The Contrast Theory of negative input
Datos Bibliográficos
| ID | 20366709 |
|---|---|
| Autores | Matthew Saxton (Royal Holloway University of London, autor de correspondencia) |
| Año | 1997 |
| Volumen | 24 |
| Número | 1 |
| Páginas | 139-161 |
| Fecha de publicación | 1997-02-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Child Language (JOURNAL) |
| Identificadores de la revista | ISSN: 0305-0009 • E-ISSN: 1469-7602 |
| Editorial | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s030500099600298x |
| PMID | 9154012 |
| OpenAlex | W2150820540 |
| Idioma | EN |
| Citas recibidas | 48 |
| Referencias citadas | 15 |
Beliefs about whether or not children receive corrective input for grammatical errors depend crucially on how one defines the concept of correction. Arguably, previous conceptualizations do not provide a viable basis for empirical research (Gold, 1967; Brown & Hanlon, 1970; Hirsh-Pasek, Treiman & Schneiderman, 1984). Within the Contrast Theory of negative input, an alternative definition of negative evidence is offered, based on the idea that the unique discourse structure created in the juxtaposition of child error and adult correct form can reveal to the child the contrast, or conflict, between the two forms, and hence provide a basis for rejecting the erroneous form. A within-subjects experimental design was implemented for 36 children (mean age 5;0), in order to compare the immediate effects of negative evidence with those of positive input, on the acquisition of six novel irregular past tense forms. Children reproduced the correct irregular model more often, and persisted with fewer errors, following negative evidence rather than positive input
Cognitive psychology · Linguistics · Computability, Logic, AI Algorithms · Computer Science · Machine Learning and Algorithms · Optimization and Search Problems · Philosophy · Psychology · Artificial Intelligence
On the Source of U-Shape Learning in Interlanguage Processing
Learning Japanese Case
Mixing and pragmatic parental strategies in early bilingual acquisition
Adult reformulations of child errors as negative evidence
Mothers', fathers', and siblings' responses to children's language errors
Negative input for grammatical errors
How children build their morphosyntax
A multiple process solution to the logical problem of language acquisition
Recasts as Feedback to Language Learners
The Acquisition of Creole Languages
Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching
Second Language Acquisition
Constraints on “Noticing the Gap”
Recasts and Second Language Development
Output, Input Enhancement, and the Noticing Hypothesis
Differential Effects of Prompts and Recasts in Form-Focused Instruction
Input and Interaction
Recasts in the Adult English L2 Classroom
Coding ‘Corrective Recasts’
Poverty of the Stimulus Without Tears
Month-Olds Can Use Negative Evidence While Learning Word Meanings
Non-directive play therapy with autistic adolescents
Corpus evidence of the viability of statistical preemption
Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils
Classroom study on noticing and recast features
The effects of instruction on learners’ production of appropriate and accurate suggestions
Developmental differences in the effects of negative and positive evidence
Mother-initiated repair sequences in interactions of 3-year-old children
Negative evidence and negative feedback
On the inefficiency of negative feedback in Russian morphology L1 acquisition
Imitations and repetitions
Ser and estar
How mother and child co-(re) construct non-conventional productions in spontaneous interaction
The development of other-related conversational skills
Learning What NOT to Say
Global estimates of syntactic alignment in adult and child utterances during interaction
Research on the role of recasts in L2 learning
Negotiation Moves and Recasts in Relation to Error Types and Learner Repair in the Foreign Language Classroom
Fine‐tuning Corrective Feedback
Generative approaches to language learning
Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness
Interactional Input and The Incorporation of Feedback
Effects of Form-Focused Practice and Feedback
Elicitation and Reformulation and Their Relationship With Learner Repair in Dyadic Interaction
Effects of Negative and Positive Evidence on Adult Word Learning
Unraveling the Dyad
Self- and other-repairs in child-adult interaction at the intersection of pragmatic abilities and language acquisition
Learning Unacceptability
A First Language
Language identification in the limit
Overregularization in Language Acquisition
Feedback to first language learners
Differential responding to two- and three-year-olds' utterances
Limits on negative information in language input
Brown & Hanlon revisited
A double regularity in the acquisition of English verb morphology
Patterns in the Mind
Negative evidence and grammatical morpheme acquisition
Negative evidence on negative evidence
No negative evidence revisited
The issue of negative evidence
Learnability and Cognition
The Child's Learning of English Morphology
| Obras citantes distintas | 48 |
|---|---|
| Citas por año | 1,78 |
| Intervalo de citas | 1999 - 2025 (27) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 39 |