Crandall Family Assistant Professor, Duke University
Psychology & Neuroscience Dept.
Center for Cognitive Neuroscience
Within a range of “normal” exposure and “typical” development, all children acquire the language in their environment, on a similar timescale. At the same time, the specific input and cognitive faculty a child is endowed with dictates what she is in principle able to learn. I will discuss new data bearing variability in infants’ daily experiences at the group and individual level, and how the variability in the home environment predicts (or doesn’t!) infants’ growing language knowledge and production. I will discuss recent results of several eyetracking studies and corpus analyses probing early word learning.