Critical period effects on universal properties of language: the status of subjacency in the acquisition of a second language.

By Jacqueline S. Johnson, Elissa L. Newport. 1991

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Lifelong learning of human actions with deep neural network self-organization (2017, background): “In fact, a body of literature has suggested that early experiences are particularly influential on human and animal behavior (see e.g. Hubel and Wiesel, 1962, Johnson and Newport, 1991; Senghas, Kita, and Ozyurek, 2004).”
Early Speech Perception and Later Language Development: Implications for the "Critical Period" (2005, background): “…to detect, grammatical errors than are those who learned the second language during childhood, even when the length of time speaking the second language is controlled (e.g., Coppieters, 1987; Johnson & Newport, 1989, 1991; but see also Birdsong, 1992; Flege et al., 1999, for a different finding).”
Critical periods and catastrophic interference effects in the development of self-organizing feature maps. (2008, background): “To take a well-known example, in second language acquisition, children are better learners than adults in terms of their ultimate proficiency (Johnson & Newport, 1989, 1991).”
COMPETENCE SIMILARITIES BETWEEN NATIVE AND NEAR-NATIVE SPEAKERS (2003, unknown): “…competence in the L2 phonology or morphosyntax (Birdsong & Molis, 2001; Bley-Vroman, 1990; Coppieters, 1987; DeKeyser, 2000; Hyltenstam & Abrahamsson, 2000; Johnson & Newport, 1989, 1991; Lenneberg, 1967; Long, 1990; Oyama, 1976, 1978, 1979; Patkowsky, 1980, 1990; Scovel, 1988; Sorace, 1993).”
On the evidence for maturational constraints in second-language acquisition (2001, background): “Since the publication of J&N89, some studies have further advanced the maturational view of limits of attainment in the L2. These include position papers (e.g., Eubank & Gregg, 1999), behavioral evidence (e.g., Johnson & Newport, 1991 ), evidence from brain imaging (e.g., Weber-Fox & Neville, 1999)”
Why Child L2 Acquisition (2004, unknown): “One reason for this comes from studies on age and L2 ultimate attainment, such as DeKeyser (2000) and Johnson & Newport (1989, 1991).”
Cross-linguistic evidence for the nature of age effects in second language acquisition (2010, background): “…at least in a number of studies, appears to show a steep decline during a limited number of years, but not thereafter (e.g., Flege, Yeni-Komshian, & Liu, 1999; Johnson, 1992; Johnson & Newport, 1989, 1991; Lee & Schachter, 1997; cf. DeKeyser & Larson-Hall, 2005; Hyltenstam & Abrahamsson, 2003).”
Acquisition of article semantics by child and adult L2-English learners* (2009, background): “…social, or input-driven, with evidence against critical periods coming from the cases of near-native late L2-learners (see, among many others: Johnson and Newport, 1989, 1991; Lee and Schachter, 1998; DeKeyser, 2000; and the papers in Singleton and Lengyel, 1995, and in Birdsong, 1999; see…”
The Influence of Initial Exposure on Lexical Representation: Comparing Early and Simultaneous Bilinguals. (2005, unknown): “…1999; DeKeyser & Larsen-Hall, in press; Flege, 2003; Flege & Hillenbrandt, 1984; Flege, Yeni-Komshian, & Liu, 1999; Hyltenstam & Abrahamsson, 2000; Johnson & Newport, 1989, 1991; Marler, 1991; Mayberry, 1993; Mayberry & Eichen, 1991; Newport, 1990, 1991, 2002; Sebastián-Gallés & Soto-Faraco,…”
THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION (2000, background): “…(e.g., Krashen, Long, & Scarcella, 1979; Slavoff & Johnson, 1995); the decline of language learning ability does not suddenly occur around puberty but seems to take place gradually from ages 6 or 7 to 16 or 17 and beyond (e.g., Bialystok & Hakuta, 1994; Johnson & Newport, 1989, 1991; Oyama, 1978).”
The Interpretability Hypothesis: evidence from wh-interrogatives in second language acquisition (2007, background): “Studies on the acquisition of the wh-movement strategy in Chinese and Korean learners of English (White, 1985; Schachter, 1989; Johnson and Newport, 1991) is a case in point.”