This paper presents an experimental study investigating artificial grammar learning (AGL) in monolingual and bilingual children, with and without dyslexia, using an original methodology. We administered a serial reaction time (SRT) task, in the form of a modified Simon task, in which the sequence of the stimuli was manipulated according to the rules of a simple Lindenmayer grammar (more specifically, a Fibonacci grammar). By ensuring that the subjects focused on the correct response execution at the motor stage in presence of (...) congruent or incongruent visual stimuli, we could meet the two fundamental criteria for implicit learning: the absence of an intention to learn and the lack of awareness at the level of resulting knowledge. The participants of our studies were four groups of 10-year-old children: 30 Italian monolingual typically developing children, 30 bilingual typically developing children with Italian L2, 24 Italian monolingual dyslexic children and 24 bilingual dyslexic children with Italian L2. Participants were administered the modified Simon task developed according to the rules of the Fibonacci grammar and tested with respect to the implicit learning of three regularities: (i) a red is followed by a blue; (ii) a sequence of two blues is followed by a red and (iii) a blue can be followed either by a red or by a blue. Results clearly support the hypothesis that implicit learning took place, since participants of all groups became increasingly sensitive to the structure of the input, implicitly learning the sequence of the trials and thus appropriately predicting the occurrence of the relevant items, as manifested by faster reaction times in predictable trials. Moreover, group differences were found, with bilinguals being overall faster than monolinguals and dyslexics less accurate than controls. Finally, an advantage of bilingualism in dyslexia was found, with bilingual dyslexics performing consistently better than monolingual dyslexics and, in some conditions, at the level of the two control groups. These results are taken to suggest that bilingualism should be supported also among linguistically impaired individuals. (shrink)

This contribution addresses the issue of one of the instances of non-standard negation, the so-called expletive negation (EN). Though it discusses data from a variety of languages, it mainly concentrates on Italian, proposing that the behavior of EN in comparative, exclamative and temporal clauses warrants an analysis of EN in terms of an operator of implicature denial. This approach derives the fact that EN is truth-conditionally irrelevant from the fact that the semantics of negation as a truth-value reversal operator is (...) shifted, in the case of EN, to the layer of implicated meaning. The analysis has a number of interesting consequences for the notion of metalinguistic negation. It further derives many of the interpretive effects normally linked to the so-called evaluative analysis of EN, and is compatible with a new set of data showing that EN scopally interacts with other negative elements. Finally, the proposal advanced here has a number of non-trivial implications regarding the relation between morphosyntax and the systems of interpretation, potentially affecting the standard view of language within cognition. (shrink)