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The paper integrates the data on children's experience of odor and their inclination and ability to describe them verbally. Experimental data and questions about the validity of the earlier sensory methodology are reviewed along with the debate about whether children's odor preferences are learned or innate. The odor preference data are then evaluated linguistically. Attention is called to the meaning expressed in the one-word stage and in first sentences, particularly expression of attribute in early language development. A review of this literature reveals no evidence that young children express odor preferences. There are two possible reasons. One is the semantic/syntactic complexity of the verbe "to smell" demonstrated in research on the use of perceptual verbs in more than 50 languages. The other is the generally established fact that children 's early language reflects prior and salient experiences.

The article is based on a national survey in Norway of the linguistic situation of deaf children. Parents, teachers, and children were asked to make judgments on topics related to the children's language milieu at home and at school by means of detailed questions using two response methods: a language inventory and rating scales. The inventory is more detailed than those in other studies and required all three groups to consider not only the use of the two native languages, Norwegian and Norwegian Sign Language, but other forms combining sign and speech. The data revealed that languages used with the children included both native languages as well as various mixtures depending on context, situation, and the nature and purpose of the communication. The results are considered from the perspective of the amount and quality of language input and intake necessary for language acquisition and literacy.