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

本研究旨在通过记录成人母语者在网络阅读和理解任务中的语法能力，并探讨与SES相关的相关因素与晚习得的复杂句法结构之间的潜在关系，来观察和记录与SES相关的L1最终获得的个体差异。越来越多的研究表明，一些母语使用者在儿童时期（甚至到成年时）并没有完全掌握基本的语法结构，这对乔姆斯基的母语习得机制提出了挑战（参见Kidd等人的最新评论，2017年）。也有大量证据表明，最终L1成绩的个体差异与社会经济地位（SES）有关（Warren，2015;格林菲尔德和Moorman，2018）。低社会经济地位已被证明限制了获得高质量教育和其他非语言变量，如接触印刷品，可能对以后的生活机会产生负面影响（Field，2010年; 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).