Michael Frank

Variability and consistency in children’s early language learning: A data-driven approach

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Stanford University

Every typically developing child learns to talk, but children differ tremendously in how and when they do so. What predicts this variability? And which aspects of early language learning are consistent across the world’s languages and cultures? Here I’ll illustrate our efforts to create and curate datasets capturing children’s language input, processing, and vocabulary growth using data from tens of thousands of children learning dozens of different languages. Our aim is to create integrative, quantitative models of the growth of children’s early language.