Publications
orcid id: https://orcid.org/0000-0001-9911-2755
Google Scholar: http://scholar.google.it/citations?user=9Xg0cK0AAAAJ&hl=it
Researchgate: https://www.researchgate.net/profile/Mirta_Vernice
Papers and chapters
2023
Carioti, D., Stefanelli, S., Masia, M. F., Giorgi, A., Del Pivo, G., Del Monte, M., Vernice, M., Berlingeri, M. (under review). The Daily Linguistic Practice Interview: a new instrument to assess language use and experience in minority-language children and their effect on reading skills. https://doi.org/10.31234/osf.io/et4hx pdf
Sorace, A., Vernice, M. (2023). More than one language: cognitive perspectives and implications for language policy. In M. Gazzola, F. Grin, K, Heugh, L. Cardinal (Eds.), The Routledge Handbook of Language Policy and Planning (pp. 172-185) . London: Routledge.
Vender, M. ,Vernice, M. (2023). Promuovere lo sviluppo bilingue nei disturbi del neurosviluppo: stato dell’arte e prospettive di ricerca. Giornale Italiano di Psicologia, (2), 253–289. https://doi.org/10.1421/107792
Bettoni, R., Vernice, M., Tironi, M., Lombardi, E., Offredi, I., Giorgetti, M., Lorusso, M. L., et al. (2023). Learning and Well-Being in Multilingual Adolescents with Italian as L2: A Comparison with Monolingual Peers with and without a Learning Disorder. Sustainability, 15(5), 4381. http://dx.doi.org/10.3390/su15054381 pdf
Carioti, D., Stucchi, N. A., Toneatto, C., Masia, M. F., Del Monte, M., Stefanelli, S., Travellini, S., Marcelli, A., Tettamanti, M., Vernice, M., Guasti, M. T., & Berlingeri, M. (2023). The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children. In Annals of Dyslexia. Springer Science and Business Media LLC. https://doi.org/10.1007/s11881-023-00287-3 link
2022
Pagliarini, E., Stucchi, N., Vernice, M., & Guasti, M. T. (2022). Reading, phonological memory and handwriting develop in parallel in the first years of school: Evidence from a cross-sectional study. Graphos. Rivista Internazionale Di Pedagogia e Didattica Della Scrittura, 1, 119–140. https://doi.org/10.4454/graphos.13 pdf
Carioti, D., Stucchi, N. A., Toneatto, C., Masia, M. F., Broccoli, M., Carbonari, S., Travellini, S., Vernice, M., Guasti, M.T., & Berlingeri, M. (2022). RAN as a universal marker of developmental dyslexia in Italian monolingual and minority language children. Frontiers in Psychology, 13. doi: 10.3389/fpsyg.2022.783775 pdf
2021
Vender, M., Vernice, M., Sorace, A. (2021). Supporting bilingualism in vulnerable populations. Sustainability, 13 (24) pdf
Vernice, M., Carretti, B., Sarti, D., Traficante, D., Lorusso, M.L.(2021). Editorial: New Educational Technologies and Their Impact on Students' Well-Being and Inclusion Process. Frontiers in Psychology, 12. pdf
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Vernice, M., Sarti, D. (2021). Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study. Behavioral Science, 11, 103. https://doi.org/10.3390/bs11070103 pdf
2019
Vernice, M., & Hartsuiker, R. J. (2019). Mapping thematic roles onto grammatical functions in sentence production: evidence from structural priming in Italian. J Cult Cogn Sci, 3(S1), 39–64. https://doi.org/10.1007/s41809-019-00044-2 pdf
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The Impact of School Climate on Well-Being Experience and School Engagement: A Study With High-School Students. Front. Psychol., 10. pdf
