When words clearly comprehended are used in a different sense from that in which adults use them--_incorrectly_ used, the latter would say--there is, however, no _illogical_ employment of them on the part of the child. For it is always the fact, as in the last example, that the concept associated with the word is taken in a more extended sense. The very young child infers a law from a few, even from two observations, which present some agreement only in one respect, and that perhaps a quite subordinate respect. He makes inductions without deliberation. He has heard milk called "boiling hot," he feels its warmth, and then feels the warmth of the stove, consequently the stove also is "boiling hot"; and so in other cases. This logical activity, the _inductive_ process, now prevails. The once favorite monologues, pure, meaningless exercises of articulation, of voice and of hearing, are, on the contrary, falling off. The frequent repetition of the same syllable, also of the same sentence (_lampee aus_), still survives particularly in animated expressions of wish, _erst essen_ (first eat), _viel milch_ (much milk), _mag-e-nicht_ (don't like it). Desire for food and for playthings makes the child loquacious, much more than dislike does, the latter being more easily manifested by means of going away, turning around, turning away. The child can even beg on behalf of his carved figures of animals and men. Pointing out a puppet, he says _tint ain tikche apfl!_ Fuer das kind _ein_ Stueckchen Apfel! (A bit of apple for the child.) Notwithstanding these manifold signs of a use of words that is beginning to be independent, the sound and word imitation continues to exist in enlarged measure. Echolalia has never, perhaps, been more marked, the final words of sentences heard being repeated with the regularity of a machine. If I say, "Leg die Feder hin" (Lay the pen down)! there sounds in response a _feder hin_. All sorts of tones and noises are imitated with varying success; even the whistle of the locomotive, an object in which a passionate interest is displayed; the voices of animals; so also German, French, Italian, and English words. The French nasal "n" (in _bon_, _orange_), however--even in the following months--as well as the English "th," in _there_ (in spite of the existence of the right formation in the fifteenth month), is not attained. The child still laughs regularly when others laugh, and on his part excites merriment through exact reproduction of separate fragments of a dialogue that he does not understand, and that does not concern him; e. g., _da hastn_ (da hast Du ihn) (there you have him), or _aha sist[)e]_ (siehst Du) (do you see)? or _um Gottes willen_ (for God's sake), the accent in these cases being also imitated with precision. But in his independent use of words the accentuation varies in irregular fashion. Such an arbitrary variation is _bitte_ and _bi-t[)e]_. _Beti_ no longer appears.