ABSTRACT

In the course of the last section we have come upon a marked characteristic of children’s early use of words; that both in response and in utterance they will apply a word to a wide range of situations extending far beyond those in which it was first acquired. K, for instance, came to respond to Where’s bailie? (0:10, 27) by holding up a large coloured ball in place of the original small one; and—in the development of an uttered word—he grew to say tittit (1:8, 28) on seeing the church clock, having previously used this word for his father’s watch.