English
 
User Manual Privacy Policy Disclaimer Contact us
  Advanced SearchBrowse

Item

ITEM ACTIONSEXPORT

Released

Book Chapter

Individual differences in first language acquisition and their theoretical implications

MPS-Authors
/persons/resource/persons72785

Kidd,  Evan
Learning through Processing, MPI for Psycholinguistics, Max Planck Society;
The Australian National University;

/persons/resource/persons198473

Rowland,  Caroline F.
University of Liverpool;
Language Development Department, MPI for Psycholinguistics, Max Planck Society;
Radboud University Nijmegen, External Organizations;

External Ressource
No external resources are shared
Fulltext (public)
There are no public fulltexts stored in PuRe
Supplementary Material (public)
There is no public supplementary material available
Citation

Kidd, E., Bigood, A., Donnelly, S., Durrant, S., Peter, M. S., & Rowland, C. F. (2020). Individual differences in first language acquisition and their theoretical implications. In C. F. Rowland, A. L. Theakston, B. Ambridge, & K. E. Twomey (Eds.), Current Perspectives on Child Language Acquisition: How children use their environment to learn (pp. 189-219). Amsterdam: John Benjamins. doi:10.1075/tilar.27.09kid.


Cite as: http://hdl.handle.net/21.11116/0000-0007-1106-F
Abstract
Much of Lieven’s pioneering work has helped move the study of individual differences to the centre of child language research. The goal of the present chapter is to illustrate how the study of individual differences provides crucial insights into the language acquisition process. In part one, we summarise some of the evidence showing how pervasive individual differences are across the whole of the language system; from gestures to morphosyntax. In part two, we describe three causal factors implicated in explaining individual differences, which, we argue, must be built into any theory of language acquisition (intrinsic differences in the neurocognitive learning mechanisms, the child’s communicative environment, and developmental cascades in which each new linguistic skill that the child has to acquire depends critically on the prior acquisition of foundational abilities). In part three, we present an example study on the role of the speed of linguistic processing on vocabulary development, which illustrates our approach to individual differences. The results show evidence of a changing relationship between lexical processing speed and vocabulary over developmental time, perhaps as a result of the changing nature of the structure of the lexicon. The study thus highlights the benefits of an individual differences approach in building, testing, and constraining theories of language acquisition.