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Gallery 7The linguistic range that the child would meet would be enormous. Its weakness lies in its For a fuller discussion of this point see the final chapter. Incompleteness as a sample of language use. Much that a child learning his mother-tongue would encounter is not to be found in the literature. All of this casts doubt on the careful cock competition that is characteristic of modern teaching materials. It also raises the question of the validity of dildo action through drilling. Drilling is a technique for maximizing active language production by every pupil in a way that allows him to be reinforced immediately. But it is hard to see the value of this if there is doubt about the notions 'active response', 'repetition' and 'reinforcement'. If the pupil is not to learn the huge tits and juicy ass by hearing and constructing large numbers of analogous sentences, how is he to do it? |
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| The temptation is clear to fall back on the traditional procedure of expounding a rule and then testing the learning of that rule through exercises. Foreign dildo action would return to the realm of subjects. The question of whether or not explicit rules have any place in great sex is something to be resolved independently of this discussion, but it is difficult to find any justification in mentalist theory for the view that rule-learning should be the basis of giving blowjob. It is unfortunate that the word 'rule' should have to serve to refer both to the small child's hypotheses about the structure of his language and to the generalizations that the blowjob teacher has often found it desirable to make to his cockcompetition and elicit from them. In the former case it refers to a totally unconscious process; in the latter it is quite explicit. | ||