The issue regarding how much experience children need in order to acquire language is still very controversial. The nativist approach to child language minimizes the role of the input and holds that children possess an innate universal grammar (language specific) that guides them when acquiring language. Advocates of the opposite view, the empiricists, hold that language acquisition is a generalized learning mechanism that relies heavily on the statistical distribution of the input data. This thesis will analyze the input that Chilean Spanish-speaking children receive from their parents in order to clarify the contribution of the environment to the acquisition of the two Spanish verbs.