ny cases they
sound like _eng_, _ang_ (angophrasia--Kussmaul).

_Palimphrasia._--Insane persons often repeat single sounds, syllables,
or sentences, over and over without meaning; e. g., "I am-am-am-am."

"The phenomenon in many cases reminds us of children, who say or sing
some word or phrase, a rhyme or little verse, so long continuously, like
automata, that the by-standers can endure it no longer. It is often the
ring of the words, often the sense, often both, by which the children
are impressed. The child repeats them because they seem to him strange
or very sonorous." (Kussmaul.)

_Bradyphrasia._--The speech of people that are sad or sleepy, and of
others whose mental processes are indolent, often drags along with
tedious slowness; is also liable to be broken off abruptly. The speaker
comes to a standstill. This is not to be confounded with bradyphasia or
with bradyarthria or bradylalia (see above).

In children likewise the forming of the sentence takes a long time on
account of the as yet slow rise and combination of ideas, and a simple
narrative is only slowly completed or not finished at all, because the
intellectual processes in the brain are too fatiguing.

_Paraphrasia._--Under the same circumstances as in the case of
bradyphrasia the (slow) speech may be marred and may become
unintelligible because the train of thought is confused--e. g., in
persons "drunk" with sleep--so that words are uttered that do not
correspond to the original ideas.

In the case of children who want to tell something, and who begin right,
the story may be interrupted easily by a recollection, a fresh train of
thought, and still they go on; e. g., they mix up two fairy tales,
attaching to the beginning of one the end of another.

_Skoliophrasia._--Distracted and timid feeble-minded persons easily make
mistakes in speaking, because they can not direct their attention to
what they are saying and to the way in which they are saying it, but
they wander, allowing themselves to be turned aside from the thing to be
said by all sorts of ideas and external impressions; and, moreover, they
do not notice afterward that they have been making mistakes (cf. p. 53).

Children frequently put a wrong word in place of a right one well known
to them, without noticing it. They allow themselves to be turned aside
very easily from the main point by external impressions and all sorts of
fancies, and often, in fact, say the opposite of what they mean