Butler's accounts for the Classes of 1789-1794, 1789-1799

The marbled-paper-covered book contains two sections written by Butlers Thomas Adams and Samuel Shapleigh: a two column debit and credit entry section for students in the Classes of 1789 through 1794, with additions made through June 1791, and at the end of the volume a two page "Account of monies paid out as Atty. to T. Adams" for 1791 with lenders' names and amounts.

A Book of Accounts beginning Feb. 26 1791, 1791-1799

The marbled-hardcover book contains three sections: a two column debit and credit entry section for students and tutors, a list of "the Bills of the Senior Class calculated" for 1793 and 1794, and at the end of the volume a personal accounting of expenses from February 1797 through January 1799 kept by Shapleigh during the time he was Harvard's Librarian, for services including mending, wood hauling, and "To Miss Morie for cleaning windows & washing sheets," as well as purchases such as books, coffee, and theater tickets.

Sloop Cyrus accounts, 1793

One-folio page containing handwritten financial entries compiled by Treasurer Ebenezer Storer from February 1793 to December 1793.

Inhibitory Control is a Rate-Limiting Factor to Preschoolers' Use of Irregular Inflection

We investigated whether children’s inhibitory control is associated with their ability to produce irregular verb forms as well as learn from corrective feedback following their use of an over-regularized form. Forty-eight 3.5 to 4.5 year old children were tested on the irregular past tense and provided with adult corrective input via models of correct use or recasts of errors following ungrammatical responses. Inhibitory control was assessed with a three-item battery of tasks that required suppressing a prepotent response in favor of a non-canonical one. Results showed that inhibitory control was predictive of children’s initial production of irregular forms and not associated with their post-feedback production of irregulars. These findings show that children’s executive functioning skills may be a rate-limiting factor on their ability to produce correct forms, but might not interact with their ability to learn from input in this domain. Findings are discussed in terms of current theories of past-tense acquisition and learning from input more broadly.