Theories of language acquisition propose an early and important role for perceptual processes, but often present these processes as separate from the short-term sequencing processes and long-term linguistic knowledge that also contribute to the development of language. Using nonword repetition as a measure that reflects the interaction of these processes, we present a computational model that integrates all three of these processes into a single system and examine the similarity between the relationship of these three processes found in the model and the relationship found in adolescent humans
