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<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>Dear All,<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>It’s been an interesting week on InfoCHILDES. My
question about competence-performance produced a typically fascinating response
(see below). More fascinating, perhaps, was the way my innocent query got
diverted into two separate strands of discussion: one on the Legacy of Chomsky
and one on the need for a pragmatics discussion forum. Matters snowballed, and,
in the case of pragmatics, resulted in a potentially useful new resource for
researchers in that area. All of which makes the following summary seem a
little tame, but here goes <b><span style='font-weight:bold'>(references listed
below):</span></b><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>As I dimly knew, the competence-performance
distinction is by no means universally accepted and is explicitly rejected in
some quarters. The unwarranted limitations it imposes are widely acknowledged,
even within the nativist camp (see, for example, Tom Roeper’s comments to
InfoCHILDES on October 15th 2007).<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>As usual, we find signs of Wheel Reinvention, starting
with the well known fact that competence-performance was inspired by
Saussure’s (1916/1974) notions of <i><span style='font-style:italic'>langue</span></i>
and <i><span style='font-style:italic'>parole</span></i>. Of course, there are
differences: <i><span style='font-style:italic'>langue</span></i> comprises a
finite set of words and phrases, while <i><span style='font-style:italic'>parole</span></i>
is reserved for sentence formation (see Chomsky, 1972, pp19-20 for his take on
Saussure). In a similar vein, Jessica Horst reminds us that, in the field of cognitive
development, it has long been acknowledged that performance is highly context
dependent, a phenomenon characterized by Piaget (1929) as <i><span
style='font-style:italic'>horizontal </span></i></span></font><i><span
style='font-style:italic'>décalage </span></i>(see also recent work by <span
lang=EN-GB>Samuelson & Horst, in press).</span><o:p></o:p></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>Dissatisfaction with the competence-performance split
is by no means new, as indicated by Kaufer (1979), Valian (1979) and Black
& Chiat (1981). More recent signs of discomfort with competence-performance
can be witnessed in Seidenberg & MacDonald (1999) and the comments offered
by Joseph Stemberger (InfoCHILDES, October 14th 2007). According to one
correspondent, at least one reviewer has argued that this topic is out-of-date,
but just to prove that it does, in fact, still attract serious attention, we
have the following: Samuelson, Horst, Dobbertin, & Schutte, (2006); Ambridge,
Rowland & Pine (in press); Samuelson & Horst (in press); and Hoff
(under review).<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>So what exactly is wrong with the
competence-performance distinction? Well, I hope you’ll forgive me for
not being on top of this literature yet, but <i><span style='font-style:italic'>some</span></i>
of the headline points seem to be:<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-left:14.2pt;text-indent:-14.2pt;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=3 face=Symbol><span lang=EN-GB style='font-size:12.0pt;font-family:Symbol'><span
style='mso-list:Ignore'>ˇ<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'> </span></font></span></span></font><![endif]><span
lang=EN-GB>“In everyday usage, the notions of knowing and using a
language seem inextricably bound” (Kaufer, 1979, p.257). To illustrate,
Kaufer points out that one must strain hard to find cases of people using a
language they do not know (reciting Latin prayers, perhaps) or, on the other
hand, knowing a language they cannot use (e.g., some forms of aphasia). A
similar point is also attributed by Stemberger to Fromkin: “assuming that
performance is based on competence, we expect performance to reflect many
aspects of competence” (InfoCHILDES, October 14th 2007)<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:14.2pt;text-indent:-14.2pt;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=3 face=Symbol><span lang=EN-GB style='font-size:12.0pt;font-family:Symbol'><span
style='mso-list:Ignore'>ˇ<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'> </span></font></span></span></font><![endif]><span
lang=EN-GB>We must include a real bugbear for empirically minded souls, and one
that is very well rehearsed: “performance factors” can always be
invoked to explain away awkward-shaped pearls that fall from children’s
mouths. If they don’t fit the hypothesis under scrutiny they are
