Abstract
18 children aged 3, 4, and 5 yr. responded to the same sentence presented both for enactment and for picture choice. Sentences were designed to test the effects on comprehension of event probability, sentence voice, and subject/object animateness. All main effects including that of task were significant. Picture choice was more difficult than enactment especially for the youngest children. Other interactions involving the effects of task suggested that, independent of the actual verbal stimuli presented, the type of task used to assess early comprehension capabilities may lead to different conclusions about which cues are important for young children's understanding of adult speech.
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