es, but frequently babble forth words they have
heard without understanding their meaning, like parrots.

Imbeciles also frequently command only short words and sentences or
monosyllabic words and sounds, or, finally, they lack all articulate
sound. Many microcephalous idiots babble words without understanding
their meaning, like little children.

_Echo-speech or Echolalia_ (_Imitative Reflex Speech_).--Children not
yet able to frame a sentence correctly like to repeat the last word of a
sentence they have heard; and this, according to my observations and
researches, is so general that I am forced to call this echolalia a
physiological transition stage. Of long words said to them, the children
usually repeat only the last two syllables or the last syllable only.
The feeble-minded also repeat monotonously the words and sentences said
by a person in their neighborhood without showing an awakened attention,
and in general without connecting any idea with what they say.
(Romberg.)

_Interjectional Speech._--Children sometimes have a fancy for speaking
in interjections. They express vague ideas by single vowels (like _ae_),
syllables (e. g., _na_, _da_), and combinations of syllables, and
frequently call out aloud through the house meaningless sounds and
syllables. D and W are as yet undeveloped.

Often, too, children imitate the interjections used by members of the
family--_hop!_ _patsch_, _bauz!_ an interjectional echolalia. Many
deranged persons express their feelings in like manner, in sounds,
especially vowels, syllables, or sound-combinations resembling words,
which are void of meaning or are associated merely with obscure ideas
(Martini). Then D is connected with M only through L and S, and so
through _i_ and _e_.

_Embolophrasia._--Many children, long after they have overcome
acataphasia and agrammatism, delight in inserting between words sounds,
syllables, and words that do not belong there; e. g., they double the
last syllable of every word and put an _eff_ to it: _ich-ich-eff_, _bin
in-eff_, etc., or they make a kind of bleat between the words
(Kussmaul); and, in telling a story, put extra syllables into their
utterance while they are thinking.

Many adults likewise have the disagreeable habit of introducing certain
words or meaningless syllables into their speech, where these do not at
all belong; or they tack on diminutive endings to their words. The
syllables are often mere sounds, like _eh_, _uh_; in ma