Limitations of the traditional epistemological orientation toward an "objective paradigm" are discussed, and an alternative "subjective paradigm" is proposed which holds that knowledge is synthesized by the knower, pursuant to his or her own motives. Implications of this view are drawn for the study of language, including problems of early language acquisition. The psychology of reading and response is conceptualized in a way similar to the psychology of language acquisition and is related to various developmental stages. Because language use, literary response, and interpretation are seen as always motivated rather than motiveless, studies which screen out "irrelevant" motives and other emotional factors are seen to create new motives for language use and literary response, replacing the ones of primary interest: those attached to normal speech and reading contexts. The rationale for subjective criticism and its pedagogical implications are also discussed. (AA)