These issues bear on the argument from the poverty of the stimulus because that argument may appear more or less impressive depending on the answers one gives to them. If, for instance, one held that grammars are belief-like entities, explicitly represented in our heads in some internal code (cf. Stich 1978), then the question of how those beliefs are acquired and justified is indeed a pressing one — as, for different reasons, is the question of how they function in performance (see Harman