Vernice, M., Matta, M., Tironi, M., Caccia, M., Lombardi, E., Guasti, M. T., Sarti, D., Lang, M. (2019). An Online Tool to Assess Sentence Comprehension in Teenagers at Risk for School Exclusion: Evidence From L2 Italian Students. Front. Psychol., 10, 2417. pdf
Caccia, M., Giorgetti, M., Toraldo, A., Molteni, M., Sarti, D., Vernice, M., & Lorusso, M. L. (2019). ORCA.IT: A New Web-Based Tool for Assessing Online Reading, Search and Comprehension Abilities in Students Reveals Effects of Gender, School Type and Reading Ability. Front. Psychol., 10. pdf
Giustolisi, B., Vernice, M., Guasti, M., Papagno, C., Cecchetto, C., Giuliani, A., et al. (2019). Narrative skills in Italian pre-school children with cochlear implants. Effects of late linguistic exposure on a late acquired domain. Lingue e Linguaggio, 18(1), 3-24. pdf
Zoppello, M., Latronico, C., Vernice, M., Balottin, U. (2019). Prove bilanciate di lettura per la classe prima della scuola primaria. Dislessia, 55-68. DOI:10.14605/DIS1611904. pdf
2018
Vernice, M. and Pagliarini, E. (2018). Is Morphological Awareness a Relevant Predictor of Reading Fluency and Comprehension? New Evidence From Italian Monolingual and Arabic-Italian Bilingual Children. Frontiers in Communication, 3 (11), 1-15. doi: 10.3389/fcomm.2018.00011 pdf
Vernice, M. and Sorace, A. (2018). Animacy effects on the processing of intransitive verbs: an eye-tracking study. Language, Cognition and Neuroscience, 33(7), 850-866. doi: 10.1080/23273798.2017.1421316 pdf
2017
Pagliarini, E., Scocchia, L., Vernice, M., Zoppello, M., Balottin,U., Bouamama, S., Guasti, M.T., Stucchi, N. (2017). Children’s first handwriting productions show a rhythmic structure. Scientific Reports, 7, 5516. DOI: 10.1038/s41598-017-05105-6E. pdf
Papagno, C., Comi, A., Riva, M., Bizzi, A., Vernice, M., Casarotti, A., Fava, E., Bello, L. (2017) Mapping the brain network of the phonological loop. Human Brain Mapping, 38 (6), 3011-3024. DOI: 10.1002/hbm.23569 pdf
De Carvalho Maia, J.,Vernice, M., Gelormini-Lezama, C., Lima, M.L., Almor, A. (2017). Co-referential Processing of Pronouns and Repeated Names in Italian. Journal of Psycholinguistic Research, 46(2), 497-506. doi: 10.1007/s10936-016-9450-2 pdf
Almor, A., de Carvalho Maia, J., Cunha Lima, M.L., Vernice, M., Gelormini-Lezama, C. (2017). Language Processing, Acceptability, and Statistical Distribution: A Study of Null and Overt Subjects in Brazilian Portuguese. Journal of Memory and Language, 92, 98-113. doi:10.1016/j.jml.2016.06.001 pdf
2016
Katsos, N., Cummins, C., Ezeizabarrena, MJ., Gavarró, A., Kuvač Kraljević, J., Hrzica, G., Grohmann, KK., et al. (2016). Cross-linguistic patterns in the acquisition of quantifiers. Proceedings of the National Academy of Sciences, 113 (33), 9244-9249. doi: 10.1073/pnas.1601341113. pdf
Vernice, M., Cecchetto, C. Donati, C. Moscati, V. (2016). Relative clauses are not adjuncts: an experimental investigation of a corollary of the raising analyses. Linguistische Berichte, 246, 139-169. pdf
Papagno, C., Pisoni, A., Mattavelli, G., Casarotti, A., Comi, A., Fumagalli, F., Vernice, M., Fava, E., Riva, M., Bello, L. (2016). Specific disgust processing in the left insula: New evidence from direct electrical stimulation. Neuropsychologia, 84, 29-35. doi: 10.1016/j.neuropsychologia.2016.01.036.
Hu, S., Gavarró, A., Vernice, M., Guasti, M.T. (2016). The acquisition of Chinese relative clauses: contrasting two theoretical approaches. Journal of Child Language, 43, 1-21. doi: 10.1017/S0305000914000865.
