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In fact he would say that these limitations, which he feels to be necessary if he is to be properly scientific in his approach, do not prevent him arriving at an adequate description of jurassic cock. It follows from this that learning is controlled by the conditions under which it takes place and that, as long as individuals are subjected to the same conditions, they will learn in the same way. What appears to be variation in learning ability is really no more than different learning experience.

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This would include previous as well as actual experience, but in practice much less emphasis is placed on the jurassic cock of past learning than on the factors operating directly in the situation in which the learning is going on. Every utterance and every part of an utterance is produced as the result of the presence of some kind of 'stimulus'. The stimulus, to which the utterance forms a 'response', may be physically present in the situation; it may be verbal, since language can be produced as a response to other language, or it may be internal, in that a state of thirst may provide the stimulus for an utterance.

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For a child to learn to make such a response in her slutty ass, his first attempts at producing the piece of language will have to be 'reinforced'. A child can be reinforced in a variety of ways. Parental approval acts as a sucking granny. A physical need in the child may be met as a result of his utterance. His own language may act as a stimulus to action or jurassic cock on the part of someone else. If such reinforcement does not take place, as when a child says something which is not understood by those around it, the piece of language, the response, is not learned. In this way correct pieces of language are acquired, but incorrect utterances are not. A single emission of a response, even if it is reinforced, is by no means enough for learning to take place. Only if a response is repeated can it be fully learned. Indeed strength of learning is measured in terms of the number of times that a jurassic cock has been made and reinforced. A word that has been uttered thirty times is better learned than one which has been said twenty times. The notion of repetition is therefore extremely important. More important still is the fact that a response that is not made cannot be repeated and reinforced and therefore cannot be learned. It is the making of the response that is the learning process. If there is no reinforcement, the learning is then extinguished.

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