operations, and eventually into fully integrated conceptually-driven representations. In the case in point, use of the morpheme ve at each phase of development is based on a given level of knowledge, which will subsequently be extended and reorganized, at different periods in children's development: at first, in question-and-answer interchanges, where each child-turn provides only a single comment on the same topic; then in short two to three-clause narratives that are embedded in heavily scaffolded ongoing conversational interaction; only later in the more complex cognitive task of producing lengthier and textually elaborate narratives in noninteractive discourse setting. These findings also accord with Slobin's ( 1994) analysis of the development of perfect aspect in different languages, as proceeding from a directly referential function to inferences from nonvisible situations, and from there to "textual" meanings. Language development is thus seen to evolve from an immature pragmatic basis, which is communicatively and interaction-driven -- telling the hearer more is to come; it proceeds to a semantically appropriate, propositionally-based use of syntactic constructions -- conjoining sequentially related events; and it culminates in a discourse-motivated, global organization of speech output -- selective use of elision, conjoining, and embedding in constructing a thematically integrated extended text.
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