Active Learning in Language Development

Recent evidence suggests that children play an active role in their own learning many domains, yet the study of language development typically casts as passive recipients adult guidance. We argue this approach overlooks a fruitful domain which to explore children’s active, self-directed learning. Specifically, seize language-learning opportunities and actively select linguistic information they want receive, thereby enhancing suggest reframing child learner generates novel explanations for key phenomena development, complex, ecologically valid test contexts researchers interested rational accounts