Studies that observe 2-year-olds in verb fast-mapping tasks would be useful in choosing between these accounts.
Choosing and using communication tasks for second language instruction.
It is not at all clear (and indeed unlikely) that four-year-old children are actively choosing to use their self-speech in these ways.
They may have difficulty thinking through a problem, identifying potential problem-solving options, and choosing the best one.
In choosing to compare the contributions of verbal and nonverbal sources of information to emotion recognition, we have not clearly separated visual from auditory.
They failed more by practising extremism than by choosing any particular scientific option.
Because the grammar rules encapsulate the feasible additions that can be made, the automation is based simply on choosing a series of applicable rules.
Since choosing between these possibilities is difficult and somewhat tangential to our point in this paper, we will not discuss the matter further here.
