 Several different inquires have benefited from psycholinguistic studies of overt linguistic behavior. These include questions about the relative autonomy of distinct areas of linguistic knowledge, such as the question: are syntax, semantics and pragmatics independent from each other, or do they rather support each other? (see Gleitman, Cassidy, et al. 2005; Gleitman 1990; Naigles and Swensen 2007; and Diesendruck 2007); and about the role of the child in the process of language acquisition: is the child a passive subject, or an active participant within her linguistic community (see Shatz 1987, 1994; Shafer and Garrido-Nag 2007; and Poulin-Dubois and Graham 2007)?