What hypothesis suggests young children's cognitive limitations may enhance their language acquisition abilities?

The "less is more" hypothesis posits that the cognitive limitations present in young children can actually aid in their language acquisition process. This theory suggests that because young children have less cognitive capacity to process complex linguistic structures, they focus on smaller, more manageable chunks of language. As a result, they can learn the foundational elements of language more effectively without being overwhelmed by the complexities that may hinder older learners.

The simplicity of young children's cognitive processing allows them to engage with and internalize the essential patterns and rules of language. This can lead to enhanced language development because they are not distracted by the myriad of possible interpretations that more advanced cognitive skills might bring, allowing them to absorb and replicate simpler language forms efficiently.

In contrast, other concepts, such as "more is better" or "cognitively enriched learning," suggest that greater complexity or enrichment in the environment would lead to better outcomes, which does not align with the premise of the "less is more" hypothesis. Language immersion focuses on the environment's richness but does not specifically address the cognitive limitations of children in the same context as the "less is more" perspective. Hence, the "less is more" hypothesis is pivotal in understanding the unique relationship between developmental cognitive constraints and the process of language learning