Moreover, children hear a preponderance of determiners (“the” and “a”) but don’t produce them (Bloom 2000). These facts are not specific to English, but hold cross-culturally (see, e.g., Caselli et al. 1995). The disparity between the variation of the syntactic categories infants receive as input and produce as output is troublesome to associationism, insofar as associationism is committed to the learned structures (and the behaviors that follow from them) merely patterning what is given in experience.