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Related Experiment Video

Updated: Jul 10, 2026

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

Age-of-acquisition effects in native speakers and second-language learners.

Egbert M H Assink1, Sonja van Well, Paul P N A Knuijt

  • 1Utrecht University, Utrecht, The Netherlands. e.assink@myrealbox.com

Memory & Cognition
|April 3, 2004
PubMed
Summary

Age-of-acquisition (AoA) effects in skilled readers are influenced by reading development. Even non-native speakers show AoA effects in a second language, challenging phonological processing explanations.

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Area of Science:

  • Cognitive Psychology
  • Psycholinguistics
  • Developmental Psychology

Background:

  • Age-of-acquisition (AoA) effects, the influence of word learning age on processing, are typically attributed to phonological processing.
  • Previous research (Gerhand & Barry, 1999) established AoA effects in native English speakers.

Purpose of the Study:

  • To investigate the locus of AoA effects in skilled readers of English and Dutch.
  • To examine the role of language development and native language on AoA effects.
  • To test the phonological completeness hypothesis by assessing AoA effects in Dutch learners of English.

Main Methods:

  • Two lexical decision experiments were conducted.
  • Experiment 1: Dutch students (elementary and secondary) processed words manipulated for surface frequency and AoA.
  • Experiment 2: Dutch master's students learning English and native English speakers processed English words (Gerhand & Barry, 1999 set).

Main Results:

  • AoA effects decreased with reading age in Dutch students, with elementary students showing the largest effects.
  • Dutch learners of English demonstrated AoA effects comparable to native English speakers, with only a slight latency delay.
  • Native English speakers replicated previous findings.

Conclusions:

  • AoA effects are influenced by reading development and are not solely dependent on phonological processing.
  • The findings challenge the phonological completeness hypothesis.
  • Semantic processing accounts may offer a more comprehensive explanation for AoA effects across different language proficiencies.