e abstraction from body to mind where oral communication is concerned (Piaget, 1965, et passim).
The debate over whether linguistic knowledge is purely psychological or psychological and physical at the same time is an important one because the emphasis on one realm or another affects theory about how language, once acquired, truly develops. Those who take the "innate" position tend to focus on mental processes as paramount in language, communication, and understanding, whatever external stimuli may also be involved in the experience of language acquisition. Those who take the physical position seem more likely to attribute acquisition and development of language, communication, and understanding to the character of environment and other external stimuli. Some theorists also seek to combine and resolve Piaget's and Chomsky's theories into one unified theory of linguistic knowledge.
Many theorists agree with Piaget's principle in order to develop their own ideas about linguistic knowledge. Garvey, for example, says that the ultimate reason children speak
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