Assess students' ability to evaluate empirical evidence for Universal Grammar (UG) versus usage-based theories in first language acquisition, covering research designs (e.g., longitudinal corpora, experimental paradigms), representative findings (poverty of the stimulus, statistical learning, socio-pragmatic effects), methodological strengths and weaknesses, and implications for claims about innate structure, learning mechanisms, and developmental timelines; require critical comparison, interpretation of specific studies, and reasoned judgments about theoretical adequacy.