Lambert and Moore (1986) attempted to define numerous hypotheses regarding the nature of language loss, crossed with various aspects of language. They envisioned a test to be given to American State Department employees that would include four linguistic categories (syntax, morphology, lexicon, and phonology) and three skill areas (reading, listening, and speaking). A translation component would feature on a sub-section of each skill area tested. The test was to include linguistic features which are most difficult, according to teachers, for students to master. Such a test may confound testing what was not acquired with what was lost. Lambert, in personal communication with Köpke and Schmid (2004), described the results as 'not substantial enough to help much in the development of the new field of language skill attrition'.

The use of translation tests to study language loss is inappropriate for a number of reasons: it is questionable what such tests measure; too much variation; the difference between attriters and bilinguals is complex; activating two languages at once may cause interference. 

Yoshitomi (1992) attempted to define a model of language attrition that was related to neurological and psychological aspects of language learning and unlearning. She discussed four possible hypotheses and five key aspects related to acquisition and attrition. The hypotheses are:

According to Yoshitomi, the five key aspects related to attrition are: neuroplasticity, consolidation, permastore/savings, decreased accessibility, and receptive vs. productive abilities.

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