ACKNOWLEDGEMENTS

This study is based on research conducted from
1970 through 1975 at the University of Florida and in
Bolivia and Peru, under the auspices of (1) a graduate
teaching assistantship (1970-71) in the Aymara Language
Materials Project funded by Title VI of the National
Defense Education Act, (2) a National Science Foundation
graduate fellowship (1971-74), and (3) a University of
Florida College of Arts and Sciences graduate fellowship
(1974-75). To the sources of that support I wish to
express my deep appreciation.

Special thanks are due also to my parents,

Ellis Ormsbee Briggs and Lucy Barnard Briggs, who
gave me financial and moral support throughout my doc-
toral studies.

My field work in Bolivia was authorized by the
Instituto Nacional de Estudios Lingiifsticos (INEL) and
facilitated by the Instituto de Lengua y Cultura Aymara
(ILCA). My field work in Peru was authorized by the
Instituto Nacional de Investigaci6n y Desarrollo de la
Educaci6n (INIDE). Copies of this study are being made
available to the three named entities, for whose coopera-

tion I am very grateful.

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