Acquiring a form of communication or language is always an important tool to utilize in life. Accepting this notion, it would be logical to assume that if one were to acquire language at an earlier age, they would then have an edge in language usage throughout their life. Interpreting the studies brought forth in “A Unified Model of Early Word Learning” by researchers Chen Yu and Dana Ballard from 2007, “Modeling Children’s Early Grammatical Knowledge” by researchers Colin Bannard, Elena Lieven, and Michael Tomasello from 2009, and “Early Language Learning, and Literacy” by researcher Patricia Kuhl from 2011, all three have the common findings of observing that if children were to acquire language at an earlier age, it would be beneficial for them in terms of grammar, verbiage, and vocalization. “A Unified Model of Early Word Learning” introduced a statistical learning mechanism that provided a formal account of cross-situational observation with a unified model that was able to make use of different kinds of social cues, such as joint attention and prosody in maternal speech, in the statistical learning framework (Yu, 2007). In “Modeling Children’s Early Grammatical Knowledge”, a Bayesian procedure was used to extract item-based grammars from transcriptions of each of two children’s speech at 2 and 3 years of age and then used these grammars to parse all of the unique multi-word utterances from transcriptions of separate recordings of these same children at each of the two ages. (Bannard, 2009) In “Early Language Learning, and Literacy”, through a decade of research in findings, Kuhl has discovered evidence that children’s early mastery of language requires learning in a social context, and this finding also has important implications for education (2011). The hypotheses in combining all three methodologies are that children’s learning methods in computing word-meaning associations, word performance, and productivity are impacted by events in early life with success beginning in infancy.
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