Hernandez Arturo E, Bodet Jean P, Gehm Kevin, Shen Shutian
University of Houston, USA.
University of Houston, USA.
Cognition. 2021 Jan;206:104478. doi: 10.1016/j.cognition.2020.104478. Epub 2020 Oct 16.
Hartshorne et al. (2018) used a very large sample in order to disentangle the effects of age, years of experience, and age of exposure from each other in context of second-language acquisition. Participants were administered an online test of English grammar. Results revealed a critical period ending around 17 years of age for the most effective acquisition of a second language (L2). The findings of a late cutoff indicate the age range of late childhood to late adolescence as crucial for learning an L2. In this piece, we argue that these results can be conceptualized by emergentist models of language acquisition in which both behavior and brain interactively reorganize across development.
哈茨霍恩等人（2018年）使用了一个非常大的样本，以便在第二语言习得的背景下，区分年龄、经验年限和接触年龄之间的相互影响。参与者接受了一项英语语法在线测试。结果显示，在最有效地习得第二语言（L2）方面，关键期在17岁左右结束。晚期截止的研究结果表明，童年晚期到青少年晚期的年龄范围对学习L2至关重要。在本文中，我们认为这些结果可以通过语言习得的涌现主义模型来概念化，在该模型中，行为和大脑在整个发育过程中相互作用地重新组织。
