To observe and document SES-related individual differences in L1 ultimate attainment

本项目旨在通过记录成年母语人士在网络阅读和理解任务中的语法能力，并探索ses相关词汇与后期习得的句法复杂结构之间的潜在关系，观察和记录与ses相关的L1最终成就的个体差异。越来越多的研究表明，一些母语人士在童年（甚至成年后）并没有完全掌握基本的语法结构，这挑战了乔姆斯基L1习得手段的广泛假设（见Kidd等人，2017年的最新评论）。也有广泛的证据表明，最终母语成就的个体差异与社会经济地位（SES）有关（Warren, 2015； Greenfield和Moorman， 2018）。低社会经济地位已被证明会限制获得高质量教育和其他非语言变量（如接触印刷品）的机会，可能对以后的生活机会产生负面影响（Field, 2010； Koster等人，2006;Dabrowska, 2018）。

This project seeks to observe and document SES-related individual differences in L1 ultimate attainment, by recording adult native speakers' grammatical competence in online reading and comprehension tasks and exploring the potential relationship between SES-related correlates and lateacquired, syntactically complex constructions. A growing body of research has demonstrated that some native speakers do not fully master basic grammatical constructions in childhood (or even by adulthood), challenging the widely held assumptions of Chomskyan L1 acquisition device (see most recent review in Kidd et al., 2017). It has also been extensively evidenced that individual variation in ultimate L1 attainment is related to socioeconomic status (SES) (Warren, 2015; Greenfield and Moorman, 2018). Low SES has been shown to restrict access to a high-quality education and other non-linguistic variables such as exposure to print, potentially having a negative effect on later life chances (Field, 2010; Koster et al., 2006; Dabrowska, 2018).