Elisa Newport [43] noticed in her research with young children that while they had difficulty acquiring conscious novel associations because of a lack of focus and general short attention span, they displayed a remarkable ability to gain language skills. The idea that ``less is more'' was put forward as an explanation to language acquisition in early stages. More data was gathered pointing to that fact with research involving a bonobo chimpanzee called Kanzi. Kanzi was the adoptive child of Matata, a female chimp involved in Sue Savage Rumbaugh and Duane Rumbaugh's [56] research on language acquisition. Kanzi was exposed to the visual lexigram that Matata was being trained to acquire, during early infancy, while holding on to and exploring areas around his mother. Kanzi showed spontaneous even vicarious ability to reproduce exercises that Matata was unable to master. When it was thought that Kanzi was old enough to be trained specifically he showed trainers that he already knew most of what Matata had been exposed to. His capacity to understand novel associations, even ones that are syntactically correct but in some way anomalous and react correctly to specific inferences, is far beyond the capacity of his predecessors. He even showed abilities in understanding complex uses of spoken English. The interesting point is that Kanzi learned speech and the symbolic use of the lexigram without specific training. Significant increase in his performance is without doubt attributed to the continuing efforts of trainers to develop specific skills in more and more efficient ways but Sue Savage-Rumbaugh reported that Kanzi seems to have a much better sense of what is relevant to symbolic and linguistic communications. He attends to appropriate cues and boundaries where chimps trained at an older age never seem to surmount the difficulty of picking a specific stimulus out of many, and reacts appropriately to specific inferences. Results point to the conclusion that Kanzi's early exposure to language has biased his learning in a way that enables him to pick emerging features out of complex syntactic structures not unlike children's attention to phonemes in the surrounding language.