Distance learning provides us with an interesting model. Let us assume that the person is relatively isolated so that all learning flows through the internet, through the curriculum of a distance learning program. Let us assume that the student is at the grade 9 level and can pass the appropriate tests. He or she is now exposed to the grade 10 material in the curriculum and, at the end of the school year, is expected to pass the grade 10 tests.
We can now suggest that a competent computational model of language comprehension should follow the same sequence. Let us assume that we can start it with the ability to pass the grade 9 examinations. If we then feed the same grade 10 curriculum material through the model, and ask it to do the same sort of exercises, it should then be able to pass the grade 10 examinations.
We can extend the model by taking the same steps both forward and backwards. Ideally it should take as all the way forward into and through professional school. Backwards it makes intuitive sense into the early grades, where learning is primarily based on language rather than physical skills.
We are left with the question of where such an inductive or recursive model should start. Part of the problem is to agree on what capabilities it should start with. If we assume full language capabilities, so that it is just a question of learning content, then it leaves the question of where the language capabilities come from.
We shall propose quite a different starting place, as we shall explain below