Pullum and Scholz (2002) demonstrated that the specific stimulus data children receive is richer than Chomskyan poverty arguments typically assume, undermining the empirical basis for generalizing impoverishment.

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Chomskyan(describing the type of argument being discussed): Related to the ideas of Noam Chomsky, a hugely influential linguist who argued that children are born with an innate ability to understand grammar, not just learning it from experience.
Empirical basis(describing what the research undermines): Evidence based on real-world observations and facts, rather than just theory or reasoning alone.
Impoverishment(as what the argument assumes about language data): The condition of being poor or lacking something—here, the claim that children's exposure to language examples is inadequate or limited.
Poverty arguments (or poverty of the stimulus)(as the core argument being challenged): The idea that children don't actually hear enough examples of language to learn grammar the way they do, so they must be born with built-in language knowledge. It's called 'poverty' because the argument says the examples kids hear are too limited.

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