A Quantitative Synthesis of Early Language Acquisition Using Meta-analysis

Lewis, Molly; Braginsky, Mika; Tsuji, Sho; Bergmann, Christina; Piccinini, Page E.; Cristia, Alejandrina; Frank., Michael C.

doi:10.31234/osf.io/htsjm

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A Quantitative Synthesis of Early Language Acquisition Using Meta-analysis

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Bergmann, Christina
Language Development Department, MPI for Psycholinguistics, Max Planck Society;
PSL Research University;

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Citation

Lewis, M., Braginsky, M., Tsuji, S., Bergmann, C., Piccinini, P. E., Cristia, A., et al. (2016). A Quantitative Synthesis of Early Language Acquisition Using Meta-analysis. PsyArXiv Preprints. doi:10.31234/osf.io/htsjm.

Cite as: https://hdl.handle.net/21.11116/0000-0006-8A97-4

Abstract

To acquire a language, children must learn a range of skills, from the sounds of their language to the meanings of words. These skills are typically studied in isolation in separate research programs, but there is a growing body of evidence that these skills may depend on each other in acquisition (e.g., Feldman, Myers, White, Griffiths, & Morgan, 2013; Johnson, Demuth, Jones, & Black, 2010; Shukla, White, & Aslin, 2011). We suggest that the meta-analytic method can support the process of building theories that take a systems-level perspective, as well as provide a tool for detecting bias in a literature. Here we present meta-analyses of 12 phenomena in language acquisition, with over 800 effect sizes. We find that the language acquisition literature overall has a high degree of evidential value. We then present a quantitative synthesis of language acquisition phenomena that suggests interactivity across the system.