Abstract
If an aphasic typically does not use a particular part of speech, it is of interest to ask why this is the case. This experiment was an attempt to look into that question by asking whether the patient could learn to do what he did not do spontaneously. Using an informal, operant conditioning technique which did not require him to speak, and a two-stage training procedure, the subject was taught to use prepositions and word-order to convey the nature and direction of a spatial relationship.
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