Offers resolutions to the paradox of infants' ability to abstract patterns over specific items and toddlers' lack of ability to generalize patterns over specific English words/constructions. Argues that contradictions are rooted in differing methodologies and stimuli content. Suggests that the patterns infants extract from linguistic input are not tied to meaning; toddlers do not lose these earlier-abstracted forms, but their use is limited until they have been integrated with meaning. (Author/KB)