Negative evidence in language acquisition.

By Gary F. Marcus. 1993

Subfields: Cognitive Science & Psychology, Linguistics

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Science & Psychology

In Linguistics

Citations in the corpus

Dialog-based Language Learning (2016, background): “the review paper [9], although the usefulness of feedback for learning grammar is disputed [13].”
Cognitive Science in the era of Artificial Intelligence: A roadmap for reverse-engineering the infant language-learner (2016, neutral): “2Even in later acquisitions, the nature, universality and effectiveness of corrective feedback of children’s outputs has been debated (see Brown, 1973; Pinker, 1989; Marcus, 1993; Chouinard & Clark, 2003; Saxton, 1997; Clark & Lappin, 2011).”
The Role of Negative and Positive Feedback in the Second Language Acquisition of the Passé Composé and Imparfait (2001, background): “of feedback (Marcus, 1993). Bohannon and Stanowicz (1988) found that parental recasts are more common following children's ungrammatical than grammatical sentences.”
RECASTS AND SECOND LANGUAGE DEVELOPMENT (2003, background): “Counterarguments emphasized that such feedback is unreliable, inconsistently provided, and difficult to interpret, and thus that, even if available, negative evidence is not usable (e.g., Grimshaw & Pinker, 1989; Marcus, 1993).”
Core Syntax: A Minimalist Approach (2003, unknown): “See also Marcus (1993).”
Error and expectation in language learning: The curious absence of mouses in adult speech (2013, background): “…mouses , it has been argued that this presents a logical puzzle: how could they learn to do this without feedback (Baker 1979, Pinker 1984, 2004; see also Clahsen 1999, Huang & Pinker 2010, Marcus 1993, 1995, Marcus et al. 1995, Pinker 1991, 1999, Pinker & Prince 1988, Prasada & Pinker 1993)?”
The Innate Mind: Structure and Contents (2005, background): “For example, children develop normal linguistic abilities and at the normal rate even in cultures that address little if any speech either directly or indirectly to developing infants (Marcus, 1993; Pinker, 1994; Pye, 1992).”
Negative evidence and negative feedback: immediate effects on the grammaticality of child speech (2000, unknown): “However, numerous conceptual difficulties have been raised with the notion of recast-as-correction (e.g., Bowerman 1988; Pinker 1989; Marcus 1993).”
Avoiding dative overgeneralisation errors: semantics, statistics or both? (2014, background): “Baker’s paradox is also sometimes known as the ’no negative evidence’ problem (e.g., Bowerman, 1988; Marcus, 1993), as the assumption is that caregivers do not provide children with evidence regarding the (un)grammaticality of their utterances (e.g., McNeill, 1966).”
Unraveling the Dyad: Using Recurrence Analysis to Explore Patterns of Syntactic Coordination Between Children and Caregivers in Conversation (2006, unknown): “Debate opened anew on the nature, availability, and sufficiency of this implicit negative evidence (Bohannon & Stanowicz, 1988; Demetras, Post, & Snow, 1986; Marcus, 1993; Morgan, Bonamo, & Travis, 1995; Morgan & Travis, 1989; Moerk, 2000).”
Empirical assessment of stimulus poverty arguments (2002, background): “…by many other writers, in both technical articles and introductory texts, by both linguists (e.g. Lightfoot 1991: 3 4; Uriagereka 1998: 9 10; Carstairs-McCarthy 1999: 4 5; Smith 1999: 53 54; Lasnik 2000: 6 9) and psychologists (e.g. Crain 1991: 602; Marcus 1993: 80; Pinker 1994: 40 42, 233 234).”
Cognition (1999, unknown): “The responses from the remaining 130 participants were retained for analysis.”