This hypothesis suggests that the relative cognitive deficits in children helps with the second language acquisition as it enables them to isolate and analyze the separate components of a linguistic stimulus. This means that children have yet to fully acquire the meaning of the verbs which hinders their progress of assimilating the verb into its narrower semantic class. Take the example shared above, told and whispered both denotes a mode of communication however with the cognitive deficit (which in this case is the lack of lexical terms) the child might overgeneralize and say: “She whispered me a story” instead of “She told me a story” because to them both means a mode of communication. This difference is an advantage to children because with their limited memory resource, it would allow them to ignore the variability and focus on smaller linguistic units as a basis for learning the grammar of the language hence, acquiring the second language more efficiently.