Ferrari, C., Lega, C., Vernice, M., Tamietto, M., Mende-Siedleki, P., Vecchi, T., Todorov, A., Cattaneo, Z. (2016). The Dorsomedial Prefrontal Cortex Plays a Causal Role in Integrating Social Impressions from Faces and Verbal Descriptions. Cerebral Cortex, 26, 156-165. doi: 10.1093/cercor/bhu186.
2015
Pisoni, A., Vernice, M., Iasevoli, L., Cattaneo, Z., Papagno, C. (2015). Guess Who? Investigating the proper names processing network by means of tDCS. Neuropsychologia, 66, 267-278. doi: 10.1016/j.neuropsychologia.2014.11.025. pdf
Vernice, M., and Guasti, M.T. (2015). The acquisition of SV order in unaccusatives: manipulating the definiteness of the NP. Journal of Child Language, 42(1), 210-37. doi: 10.1017/S0305000913000536. pdf
2014
Vernice, M., and Guasti, M.T. (2014). Effects of prosodic cues on topic continuity in child language production. First Language, 34(5), 406–427. doi: 10.1177/0142723714550111.
Vernice, M., Cremante, A., Clerici, F., Verri, A.P. (2014). Referential choice in the Narratives of Italian speakers with Klinefelter Syndrome. International Journal of Speech & Language Pathology and Audiology, 2(2), 81-85. pdf
Guasti, M.T., Papagno, C., Vernice, M., Cecchetto, C., Giuliani, A., Burdo, S. (2014). The effect of language structure on linguistic strengths and weaknesses in children with cochlear implants: Evidence from Italian. Applied Psycholinguistics, 35, 739-764. doi:10.1017/S0142716412000562 pdf
Lorusso M.L., Vernice, M., Brizzolara, D., Mariani, E., De Masi, S., Dieterich, M., Mele, A. (2014). The process and criteria for diagnosing specific learning disorders: indications from the Consensus Conference promoted by the Italian National Institute of Health. Annali dell'Istituto Superiore di Sanità, 50, 77-89. doi: 10.4415/ANN_14_01_12 pdf
Volpato, F., Vernice, M. (2014). The production of relative clauses by Italian cochlear-implanted and hearing children. Lingua, 139, 39-67. pdf
2013
Vernice, M., Arosio, F., Branchini, C., Barbieri, L., Roncaglione, E., Carravieri, E., Van der Lely, H.J.K., Guasti, M.T. (2013). CLAD-ITA GAPS: un test di screening delle abilità fonologiche e morfo-sintattiche in bambini con un Disturbo Specifico del Linguaggio. Psicologia Clinica dello Sviluppo, 17, 291-314. pdf
Papagno, C., Vernice, M., Cecchetto, C. (2013). Phonology without semantics? Good enough for verbal short-term memory. Evidence from a patient with semantic dementia. Cortex, 49, 626–636. doi: 10.1016/j.cortex.2012.04.015
Rastelli, S., Vernice, M. (2013). Developing actional competence and the building blocks of telicity in L2 Italian. IRAL International Review of Applied Linguistics in Language Teaching, 51, 55–75. doi: 10.1515/iral-2013-000
2012
Guasti, M.T., Branchini, C., Arosio, F., Vernice, M. (2012). A developmental study of subject and object relative clauses in Italian. Revue Roumaine de Linguistique-Romanian review of linguistics, 57, 105-116.
Vernice, M., Hartsuiker, R.J., & Pickering, M.J. (2012). Thematic emphasis in language production. Language and Cognitive Processes, 27, 631-664. doi: 10.1080/01690965.2011.572468 pdf
Gavarró Algueró, A., Guasti, M.T., Tuller, L. Prévost, P., Belletti, A., Cilibrasi, A., Delage, H., Vernice, M. (2011). The acquisition of partitive clitics in Romance five-year-olds. Iberia: An International Journal of Theoretical Linguistics. 3(2), 1-19. ISSN: 1989‐8525 pdf
Books, chapters and Proceedings:
Guasti, M.T., Silleresi, S., Vernice, M. (2019). Imparare la lingua giocando. L'educazione multilingue da 0 a 6 anni. Milano: Raffaello Cortina Editore.
