Abstract
Every specialist in child behavior—every practitioner of the pediatric approach—will find in this detailed descriptive report the most comprehensive body of normative language data pertaining to children yet published. It is a valuable contribution to all whose work requires a grasp of the complexities of physical, intellectual, and social growth of children, including growth in language production and comprehension. Dr. Templin and her co-workers studied 480 children—white, urban, monolingual singletons of normal intelligence presenting no gross evidence of hearing impairment. Sixty children 30 boys and 30 girls), constituting a representative group socio-economically, were selected from the public schools, kindergartens, and nursery schools of Minneapolis and St. Paul at each of eight age levels 3, 3½, 4, 4½, 5, 6, 7, and 8 years).
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