Abstract
Requesting information through interrogative forms is an important linguistic device for learning about the world. The literature has regarded information requests as a developmental phenomenon which reflects the contiguous emergence of linguistic, cognitive, and pragmatic constituent skills in a particularly supportive environment. This paper presents a review of the constituent skills and environmental factors which influence the initial onset and continued acquisition of requests for information in normally developing children. This review provides the foundation for a protocol for assessing and treating children who are impaired in requesting information. Specific assessment and treatment plans are suggested.
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