A critical period for second language acquisition: Evidence from 2/3 million English speakers
Children learn language more easily than adults, though when and why this ability declines have been obscure for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment of learners who started at different ages cannot by itself reveal changes in underl...
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| Published in: | Cognition Vol. 177; pp. 263 - 277 |
|---|---|
| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Netherlands
Elsevier B.V
01.08.2018
Elsevier Science Ltd |
| Subjects: | |
| ISSN: | 0010-0277, 1873-7838, 1873-7838 |
| Online Access: | Get full text |
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| Abstract | Children learn language more easily than adults, though when and why this ability declines have been obscure for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for “difficult” syntactic phenomena but also for “easy” syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. The size of the dataset also provides novel insight into several other outstanding questions in language acquisition. |
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| AbstractList | Children learn language more easily than adults, though when and why this ability declines have been obscure for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for “difficult” syntactic phenomena but also for “easy” syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. The size of the dataset also provides novel insight into several other outstanding questions in language acquisition. Children learn language more easily than adults, though when and why this ability declines have been obscure for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for "difficult" syntactic phenomena but also for "easy" syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. The size of the dataset also provides novel insight into several other outstanding questions in language acquisition.Children learn language more easily than adults, though when and why this ability declines have been obscure for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for "difficult" syntactic phenomena but also for "easy" syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. The size of the dataset also provides novel insight into several other outstanding questions in language acquisition. |
| Author | Pinker, Steven Hartshorne, Joshua K. Tenenbaum, Joshua B. |
| AuthorAffiliation | a Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Building 46, 77 Massachusetts Avenue, MIT, Cambridge, MA 02139, United States b Department of Psychology, Boston College, McGuinn Hall 527, Chestnut Hill, MA 02467, United States c Department of Psychology, Harvard University, William James Hall 970, 33 Kirkland St., Cambridge, MA 02138, United States |
| AuthorAffiliation_xml | – name: b Department of Psychology, Boston College, McGuinn Hall 527, Chestnut Hill, MA 02467, United States – name: a Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Building 46, 77 Massachusetts Avenue, MIT, Cambridge, MA 02139, United States – name: c Department of Psychology, Harvard University, William James Hall 970, 33 Kirkland St., Cambridge, MA 02138, United States |
| Author_xml | – sequence: 1 givenname: Joshua K. surname: Hartshorne fullname: Hartshorne, Joshua K. email: Joshua.hartshorne@bc.edu organization: Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Building 46, 77 Massachusetts Avenue, MIT, Cambridge, MA 02139, United States – sequence: 2 givenname: Joshua B. surname: Tenenbaum fullname: Tenenbaum, Joshua B. organization: Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology, Building 46, 77 Massachusetts Avenue, MIT, Cambridge, MA 02139, United States – sequence: 3 givenname: Steven surname: Pinker fullname: Pinker, Steven organization: Department of Psychology, Harvard University, William James Hall 970, 33 Kirkland St., Cambridge, MA 02138, United States |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/29729947$$D View this record in MEDLINE/PubMed |
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| Title | A critical period for second language acquisition: Evidence from 2/3 million English speakers |
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