the T-unit length (Hunt 1965) as a measure of syntactic maturity, and composition length as a measure of productivity. Only a weak association was found between mean T-unit length (MTUL) and composition length. There were no statistically significant regional differences in either composition length or MTUL. There were statistically significant sex and social class differences in composition length but not in MTUL. Composition length was associated with Reading Comprehension, General Ability test scores, and teachers' ratings of certain scholastic aptitudes. MTUL was associated only slightly or not at all with these measures. The results are discussed in relation to cognitive and linguistic development.

The development of the meaning of shoe in one pre-lingual child, plus additional examples drawn from the literature, support a notion that word meanings start out very narrow and only become overextended later, though sometimes before the word is spoken. This appears to contradict the course of development of meaning hypothesized by Clark (1973). It is argued that the early development of word meaning is simply a special case of a much more general learning process.