Abstract
Research in two separate traditions in the study of language functions has suggested in a parallel fashion that paradigmatic and syntagmatic processes form an important distinction in the understanding of language learning and conceptual development. One tradition is developmental and experimental studies of word associations, and the other is research on aphasia, as exemplified particularly by the work of A.R. Luria. The relative contributions of these two areas are discussed, and two exploratory studies based on individual differences in simultaneous and successive syntheses are described. Suggestions are made for combining studies of individual differences with other approaches to extend the theoretical basis of paradigmatic and syntagmatic processes.
Published Version
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