also,
to be sure, sometimes when such remarkable changes were not
discoverable. Thus, the eleventh month ends without any other
indubitable firm _association of articulation and idea_.

In the next four weeks, up to the _end of the first year_ of life, there
was no progress in this respect to record; but, from this time on, an
eager desire--e. g., for a biscuit seen, but out of reach--was regularly
announced by _ae-na_, _ae-nananana_, uttered loudly and with an
expression of indescribable longing.

The attempts at imitation, too, are somewhat more successful, especially
the attention is more strained. When, e. g., in the fifty-first week, I
sang something for the child, he gazed fixedly more than a minute, with
immovable countenance, without winking, at my mouth, and then moved his
own tongue. Correct repetition of a syllable pronounced to him is,
however, very rare. When I laugh, and the child observes it, he laughs
likewise, and then crows, with strong abdominal pressure. This same loud
expression of joy is exhibited when the child unexpectedly sees his
parents at a distance. This peculiar pressure, with strong expiration,
is in general associated with feelings of pleasure. The child almost
seems to delight in the discovery of his own abdominal pressure, when he
produces by means of it the very high crowing sounds with the vowel _i_
or a genuine grunt.

Of articulate sounds, syllables, and combinations, made without
suggestion from others in the twelfth month, I have caught the following
particularly with accuracy: _haja_, _jajajajaja_, _aja_, _njaja_,
_nain-hopp_, _ha-a_, _pa-a_, _d[=e]waer_, _han-na_, _moemma_, _allda_,
_alldai_, _apa-u-a_, _gaegae_, _ka_, _ladn_. Besides, the earlier _atta_
variously modified; no longer _dada_.

More important than such almost meaningless sound-formations, among
which, by the way, appears for the first time _w_ is the now awakened
_ability to discriminate between words heard_. The child turns around
when his name is spoken in a loud voice; he does this, it is true, at
other loud sounds also, but then with a different expression. When he
hears a new tone, a new noise, he is surprised, opens his eyes wide, and
holds his mouth open, without moving.

By frequent repetition of the words, "Give the hand," with the holding
out of the hand, I have brought the child, in the fifty-second week, to
the point of obeying this command of himself--a sure proof that he
distinguishes words he