Herein this sort of word-blindness agrees fully with the physiological word-deafness of the normal child without speech, whose hearing is good. For he understands wrongly what he hears, when, e. g., in response to the order, "No! no!" he makes the affirmative movement of the head, although he can make the right movement very well. Here too, then, it is not centrifugal and centripetal peripheral lines, but intercentral paths or centers, that are not yet sufficiently developed--in the case of my child, in the fourteenth month. The path leading from the word-center to the dictorium, and the word-center itself, must have been as yet too little used. From all this it results, in relation to the question, how the child comes to learn and to use words, that in the first place he has ideas; secondly, he imitates sounds, syllables, and words spoken for him; and, thirdly, he associates the ideas with these. E. g., the idea "white+wet+sweet+warm" having arisen out of frequent seeing, feeling, and tasting of milk, it depends upon what primitive syllable is selected for questioning the hungry infant, for talking to him, or quieting him, whether he expresses his desire for food by _moem_, _mimi_, _nana_, _ning_, or _maman_, or _maem_, or _mem_, or _mima_, or yet other syllables. The oftener he has the idea of food (i. e., something that banishes hunger or the unpleasant feeling of it), and at the same time the sound-impression "milk," so much the more will the latter be associated with the former, and in consideration of the great advantages it offers, in being understood by all, will finally be adopted. Thus the child learns his first words. But in each individual case the first words acquired in this manner have a wider range of meaning than the later ones. By means of pure echolalia, without associating ideas with the word babbled in imitation, the child learns, to be sure, to articulate words likewise; but he does not learn to understand them or to use them properly unless coincidences, intentional or accidental, show him this or that result when this or that word is uttered by him. If the child, e. g., hearing the new word "Schnee," says, as an echo, _nee_, and then some one shows him actual snow, the meaningless _nee_ becomes associated with a sense-intuition; and later, also, nothing can take the place of the intuition--i. e., the direct, sensuous perception--as a means of instruction. This way of learning the use of words is exactly the opposite of that just discussed, and is less common because more laborious. For, in the first case, the idea is first present, and only needs to be expressed (through hearing the appropriate word). In the second case, the word comes first, and the idea has to be brought in artificially. Later, the word, not understood, awakens curiosity, and thereby generates ideas. But this requires greater maturity.