Our Research

Acquiring a first language might seem like a natural and straightforward process, but it is, in fact, a complex undertaking.


Consider the contrast with learning a second language later in life, where learners have a wealth of structured resources at their disposal. For the tiny tots among us, it's a different story. 


Remember: We're delving into the realm of learning that starts from the very first day into the world (if not before!).



 Let's touch on a few points:


Little ones begin without any existing language to support them. They can't even ask questions in the early stages!


Adult language learners often enjoy the clarity of organized lessons, but our young linguists must rely on the sporadic and organic instruction that life throws their way.


Adults have matured sensory systems and cognitive faculties to support their navigation through the complex linguistic and non-linguistic world. The little ones? Well, they can't even see more than a few feet in front of themselves until 1 year, and a somewhat lengthy sentence might just confound a 3-year-old's comprehension.



Challenging? Definitely! 


Yet children sail at it! They are little language geniuses! They shame adults who struggle with learning a second language despite the support from a pre-existing language and a matured sensory and cognitive system. 



What are the cogs and gears of this linguistic marvel?


Unravelling the underlying mechanisms of first language acquisition is the central pursuit of our research team.


NAVIGATING THE INPUT

DECIPHERING THE LINGUISTIC SIGNALS

To learn a first language, young learners must dissect and make sense of the language they hear, which is provided to them with little explanation (And even if it were explained, they might not understand the explanation, to begin with!)  How do young learners manage this? What cues do they make use of? This line of work examines how young learners manage to decipher the unexplained linguistic input. Their abilities might surprise you.

ANALYZING THE NON-LINGUISTIC WORLD

In addition to the information gleaned from the language, the surrounding non-linguistic environment also plays a crucial role. Language has meaning, and meaning is rooted in our experience. How the world is perceived and conceptualized is closely related to how language is learned. This line of work studies how young children perceive the world around them–––for example, which elements in an event are easily noticed and which are neglected.

LEARNING IS BIASED

Language acquisition involves more than simply collecting and dissecting input. It is deeply informed by the learner's pre-existing internal knowledge, be it innate or previously acquired, much like the Bayesian prior. We call these the "learning biases". For example, some meanings are biasedly favored and more readily learned than others; some patterns are biasedly known or observed and guide subsequent learning; and some elements within an event are biasedly more salient while others are easily overlooked. This line of research delves into the various cases where internal biases benefit learning, as well as cases where biases hinder and need to be overcome.

EXPANDING HORIZONS

BEYOND ENCODING INFORMATION: 

REMEMBERING IT

Language is an integral part of cognition, intertwined with how learners process and retain information. To memorize and internalize what they learn, they rely on methods like practice and repetition. Moreover, sleep emerges as a critical tool for reinforcing and organizing memory. Given the distinctive sleep patterns of young children, they may be particularly well-suited to 'sleep to remember.' Our research is investigating how sleep influences language learning, examining its impact on vocabulary and grammar acquisition, and how these effects change as a child's brain develops.

The role of sleep in learning words and rules in early childhood.

BEYOND TYPICAL DEVELOPMENT: 

AUTISM SPECTRUM DISORDER

Language acquisition in children usually unfolds smoothly, guided by typical neurological development. However, children with Autism Spectrum Disorder (ASD) often face distinct challenges due to their social-communicative differences, which can impede their language learning. Our research focuses on language acquisition in children with ASD, aiming to offer scientifically-backed strategies for clinical support and to enhance our understanding of language development mechanisms by contrasting them with typical developmental patterns.


FOR CAREGIVERS: WHAT INPUT TO PROVIDE, AND HOW?

LESS IS SOMETIMES MORE

Parents are well aware of the importance of speaking to their child, frequently encouraged by the mantra "quantity matters!" And it is true––quantity is important. Continue to embrace this practice. But be cautious not to overwhelm children in one go. Children excel at learning language, yet their processing is still maturing–––sometimes one additional word can confuse them. strive for clarity and simplicity: quality often trumps quantity for young minds.

LET SLEEP PLAY ITS MAGIC

Parents know how crucial sleep is for their children's healthy development. But here is a lesser-known perk: Sleep is a powerhouse for strengthening and organizing memories––linguistic memories included. Young children, with their lengthy night slumbers and frequent daytime naps, can particularly benefit from this biological gift. To make the most of this, it's best to lineup quality language input with the child's natural sleep cycles.

Promoting public recognition of the role of sleep in children’s language development.

TO A CHILD WITH ASD

Parents must communicate in ways that suit their child's language and social skills, a vital practice for all but especially for those with children on the autism spectrum who may face distinct challenges. For example, less responsive children may prompt parents to overuse the child's name rather than "you" when speaking to them. This practice, while effective in gaining attention, could unintentionally limit the child's exposure to pronouns. Parents should be aware of such patterns and aim to create a varied linguistic environment to nurture their child's development.