rejected, seemingly on good grounds, but, of course, invoking performance in
this way is not at all well motivated.<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:14.2pt;text-indent:-14.2pt;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=3 face=Symbol><span lang=EN-GB style='font-size:12.0pt;font-family:Symbol'><span
style='mso-list:Ignore'>ˇ<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'> </span></font></span></span></font><![endif]><span
lang=EN-GB>Another view: the competence-performance distinction relies on a
particular account of adult grammar (Chomsky’s) that is not to
everyone’s taste. If one rejects a Chomskyan version of grammar as the
endpoint of development, then the competence-performance distinction is
rendered redundant in the process (Ambridge, Rowland & Pine, in press).<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:14.2pt;text-indent:-14.2pt;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=3 face=Symbol><span lang=EN-GB style='font-size:12.0pt;font-family:Symbol'><span
style='mso-list:Ignore'>ˇ<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'> </span></font></span></span></font><![endif]><span
lang=EN-GB>One possible alternative is offered by McClelland & Bybee (in
press), based on the notion of gradience, which they take to be “an
inherent feature of language representation, processing, and learning”
(McClelland & Bybee, in press, p.1). This view clashes with the traditional
notion of grammatical competence in which a given utterance is either
grammatical or ungrammatical.<o:p></o:p></span></p>
<p class=MsoNormal style='margin-left:14.2pt;text-indent:-14.2pt;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=3 face=Symbol><span lang=EN-GB style='font-size:12.0pt;font-family:Symbol'><span
style='mso-list:Ignore'>ˇ<font size=1 face="Times New Roman"><span
style='font:7.0pt "Times New Roman"'> </span></font></span></span></font><![endif]><span
lang=EN-GB>Connectionist approaches also often clash with idealizations like <i><span
style='font-style:italic'>competence</span></i>, since the latter
“excludes aspects of linguistic performance that are .... central to the
structure of utterances” (Seidenberg & MacDonald, 1999, p.572). This
point is exemplified by Hoff (under review) with her observation that social
factors can affect the linguistic form of observed child speech output (for
example, the contrast witnessed in two-year-olds’ conversation with their
own mothers versus a researcher).<o:p></o:p></span></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>As we can see, the massed ranks of InfoCHILDES do not
hold out much hope for competence versus performance. No-one has stepped forward
to defend the competence-performance distinction, or even to offer supportive
references. So perhaps I should offer some ballast. We should not forget that
speech-production mechanisms are, at least in some ways, physiologically and
functionally separate from the mental plans that set them in motion. When we
reach the level of the physical articulators (lips, tongue, vocal cords and so
on), this point is undeniable. There is, then, always room for the physical
aspects of speech production to cause speech errors, quite independent from variation
introduced by other contextual factors that might influence the linguistic-mental
intentions of the speaker. Put another way, some slips of the tongue, false
starts, hesitations and other stumbles could be seen as performance errors and
also as separate from the mental competence that initiated a given utterance. One
problem is that this gives short shrift to speech-production mechanisms.
Perhaps we should talk instead about two kinds of competence: one concerned
with linguistic competence, the other with speech production competence. At
some level, therefore, it may be proper to acknowledge a split between
competence and performance, or competence in one domain from competence in
another. Thus, Black & Chiat (1981, p.39) emphasise that “the primary
function of the distinction was not that of differentiating underlying <i><span
style='font-style:italic'>knowledge</span></i> and actual <i><span
style='font-style:italic'>behaviour</span></i>, but that of isolating one particular
<i><span style='font-style:italic'>type of knowledge</span></i> from
others.” We might add that “a theory of knowledge does not entail a
particular theory of use” (Valian, 1979, p.3). For Tom Roeper, the
“theory of use” would seem to be intrinsically uninteresting and,
incidentally, not well understood: the “original competence/performance
distinction ...... has to do with a kind of performance that everyone is
willing to exclude” (InfoCHILDES, October 15th 2007).<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>Nevertheless, the distinction persists (and as I
