John Neil Bohannon
Biographic Data
| ID | 234707 |
|---|---|
| NAME | John Neil Bohannon |
| GIVEN NAMES | John Neil |
| FAMILY NAME | Bohannon |
| SIGNATURE | BOHANNON J N |
| AFFILIATIONS | Butler University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 3 |
The Effect of Comprehension Feedback and Listener Age on Speech Complexity
Forty college-aged participants told a story and gave verbal walking directions to either a same-age peer or a 75-year-old adult. The listeners gave some participants comprehension feedback and gave other participants mixed comprehension and noncomprehension feedback. Analyses examined length of utterance immediately preceding or following feedback cues. Participants did not globally simplify their speech when talking to the older compared with t…
Useful evidence on negative evidence
J. L. Morgan, K. M. Bonamo, and L. L. Travis (1995) applied synchronous and time-series regression techniques to observational data to detect effects of recasted error correction on children's emerging grammar. Results showed that recasts did not facilitate learning but actually impeded it. In this study, a formal modeling procedure was used to generate similar time series with known, underlying learning relations. The regression procedures used …
No negative evidence revisited: Beyond learnability or who has to prove what to whom
Gordon (1990), in his commentary on Bohannon and Stanowicz (1988), argued that (a) the originalGold (1967) learnability proof bears little relevance for innateness of language, (b) the Bohannonand Stanowicz results do not justify abandoning innate restraints on language learning, and (c) theremay be cases in which such feedback is unavailable. In this reply, the relevant and irrelevant aspectsof both the original Gold proof and more modern attemp…
The issue of negative evidence: Adult responses to children's language errors
This study was designed to assess one of the major assumptions of current language learning theories: Adults ignore children's speech errors. We observed both parents (n = 16) and nonparent adults (n = 13) conversing with children and examined the conversations for evidence of adults' differential responding to the children's syntactic, phonological, and semantic errors. Results indicated that adults were more likely to repeat verbatim a well-for…
Recent developments in speech to children: We've come a long way, baby-talk
Language and Experience: Evidence from the Blind Child
Imitations, interactions, and language acquisition
The precise function of imitation in children's speech is still debated. Two hypotheses have been offered that focus on either the progressive nature of imitation to aid in the language acquisition process or the social, conversational role played by imitation in discourse. Support for these positions was sought in the imitations within the speech of a single child at ages 2; 8 and 3; 0. Evidence is presented for both roles of imitation in langua…
The effects of expectation and feedback on speech to foreigners
The issue of negative evidence: Adult responses to children's language errors
This study was designed to assess one of the major assumptions of current language learning theories: Adults ignore children's speech errors. We observed both parents (n = 16) and nonparent adults (n = 13) conversing with children and examined the conversations for evidence of adults' differential responding to the children's syntactic, phonological, and semantic errors. Results indicated that adults were more likely to repeat verbatim a well-for…
No negative evidence revisited: Beyond learnability or who has to prove what to whom
Gordon (1990), in his commentary on Bohannon and Stanowicz (1988), argued that (a) the originalGold (1967) learnability proof bears little relevance for innateness of language, (b) the Bohannonand Stanowicz results do not justify abandoning innate restraints on language learning, and (c) theremay be cases in which such feedback is unavailable. In this reply, the relevant and irrelevant aspectsof both the original Gold proof and more modern attemp…
The effects of expectation and feedback on speech to foreigners
Recent developments in speech to children: We've come a long way, baby-talk
Useful evidence on negative evidence
J. L. Morgan, K. M. Bonamo, and L. L. Travis (1995) applied synchronous and time-series regression techniques to observational data to detect effects of recasted error correction on children's emerging grammar. Results showed that recasts did not facilitate learning but actually impeded it. In this study, a formal modeling procedure was used to generate similar time series with known, underlying learning relations. The regression procedures used …
The effects of expectation and feedback on speech to foreigners
Imitations, interactions, and language acquisition
The precise function of imitation in children's speech is still debated. Two hypotheses have been offered that focus on either the progressive nature of imitation to aid in the language acquisition process or the social, conversational role played by imitation in discourse. Support for these positions was sought in the imitations within the speech of a single child at ages 2; 8 and 3; 0. Evidence is presented for both roles of imitation in langua…
Language and Experience: Evidence from the Blind Child
The issue of negative evidence: Adult responses to children's language errors
This study was designed to assess one of the major assumptions of current language learning theories: Adults ignore children's speech errors. We observed both parents (n = 16) and nonparent adults (n = 13) conversing with children and examined the conversations for evidence of adults' differential responding to the children's syntactic, phonological, and semantic errors. Results indicated that adults were more likely to repeat verbatim a well-for…
Recent developments in speech to children: We've come a long way, baby-talk
No negative evidence revisited: Beyond learnability or who has to prove what to whom
Gordon (1990), in his commentary on Bohannon and Stanowicz (1988), argued that (a) the originalGold (1967) learnability proof bears little relevance for innateness of language, (b) the Bohannonand Stanowicz results do not justify abandoning innate restraints on language learning, and (c) theremay be cases in which such feedback is unavailable. In this reply, the relevant and irrelevant aspectsof both the original Gold proof and more modern attemp…
Useful evidence on negative evidence
J. L. Morgan, K. M. Bonamo, and L. L. Travis (1995) applied synchronous and time-series regression techniques to observational data to detect effects of recasted error correction on children's emerging grammar. Results showed that recasts did not facilitate learning but actually impeded it. In this study, a formal modeling procedure was used to generate similar time series with known, underlying learning relations. The regression procedures used …
The Effect of Comprehension Feedback and Listener Age on Speech Complexity
Forty college-aged participants told a story and gave verbal walking directions to either a same-age peer or a 75-year-old adult. The listeners gave some participants comprehension feedback and gave other participants mixed comprehension and noncomprehension feedback. Analyses examined length of utterance immediately preceding or following feedback cues. Participants did not globally simplify their speech when talking to the older compared with t…
Psychology (8 works) · Developmental psychology (7 works) · Cognitive psychology (6 works) · Linguistics (5 works) · Language development (4 works) · Language Development and Disorders (4 works) · Speech and dialogue systems (4 works) · Computer Science (3 works) · Hearing Impairment and Communication (3 works) · Language acquisition (3 works)