THE NEUROCOGNITIVE BASIS OF FIRST LANGUAGE ACQUISITION

INSIGHTS FROM PSYCHOLINGUISTIC STUDIES

Abstract

The fundamental neurocognitive foundations of first language acquisition are a primary interest in psycholinguistic studies, as it examines the complex relationship between genetic factors, cognitive functions, and surrounding influences. This document compiles findings from psycholinguistic research focusing on how infants and small children learn their initial language, emphasizing the importance of inherent systems such as the universal grammar theory (Chomsky, 1965) and the crucial time frame for language learning (Lenneberg, 1967). Techniques like fMRI and EEG have illustrated the engagement of brain areas such as Broca's and Wernicke's regions, as well as the active involvement of neural networks that support syntax, semantics, and phonetics (Kuhl, 2004). Further research on behavior clarifies the importance of interactions with caregivers, social signals, and statistical learning in the process of vocabulary and grammar acquisition (Tomasello, 2003; Saffran, Aslin, & Newport, 1996). Merging insights from psycholinguistics with neurocognitive angles enhances our comprehension of first language acquisition, illuminating both typical and atypical developmental paths. These findings not only contribute to theoretical models but also carry consequences for educational strategies and interventions aimed at speech-related challenges.