In this paper, we examine the classic phenomena associated with children\u27s interpretation of every and present an experimental study that looks at production and comprehension in the same children. Children in the age range five through seven years apparently do not have full competence in producing sentences containing every. Their mistakes in comprehension carry over to their production. Although these data are insufficient to decide among the three accounts examined, we hope to have inspired researchers to include production data in their models of how children learn every and other quantifiers
