This paper focuses on linguistic complexity from a relative perspective. It presents a grounded language learning system that can be used to study linguistic complexity from a developmental point of view and introduces a tool for generating a gold standard in order to evaluate the performance of the learning system. In general, researchers agree that it is more feasible to approach complexity from an objective or theory-oriented viewpoint than from a subjective or user-related point of view. Studies that have adopted a relative complexity approach have showed some preferences for L2 learners. In this paper, we try to show that computational models of the process of language acquisition may be an important tool to consider children and the process of first language acquisition as suitable candidates for evaluating the complexity of languages.