Critical period hypothesis

Definition

The critical period hypothesis posits that there is a specific time frame during which individuals are particularly receptive to acquiring language. This concept suggests that if language exposure does not occur within this critical window, the ability to fully acquire that language diminishes significantly. The implications of this hypothesis are crucial for understanding language learning across different contexts, including first and second language acquisition, as well as how linguistic structures vary across languages.

5 Must Know Facts For Your Next Test

1. The critical period is often thought to extend from birth until puberty, during which the brain is most adaptable for language learning.
2. Research has shown that children who are exposed to a second language before the critical period can achieve native-like proficiency, whereas those who begin learning later often struggle with accent and grammatical nuances.
3. Case studies of feral children, such as Genie, illustrate the challenges faced when language exposure is delayed beyond the critical period.
4. The hypothesis raises questions about the biological underpinnings of language acquisition, suggesting that neurological changes in the brain may limit language learning capacity after a certain age.
5. The critical period hypothesis also informs educational approaches to second language teaching, emphasizing the importance of early exposure for optimal outcomes.

Review Questions

• How does the critical period hypothesis impact our understanding of second language acquisition in relation to age?
  • The critical period hypothesis suggests that younger learners have a distinct advantage when acquiring a second language due to their brain's heightened plasticity during early development. This means that children exposed to a second language before reaching puberty are more likely to develop native-like fluency compared to those who begin learning later. As a result, educational strategies often emphasize early immersion in foreign languages to capitalize on this natural propensity for language acquisition.
• Evaluate the implications of the critical period hypothesis for theories of first language acquisition.
  • The critical period hypothesis has significant implications for theories of first language acquisition as it underscores the idea that there is an optimal time frame for children to acquire their native language fully. If children do not receive adequate linguistic input during this critical window, their ability to grasp complex grammatical structures and pronunciation may be severely hampered. This hypothesis also supports the notion that biological factors play a crucial role in the cognitive processes underlying language development.
• Synthesize evidence from research studies supporting or refuting the critical period hypothesis and its relevance in cross-linguistic syntactic variation.
  • Research supporting the critical period hypothesis often includes evidence from case studies of individuals like Genie, who missed critical language exposure during childhood, leading to limited language capabilities later in life. Additionally, studies on bilingualism highlight how age at onset affects syntactic structures used by second language learners. While some evidence suggests flexibility in adult learning, particularly among highly motivated individuals, the general trend shows that earlier exposure tends to yield greater mastery. This interplay between age and syntax emphasizes how cross-linguistic variation can be influenced by when individuals acquire different languages.

Related terms

First Language Acquisition: The process by which infants and young children naturally acquire their native language, typically occurring during the early years of life.

Second Language Acquisition: The process of learning a language other than one's native language, often influenced by age, motivation, and the learning environment.

Neurolinguistics: A field of study that investigates how language is processed in the brain and how neurological factors affect language acquisition and use.