Teachers and teacher assistants independently identified highly talkative and much less talkative pre-school children. All children were normal in intelligence and overall development. Twenty children of each type received a battery of speech and language tests measuring articulation, grammar, receptive syntax, and sentence repetition. The performances of the highly talkative children were significantly superior on all measures. No environmental or familial differences were found between the subjects of the two groups which might have influenced the findings.
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