 More recently, a whole field of scientific research, psycholinguistics, has been precisely dedicated to studying external, anti-individualistic, mind-independent properties of language, massively advancing our understanding of language development in the process (see Hoff and Shatz 2007). The guiding assumption within this field is that external factors, such as the child’s social and physical environment, can play a substantial role in determining both the child’s linguistic competence and the vocabulary and syntax of the acquired language. On this view, such external factors supply most, if not all, of the relevant stimuli for language acquisition, contrary to Chomsky’s central poverty of stimulus argument for I-languages.