observed in my first message, in many, many fields of academic enquiry). The
fact that any such distinction throws up an empirical nightmare, in terms of
tracing the origins of a given utterance back to its causes (and the
interactions between them), would not, in itself, invalidate the conceptual
integrity of a competence-performance (or competence-competence) distinction. I
think what has altered since Chomsky (1965) is an added layer of conceptual
complexity: the acknowledgement that an additional, and perhaps more
interesting, source of linguistic variability stems, not from physical
breakdowns, but from numerous other factors that could correctly be seen as
part of the speaker’s knowledge of language. These too, of course, create
empirical headaches in trying to identify and explain what they are and how
they function.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>You will understand that any errors in this summary
stem entirely from performance factors, not my underlying competence (cough). I
look forward to tackling this literature properly and thank InfoCHILDES
correspondents for whetting my appetite. But first, I must tidy out my filing
cabinets (as promised). If I start now, I should be free some time in 2010......<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>Regards,<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>Matthew.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-bottom:6.0pt'><b><font size=3
face="Times New Roman"><span lang=EN-GB style='font-size:12.0pt;font-weight:
bold'>Thanks<o:p></o:p></span></font></b></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'>Particular thanks are due to Ben Ambridge, Shula
Chiat, Gedeon Deák, Erika Hoff, Jessica Horst, Evan Kidd, Jay McClelland, Tom
Roeper, Joseph Stemberger and Virginia Valian.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-bottom:6.0pt'><b><font size=3
face="Times New Roman"><span lang=EN-GB style='font-size:12.0pt;font-weight:
bold'>References<o:p></o:p></span></font></b></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>Ambridge, B., Rowland, C.F. & Pine,
J.M. (in press). Is structure dependence an innate constraint? New experimental
evidence from children’s complex-question production. <i><span
style='font-style:italic'>Cognitive Science.<o:p></o:p></span></i></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>Black, M. & Chiat, S. (1981).
Psycholinguistics without ‘psychological reality’. <i><span
style='font-style:italic'>Linguistics, 19,</span></i> 37-61.</span></font><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>Chomsky, N. (1972). <i><span style='font-style:italic'>Language
and mind.</span></i> <st1:place w:st="on"><st1:State w:st="on">New York</st1:State></st1:place>:
Harcourt Brace Jovanovich<o:p></o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>Hoff, E. (under review). Context effects on
young children’s language use: The influence of conversational setting
and partner.<o:p></o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>Kauffer, D. (1979). The
competence/performance distinction in linguistic theory. <i><span
style='font-style:italic'>Philosophy of the Social Sciences, 9,</span></i>
257–275.<o:p></o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>McClelland, J.L. & Bybee, J. (in press).
Gradience of gradience: A reply to Jackendoff. <i><span style='font-style:italic'>The
Linguistic Review.</span></i><o:p></o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>Piaget, J. (1929). <i><span
style='font-style:italic'>The child’s conception of the world.</span></i>
<st1:place w:st="on"><st1:City w:st="on">London</st1:City></st1:place>:
Routledge.<o:p></o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>Samuelson, L.K., Horst, J.S., Dobbertin,
B.N. & Schutte, A.R. (2006). Knowledge, performance, and task: Décalage and
dynamics in young children's noun generalizations. <i><span style='font-style:
italic'>Proceedings of the Twenty-Eighth Annual Conference of the Cognitive
Science Society.</span></i> (pp720-725). <st1:City w:st="on">Mahwah</st1:City>,
<st1:State w:st="on">NJ</st1:State>: <st1:place w:st="on"><st1:City w:st="on">Lawrence</st1:City></st1:place>
Erlbaum.<o:p></o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>Samuelson, L. K. & Horst, J. S. (in
press). Confronting complexity: Insights from the details of </span></font>behavior<span
lang=EN-GB> over multiple timescales. <i><span style='font-style:italic'>Developmental
Science.<o:p></o:p></span></i></span></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>Saussure, F. de (1916/1974). <i><span
style='font-style:italic'>Course in general linguistics.</span></i> <st1:place
