of the angles and byways and interstices still to be explored" (138). Too, in his closing comments Ricou says, "In dealing with a subject so universally familiar, and an academic discipline which was completely new to me, I have been continually aware. Mitchell's Who Has Seen the Wind, for example, he makes good use of Piaget's theories about the stages in children's cognitive and linguistic development. Despite this admission, the author does cite a limited number ofclassic and standard linguistic studies at appropriate points. In lieu of an abstract, here is a brief excerpt of the content:ฤก22Rocky Mountain Review those cited and the many who have contributed indirectly-I can lay little claim to their methods" (xi).
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