By Norman J. Lass
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3. 4. Sentence (Sentence marker) topic 4- comment (Sentence marker) subject 4- predicate Noun Phrase + Verb Phrase (for example, Det + N + V + Det 4-N) 5. Sentence 4- Sentence (conjunction) 6. S, 4- S„ (Embedding) The sequence of development proposed implies that acquisition of syntactic classes and rules precedes knowledge of semantic relations and phonological realizations but not lexical acquisitions. This is the case because, presumably, syntactic information is needed to interpret semantic relations (for example, word order rules in English) and phonological relations (for example, class of lexical items) but selection of lexical items is needed for formulation of syntactic structures.
Thus, for example, there is no resemblance between the echolalic behavior of autistic and retarded children and the imitative behavior of normally developing children in terms of either the processes or functions involved. As was also stated, there are too few data to allow total support of either position. In large measure, both positions are based on conclusions drawn from a very sparse and distorted body of data. The data are distorted because the linguistic and nonlinguistic development of language-disordered children is often a product of others' decisions concerning what should be taught in what order and how to these children.
Nonlinguistic and Linguistic Processing 27 It should be emphasized that there is no implication in this theoretical view that the child has the grammar of the language at birth. In that sense there is agreement with Piaget's statement that there is not a total preformation of a system of learning. Moreover, there is also agreement with Piaget's view of the role of the learner being an active one. In both theories there is active testing of knowledge (by rules or structurizations) with the data provided by the environment.