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In this commentary, we focus on the linking problem Ambridge, Pine, and Lieven identify. Instead of taking a stance on the issue of universal grammar itself, we adopt an epistemological and methodological perspective on language acquisition research. We argue that the problem, linking the input to preexisting representations, constitutes just a small part of a larger methodological problem, namely how to link the input a learner receives, through a set of learning mechanisms and possibly innate representations, to the behavior the learner is producing, whether in spontaneous production or in laboratory experiments. Currently, none of the existing proposals provide an evaluated, or even a testable, account of the full process, that is, an input-output model of linguistic ontogeny. Although the focus on phenomena in isolation, probably an effect of the prevalence of the experimental method, allows the researcher some degree of control, it also distracts from the understanding of how the different mechanisms behave and interact. Our proposed solution is a more holistic  approach to the problem in which the learning mechanisms and their interaction are made fully explicit , and in which the predicted behavior of the learner is (more) globally  evaluated. Computational modeling provides exactly the tools appropriate for this task, thereby furthering more precise and testable theories of the learning mechanisms involved.*

The linking problem is a special case of a general problem none of us has solved: Commentary on Ambridge, Pine, and Lieven