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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
