The comprehension of double negation in Chinese children with reading difficulties.

This study investigated the processing of double negation in Chinese children with reading difficulties. The comprehension of Mandarin affirmative, single negative and double negative sentences was tested with Chinese young poor readers and typical readers, using a sentence-picture verification task. Results showed that double negative sentences were most difficult to process for both groups; the poor readers performed significantly worse than the typical readers in comprehending double negative sentences, while no difference between the two groups was observed in comprehending affirmative and single negative sentences.

Morphological awareness in developmental dyslexia: Playing with nonwords in a morphologically rich language.

Although phonological deficits are unanimously recognized as one of the key manifestations of developmental dyslexia, a growing body of research has reported impairments in morphological abilities. Our study aimed at casting further light on this domain by investigating the morphological awareness skills of 21 children with dyslexia (mean age 9.10 years old) and 24 children with typical development (mean age 10.

Disentangling sequential from hierarchical learning in Artificial Grammar Learning: Evidence from a modified Simon Task.

In this paper we probe the interaction between sequential and hierarchical learning by investigating implicit learning in a group of school-aged children. We administered a serial reaction time task, in the form of a modified Simon Task in which the stimuli were organised following the rules of two distinct artificial grammars, specifically Lindenmayer systems: the Fibonacci grammar (Fib) and the Skip grammar (a modification of the former). The choice of grammars is determined by the goal of this study, which is to investigate how sensitivity to structure emerges in the course of exposure to an input whose surface transitional properties (by hypothesis) bootstrap structure.

Implicit Learning, Bilingualism, and Dyslexia: Insights From a Study Assessing AGL With a Modified Simon Task.

This paper presents an experimental study investigating artificial grammar learning in monolingual and bilingual children, with and without dyslexia, using an original methodology. We administered a serial reaction time 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 Production of Clitic Pronouns: A Study on Bilingual and Monolingual Dyslexic Children.

Clitic production is reported to be challenging for impaired children, suffering from dyslexia or SLI, and for early second language learners too. On the contrary, research has not directly investigated the relation between dyslexia, bilingualism and clitic production. The aim of our study is that of addressing this topic, by analyzing the performance of 4 groups of children in a clitic elicitation task: 25 Italian monolingual dyslexic children (mean age 10;08 years old), 33 Italian monolingual typically developing children (9;99 years old), 25 bilingual dyslexic children with Italian as L2 (10;31 years old) and 31 bilingual typically developing children with Italian as L2 (10;30 years old).

Inflectional morphology and dyslexia: Italian children's performance in a nonword pluralization task.

In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old).

Difficulties in Comprehending Affirmative and Negative Sentences: Evidence From Chinese Children With Reading Difficulties.

Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese children were tested with a truth value judgment task.

How early L2 children perform on Italian clinical markers of SLI: A study of clitic production and nonword repetition.

Early second language (EL2) learners generally perform more poorly than monolinguals in specific language domains, presenting similarities with children affected by specific language impairment (SLI). As a consequence, it can be difficult to correctly diagnose this disorder in EL2 children. The current study investigated the performance of 120 EL2 and 40 age-matched monolingual children in object clitic production and nonword repetition, which are two sensitive clinical markers of SLI in Italian.