Vernice, M. (2016). L’input per l’acquisizione della L2 in età scolare: il ruolo dell’apprendimento della lettura. In A. Valentini (Ed.) L’input per l’acquisizione di L2: strutturazione, percezione, elaborazione.(pp.133-141). Atti del Convegno CIS 2014. Firenze: Franco Cesati Editore.
Arosio, F., Vernice, M., Tenca, E., Guasti, MT (2013) Morphosyntactic and Pragmatic Competence in Children with Developmental Dyslexia and/or SLI. 35th Annual Conference of the German Linguistic Society (DGfS) University of Potsdam, Germany.
Vernice, M. (2013). La raccolta e l’analisi dei dati linguistici. (pp. 1-14). In S. Rastelli (Ed.) La ricerca sperimentale sul linguaggio: acquisizione, uso, perdita. Pavia: Pavia University Press.
http://archivio.paviauniversitypress.it/collane/legs/rastelli_ricerca-linguaggio_2013.pdf
Vernice, M. (2013). Children sensitivity to contrastive stress: evidence from a continuation task. (pp. 226-232) In S. Stavrakaki, P. Konstantinopoulou, M. Lalioti (Eds.) Advances in Language Acquisition. Newcastle: Cambridge Scholars Publishing.
http://www.cambridgescholars.com/download/sample/57702
Katsos, N., Ezeizabarrena, M.J., Gavarró Algueró, A. et al. (2012). The acquisition of quantification across languages: Some predictions (volume 2; pp 258-268). In A. K. Biller, E. Y. Chung, and A. Kimball (Eds.) Proceedings of the 26th Annual Boston University Conference on Child Language Development. Somerville, MA: Cascadilla Press.http://scholar.harvard.edu/files/vanderlely/files/2012_bucld_katsos_et_al..pdf
Guasti, M.T., Maggioni, A., Vernice, M. (2012). Disturbi specifici del linguaggio, bilinguismo e acquisizione di L2. (pp. 189-199). In A. Grassi (Ed.) Nuovi contesti d'acquisizione e insegnamento: l'italiano nelle realtà plurilingui, Atti del Convegno-Seminario CIS. Bergamo 12-14 giugno 2012. Perugia: Guerra Edizioni.
Peer-reviewed Conference talks:
Donati, C., Cecchetto, C., Vernice, M. (2013) The claim that linguists made. An unobserved garden path and its consequences for the theory of clausal complementation. Paper presented at IGG (Incontro di Grammatica Generative) 39, Università di Modena.
Donati, C., Cecchetto, C., Vernice, M. (2013). The Claim that Linguists Made: Testing Experimentally a Syntactic Analysis. Paper presented ad TCP 2013 (The Tokyo Conference on Psycholinguistics), Keio University, Giappone.
Cecchetto,C., Donati, C., Vernice, M. (2012). Relative clauses vs clausal complements of nouns: Reversing the picture. Paper presented at Going Romance 2012, Leuven, Belgium.
Cecchetto,C., Donati, C., Vernice, M. (2012). Relative clauses vs clausal complements of nouns: Reversing the picture. Paper presented at NELS, North East Linguistic Society, New York, USA.
Vernice, M. (2011). Does contrastive pitch affect children sentence continuation? Paper presented at GALA, Generative Approaches on Language Acquisition, Thessaloniki, Greece.
Guasti, M.T., Papagno, C., Vernice, M., Cecchetto, C., Giuliani, A., Burdo, S. (2010). Linguistic outcomes in early cochlear implanted children. Paper presented at NHS, Newborn Hearing Screening, Cernobbio, Italy.
Vernice, M., Hartsuiker, R.J. and Pickering, M.J. (2009). Focus priming in Language production. Paper presented at AMLaP, Barcelona, Spain. abstract.pdf
Vernice, M., and Hartsuiker, R.J. (2008). Determinants of function assignment in language production: Is conceptual accessibility enough? Paper presented at AMLaP, Cambridge, UK.
Peer-reviewed Conference posters:
Vernice, M., Guasti, M.T. (2014).Sensitivity to prosodic cues and thematich emphasis in children's sentence continuation. AMLaP, Edinburgh, Scotland, UK.
Pagliarini, E., