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Hadean Geologic eon that occurred from 3800 to 4600 million years ago. Fundamentals of Physical Geography, 2nd Edition. Jump to navigation Jump to search For other uses, see window of opportunity. In developmental psychology and developmental biology, a critical period is a maturational stage in the lifespan of an organism during which the nervous system is especially sensitive to certain environmental stimuli.

Some researchers differentiate between ‘critical’ and ‘sensitive’ periods—defining ‘sensitive’ periods as more extended periods, after which learning is still possible. Other researchers consider these the same phenomenon. For example, the critical period for the development of a human child’s binocular vision is thought to be between three and eight months, with sensitivity to damage extending up to at least three years of age. Maria Montessori was one of the earlier educators hypothesis brought attention to this phenomenon and called it «Sensitive Periods», which develop one of the pillars of her philosophy of education.

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The two most famous cases of children who failed to acquire language after the critical period are Genie and the feral child Victor of Aveyron. Many subsequent researchers have further developed the CPH, most notably Elissa Newport and Rachel Mayberry. Studies conducted by these researchers demonstrated that profoundly deaf individuals who are not exposed to a sign language as children never achieve full proficiency, even after 30 years of daily use. Steven Pinker discusses the CPH in his book, The Language Instinct. According to Pinker, language must be viewed as a concept rather than a specific language because the sounds, grammar, meaning, vocabulary, and social norms play an important role in the acquisition of language.

Physiological changes in the brain are also conceivable causes for the terminus of the critical period for language acquisition. Other evidence comes from neuropsychology where it is known that adults well beyond the critical period are more likely to suffer permanent language impairment from brain damage than are children, believed to be due to youthful resiliency of neural reorganization. Certainly, older learners of a second language rarely achieve the native-like fluency that younger learners display, despite often progressing faster than children in the initial stages. This is generally accepted as evidence supporting the CPH. Over the years, many experimenters have tried to find evidence in support or against the critical periods for second language acquisition.

Many have found evidence that young children acquire language more easily than adults, but there are also special cases of adults acquiring a second language with native-like proficiency. Newport found support for the claim that second languages are more easily acquired before puberty, or more specifically before the age of seven. Additional evidence against a strict critical period is also found in the work of Pallier et al. France from Korea were able to become native-like in their performance of French even after the critical period for phonology. There is also some debate as to how one can judge the native-like quality of the speech participants produce and what exactly it means to be a near-native speaker of a second language.

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