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Although this study does not answer whether negative evidence can be helpful for learning language, it does suggest that direct negative evidence is not needed to learn grammar. Another study also demonstrates that implicit negative evidence is a negative predictor of the rate at which children eliminated ungrammatical utterances from their speech.
Chomsky (1965) made a distinguishing explanation of competence and performance on which, later on, the identification of mistakes and errors will be possible, Chomsky stated that ‘’We thus make a fundamental distinction between competence (the speaker-hearer's knowledge of his language) and performance (the actual use of language in concrete situations)’’ ( 1956, p. 4).
In linguistics and grammar, affirmation (abbreviated AFF) and negation (NEG) are ways in which grammar encodes positive and negative polarity into verb phrases, clauses, or other utterances. An affirmative (positive) form is used to express the validity or truth of a basic assertion, while a negative form expresses its falsity.
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In the English language, there are grammatical constructions that many native speakers use unquestioningly yet certain writers call incorrect. Differences of usage or opinion may stem from differences between formal and informal speech and other matters of register, differences among dialects (whether regional, class-based, generational, or other), difference between the social norms of spoken ...
Some propose that direct negative evidence would be necessary for children to develop a fully formed grammar, so it has also often been argued that children cannot learn a language by only receiving positive evidence, and that therefore there must be innate constraints on their biology which would allow them to learn language.