ABSTRACT
Sarah was taught to deal with equivalent sentences in three ways, each one more demanding than the other. First, she was given pairs of sentences and required to make same-different judgments about them. Next she was given only one test sentence and a set of alternative sentences and was required to choose the sentence that matched the meaning but not the structure of the test sentence. Finally, she was given only one sentence along with a set of words and required to produce from scratch a sentence equivalent in meaning but different in structure from the test sentence (see Figure 14.1).
