What cognitive model suggests that limitations in processing may enhance language learning in young children?

The less is more hypothesis proposes that young children's limitations in cognitive processing capacity can actually facilitate language learning. This model suggests that because children have less cognitive resources to draw from, they might focus more on simpler, more salient aspects of language, which allows for more effective learning in the early stages.

For instance, when children encounter new language, their limited processing abilities may lead them to extract essential grammatical structures or vocabulary instead of getting overwhelmed by complex rules that adult learners might consider. This phenomenon implies that a reduced ability to handle overwhelming information can ultimately provide a clearer pathway to grasping basic language components, laying the groundwork for more advanced language acquisition later on.

The information processing model, while it addresses how cognitive processes work, does not specifically discuss the advantages of cognitive limitations. The constructivist model centers around how learners construct knowledge through experience and interaction without necessarily linking it to processing limitations. Social interaction theory emphasizes the role of social contexts and interactions in learning but doesn’t account for cognitive constraints in the same way the less is more hypothesis does.