w:st="on"><st1:City w:st="on">London</st1:City></st1:place>: Fontana/Collins.<o:p></o:p></span></font></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>Seidenberg, M. S., & MacDonald, M. C. (1999). </span></font><span
lang=EN-AU>A probabilistic constraints approach to language acquisition and
processing. <i><span style='font-style:italic'>Cognitive Science, 23,</span></i>
569–588.<o:p></o:p></span></p>
<p class=MsoNormal style='mso-margin-top-alt:0cm;margin-right:0cm;margin-bottom:
6.0pt;margin-left:1.0cm;text-indent:-1.0cm'><font size=3 face="Times New Roman"><span
lang=EN-GB style='font-size:12.0pt'>Valian, V. (1979). The wherefores and
therefores of the competence-performance distinction. In W.E. Cooper &
E.C.T. Walker (Eds.), <i><span style='font-style:italic'>Sentence processing:
Psycholinguistic studies presented to Merrill Garrett.</span></i> (pp1-26). <st1:City
w:st="on">Hillsdale</st1:City>, <st1:State w:st="on">NJ</st1:State>: <st1:place
w:st="on"><st1:City w:st="on">Lawrence</st1:City></st1:place> Erlbaum.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face=Arial><span lang=EN-GB style='font-size:
12.0pt;font-family:Arial'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face=Arial><span lang=EN-GB style='font-size:
12.0pt;font-family:Arial'>*********************************************************************</span></font><span
lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><st1:PersonName w:st="on"><font size=3 face=Arial><span
lang=EN-GB style='font-size:12.0pt;font-family:Arial'>Matthew Saxton</span></font></st1:PersonName><font
face=Arial><span lang=EN-GB style='font-family:Arial'> MA, MSc, DPhil</span></font><span
lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><st1:place w:st="on"><st1:PlaceType w:st="on"><font size=3
face=Arial><span lang=EN-GB style='font-size:12.0pt;font-family:Arial'>School</span></font></st1:PlaceType><font
face=Arial><span lang=EN-GB style='font-family:Arial'> of <st1:PlaceName
w:st="on">Psychology</st1:PlaceName></span></font></st1:place><font
face=Arial><span lang=EN-GB style='font-family:Arial'> and Human Development,</span></font><span
lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><st1:place w:st="on"><st1:PlaceType w:st="on"><font size=3
face=Arial><span lang=EN-GB style='font-size:12.0pt;font-family:Arial'>Institute</span></font></st1:PlaceType><font
face=Arial><span lang=EN-GB style='font-family:Arial'> of <st1:PlaceName
w:st="on">Education</st1:PlaceName></span></font></st1:place><font face=Arial><span
lang=EN-GB style='font-family:Arial'>,</span></font><span lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><st1:Street w:st="on"><st1:address w:st="on"><font size=3
face=Arial><span lang=EN-GB style='font-size:12.0pt;font-family:Arial'>25
Woburn Square</span></font></st1:address></st1:Street><font face=Arial><span
lang=EN-GB style='font-family:Arial'>,</span></font><span lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><st1:City w:st="on"><st1:place w:st="on"><font size=3
face=Arial><span lang=EN-GB style='font-size:12.0pt;font-family:Arial'>London</span></font></st1:place></st1:City><font
face=Arial><span lang=EN-GB style='font-family:Arial'>,</span></font><span
lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><font size=3 face=Arial><span lang=EN-GB style='font-size:
12.0pt;font-family:Arial'>WC1H 0AA.</span></font><span lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><st1:country-region w:st="on"><st1:place w:st="on"><font
size=3 face=Arial><span lang=EN-GB style='font-size:12.0pt;font-family:Arial'>U.K.</span></font></st1:place></st1:country-region><span
lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'> <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face=Arial><span lang=EN-GB style='font-size:
12.0pt;font-family:Arial'>Tel: +44 (0) 20 7612 6509</span></font><span
lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><font size=3 face=Arial><span lang=EN-GB style='font-size:
12.0pt;font-family:Arial'>Fax: +44 (0) 20 7612 6304</span></font><span
lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'> <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face=Arial><span lang=EN-GB style='font-size:
12.0pt;font-family:Arial'><a
href="http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4578&4578_0=10248">http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4578&4578_0=10248</a></span></font><span
lang=EN-GB><o:p></o:p></span></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><a href="http://www.ioe.ac.uk"><font face=Arial><span
style='font-family:Arial'>www.ioe.ac.uk</span></font></a></span><span
lang=EN-GB><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span lang=EN-GB
style='font-size:12.0pt'><o:p> </o:p></span></font></p>
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