Diachronic change: early versus late acquisition

There is a long linguistic tradition in which language change is explained in terms of first language acquisition. In this tradition, children are considered to be the agents of language change, or at least the agents of changes in the underlying grammar. Since the early 1980s, this has been formulated in the (generative) terminology in terms of parameters set by children: whereas an older generation acquires one particular setting of a parameter (during childhood), a next generation of L1 children may set a parameter differently, based on the input of their parents, and this may lead to a different output. For obvious reasons this argumentation had to be built on theoretical rather than empirical work on language acquisition. There are no children acquiring Old English or Middle Dutch, and, in fact, the field of acquisition research was until recently much less developed and very often not focused on the type of facts that happened to play a role in discussions of language change

The space-time budget method in criminological research

This article reviews the Space-Time Budget method developed by Wikström and colleagues and particularly discusses its relevance for criminological research. The Space-Time Budget method is a data collection instrument aimed at recording, retrospectively, on an hour-by-hour basis, the whereabouts and activities of respondents during four days in the week before the interview. The method includes items about criminologically relevant events, such as offending and victimization. We demonstrate that the method can be very useful in criminology, because it enables the study of situational causes of crime and victimization, because it enables detailed measurement of theoretical concepts such as individual lifestyles and individual routine activities, and because it enables the study of adolescents’ whereabouts, which extends the traditional focus on residential neighborhoods. The present article provides the historical background of the method, explains how the method can be applied, presents validation results based on data from 843 secondary school students in the Netherlands and describes the methods’ strengths and weaknesses. Two case studies are summarized to illustrate the usefulness of the method in criminological research. The article concludes with some anticipated future developments and recommendations on further readings