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Direct linkBrooks, Patricia J.; Kempe, Vera – Language Learning, 2019
The Less-Is-More hypothesis was proposed to explain age-of-acquisition effects in first language (L1) and second language (L2) learning. We scrutinize different renditions of the hypothesis by examining how learning outcomes are affected by (a) limited cognitive capacity, (b) reduced interference resulting from less prior knowledge, and (c)…
Descriptors: Second Language Learning, Linguistic Theory, Age Differences, Native Language
Leonard, Laurence B.; Deevy, Patricia; Fey, Marc E.; Bredin-Oja, Shelley L. – Journal of Speech, Language, and Hearing Research, 2013
Purpose: This study examined sentence comprehension in children with specific language impairment (SLI) in a manner designed to separate the contribution of cognitive capacity from the effects of syntactic structure. Method: Nineteen children with SLI, 19 typically developing children matched for age (TD-A), and 19 younger typically developing…
Descriptors: Sentences, Comprehension, Language Impairments, Children
