Developmental
systems theory posits that development cannot be segmented by influences
acting in isolation, but should be studied through a scientific lens that
highlights the complex interactions between these forces over time (Overton,
2013a). This poses a unique challenge for developmental psychologists
studying complex processes like language development. In this paper, we
advocate for the combining of highly sophisticated data collection
technologies in an effort to move toward a more systemic approach to studying
language development. We investigate the efficiency and appropriateness of
combining eye-tracking technology and the LENA (Language Environment
Analysis) system, an automated language analysis tool, in an effort to
explore the relation between language processing in early development, and
external dynamic influences like parent and educator language input in the
home and school environments. Eye-tracking allows us to study language
processing via eye movement analysis; these eye movements have been linked to
both conscious and unconscious cognitive processing, and thus provide one
means of evaluating cognitive processes underlying language development that
does not require the use of subjective parent reports or checklists. The LENA
system, on the other hand, provides automated language output that describes
a child’s language-rich environment. In combination, these technologies
provide critical information not only about a child’s language processing
abilities but also about the complexity of the child’s language environment.
Thus, when used in conjunction these technologies allow researchers to
explore the nature of interacting systems involved in language development.
