Background: Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods: We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia,…

Numerous studies have proposed that changes of the human language faculty caused by neural maturation can explain the substantial differences in ultimate attainment of grammatical competences between first language (L1) acquirers and second language (L2) learners. However, little evidence on the effect of neural maturation on the attainment of…

Computational models have played a central role in the debate over language learnability. This article discusses how they have been used in different "stances", from generative views to more recently introduced explanatory frameworks based on embodiment, cognitive development and cultural evolution. By digging into the details of certain specific…

To test whether the critical language learning period applies to second languages, the English proficiency was studied of 46 Asians varying in age at which they moved to America. Results on a grammaticality judgment task support the hypothesis; early arrivals were significantly superior to later arrivals in English proficiency. (TJH)

Argues against direct formal grammar instruction in middle school. Notes that even students with high IQ's frequently score low on cognitive development measures, with children in the concrete stage of thinking usually unable to identify simple subjects and verb phrases. Recommends that until students achieve a level of formal reasoning they…