title: Phonological complexity and language learnability.
abstract: OBJECTIVE
  To extend formal models of language learnability to applications in clinical treatment of children with functional phonological delays.
  
  
  METHODS
  The focus of the narrative review is on phonological complexity. This follows from learnability theory, whereby complexity in the linguistic input to children has been shown to trigger language learning. Drawing from the literature, phonological complexity is defined from epistemic, ontological, and functional perspectives, with specific emphasis on the application of language universals in the selection of target sounds for treatment.
  
  
  RESULTS
  The cascading effects of phonological complexity on children's generalization learning are illustrated, and frequently asked questions about complexity in treatment are addressed.
  
  
  CONCLUSIONS
  The role of complexity in cognitive development is introduced to demonstrate the apparent robustness of effects.
authors.affiliation: Department of Speech and Hearing Sciences, 200 South Jordan Avenue, Indiana University, Bloomington, IN 47405-7002, USA. gierut@indiana.edu
authors.forename: Judith A
authors.initials: JA
authors.lastname: Gierut
mesh_terms: D000328:Adult; D002648:Child; D006801:Humans; D007802:Language; D010700:Phonetics; D014706:Verbal Learning