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That innate differences contribute to differing degrees of verbal skill found in individuals, as measured by appropriate standardized tests, is generally accepted. That innate and learned factors in behavior are so intertwined, almost from before birth, as to make it difficult, if not impossible, to separate out the relative influence of each factor, is coming more and more to be recognized. Nevertheless, in the writer's opinion, it continues to be fruitful to attempt to identify what particular innate or environmental factors may be operative in any particular area of behavior. It was her close contact with the early childhood family verbal environments of a number of middleclass children of her acquaintance, as well as her initiation into the researches of Allison Davis, and Robert J. Havighurst and others on some of the characteristics of the environment of the lowerclass child, which led her to the three hypotheses which she attempted to test in this study:'
Esther Milner (Fri,) studied this question.