Changes in verbal child-mother interactions with increasing language skills of the child

Moerk, Ernst L.

doi:10.1007/bf01067570

Cited by 68 publications

(28 citation statements)

References 9 publications

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“…Ruke-Dravina (1977) reported the same for Latvian. Finally, Bohannon & Stanowicz (1988), Bullowa, Jones & Bever (1964) as well as Moerk (1974Moerk ( , 1975Moerk ( , 1976Moerk ( , 1977Moerk ( , 1983Moerk ( a, b, 1985 and the studies quoted in the introduction section reported corrections for children learning English. This indicates that basically all reports (and the above references are not exhaustive) that were somewhat independent of the recently predominant nativistic paradigm, were unanimous about the existence of corrections.…”

Section: A Brief Analytical Survey Of the Examples Inmentioning

confidence: 93%

“…European researchers such as Soderbergh (1974), Ruke-Dravina (1977), and van der Geest (1977) continued reporting corrections, including syntactic corrections. Moerk (1974Moerk ( , 1975Moerk ( , 1976, too, persevered in exploring the topic of corrections and he established (Moerk 1983) their occurrence systematically and quantitatively. He also elaborated the conceptual argument as to why Brown's 'expansions' necessarily imply corrections.…”

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confidence: 98%

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Positive evidence for negative evidence

Moerk

1991

First Language

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The topic of 'negative evidence', i.e., of linguistic corrections, is focused upon. Its denial in the recent literature is briefly documented and various dimensions of this denial are specified. After a brief historical survey of research on adult corrections of children's speech, verbatim evidence of maternal corrective feedback is presented for the following categories of filial mistakes: Nouns and Labels, Verbs, Determiners, Prepositions, Bound Morphemes, and Syntax. It is also argued and demonstrated that most 'expansions' involve grammatical corrections and that expanding corrections predominate by far during the early developmental period. Finally, diverse aspects of corrections, their generality, and their effect upon language acquisition are discussed from epistemological and methodological perspectives.In any type of skill learning, feedback as to incorrect or sub-optimal performance has a very important function in leading to improvements (cf., e.g., Newell 1981). It would, therefore, be expected that the same principle might apply for the acquisition of language skills, whether in a first language or a foreign one. Gold (1967) formulated a model of language learning in which corrections are seen as highly conducive to learning. Corrective feedback is, of course, widely used in educational settings where foreign languages are taught. For first language acquisition, much of the recent literature asserts, however, that this general principle does not apply.Four forms and degrees of this denial are found. (a) Most general is a comprehensive denial of the existence of corrections (Atkinson

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Section: A Brief Analytical Survey Of the Examples Inmentioning

confidence: 93%

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confidence: 98%

Positive evidence for negative evidence

Moerk

1991

First Language

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“…(c) PLD available to children during language learning is never as degenerate as Chomsky (1968) suggested, but rather relatively consistent, organized, simplified, repetitive and redundant (Friedlander, Jacobs, Davis, & Wetstone, 1972;Moerk, 1974;Slobin, 1975;Snow, 1972;Snow, Arlman-Rupp, Hassing, Jobse, Joosten, & Vorster, 1976). These characteristics of PLD can stand against one of the premises of Chomsky (1968) who postulates LAD.…”

Section: Resultsmentioning

confidence: 99%

Quantitative and Qualitative Analysis of Experience in Acquisition of a Miniature Artificial Language

Nagata

1976

Jpn. Psychol. Res

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so examine the quantity and quality of experience required to acquire a phrase structure grammar, the numbers of exemplars and reference conditions were controlled, using a miniature artificial language. The results showed that (a) under Semantic Referent Conditions a constant amount of experience was necessary for syntax acquisition; (b) semantic referents facilitated the overall acquisition of the syntax; but (c) even under Non-Semantic Referent Conditions some Ss could acquire the syntax. These results were interpreted as to suggest that a constant amount of experience based on position learning together with the mediation of semantic referents was required for syntax acquisition, and the LAD hypothesis proposed by Chomsky and others was discussed from an empirical point of view of language acquisition.

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“…I have commented on these experiments elsewhere (Salzinger, 1979a, b), and shown that they are particularly unrepresentative of what actually takes place. A number of studies have shown that the caretakers do indeed reinforce their children in appropriate ways (Moerk, 1974(Moerk, , 1976. The parents have also been demonstrated to modify their reinforcing behavior depending on what the child does at a particular time.…”

Section: Operant-conditioning Mechanismsmentioning

confidence: 99%

Psychology of Language and Learning

1980

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To Linda, Kathryn, and Toddwhose language learning was observed by their father and mother with wonder and delight ForewordThere are very few psychologists living today who have contributed more to the advancement of psychology, in general, and to the psychology of language and thought, in particular, than O. Hobart Mowrer. It would indeed be ludicrous to attempt to list the many and varied accomplishments and contributions that Dr. Mowrer has made to his profession over the years. Even the selected essays that are in this volume can only suggest a modicum of his remarkable, vital, and ongoing contribution to the psychology of language and thought. Furthermore, the chapters in this book, which were published over a period of some twenty-five years, clearly illustrate that Dr. Mowrer was concerned not only with basic research, but that he also had an interest in its application. These chapters also point to the fact that although Dr. Mowrer's orientation was primarily that of a "behaviorist" at the onset, his constant attempts to revise knowledge in this field and broaden its scope make it virtually impossible for us to classify him as a behaviorist in the narrow meaning of that term. The chapter on mental imagery, for example, written only a few years ago, serves to illustrate this point. In addition, the Autism Theory of Speech Development (see Chapter 4), one of Dr. Mowrer's most important contributions that is all too often overlooked in today's literature, integrates the concepts of hope and fear into an already rich theoretical framework of language learning, giving both shape and power to the Second Signal Systemthe mediating structures through which the stimuli of the physical world are filtered.Hobart Mowrer has had truly a distinguished and a creative career. As a behavioral scientist, his current output is still, beyond doubt, both imaginative and practical and very often candidly outspoken. The heuristics he has developed in this book are worthy of the most careful attention. It is our expectation that this work will help the Vll Vlll FOREWORD reader to understand more clearly the present level of development in the field of the psychology of language and thought, as well as to come to understand how we have arrived at where we are today.

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Changes in verbal child-mother interactions with increasing language skills of the child

Cited by 68 publications

References 9 publications

Positive evidence for negative evidence

Positive evidence for negative evidence

Quantitative and Qualitative Analysis of Experience in Acquisition of a Miniature Artificial Language

Psychology of Language and Learning

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