Negative evidence and negative feedback: immediate effects on the grammaticality of child speech

138 citations recorded by the source corpus.

How researchers see this paper

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

Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence (2014, background): “Indeed, Saxton (2000) showed that typically developing children need to use a grammatical form above 50% of the times required before they can benefit from corrective recasts.”
Differential treatment intensity research: a missing link to creating optimally effective communication interventions. (2007, unknown): “[Saxton, 2000, 2005; Saxton et al., 2005].”
Unraveling the Dyad: Using Recurrence Analysis to Explore Patterns of Syntactic Coordination Between Children and Caregivers in Conversation (2006, background): “the child has erred (Chouinard & Clark, 2003; Saxton, 2000).”
OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS (2002, background): “…visual input enhancement may be that pushed output, by virtue of producing utterances, can place the learner in an ideal position to make a cognitive comparison between the IL and TL forms (Doughty, 2001; Nelson, 1987; Saxton, 1997a, 1997b), whereas this may not be the case with input enhancement.”