The "(no) negative evidence" problem: Nativist and social interactionist views on how children recover from grammatical errors

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The exploration of language acquisition theories over time is the focus of this seminar paper, highlighting the conflicts between differing perspectives. It critically examines the evolution of these views and discusses the possibility of aligning with either side of the debate. The work is rooted in psycholinguistics and reflects insights from a course at the University of Bonn, showcasing a thorough analysis of the subject.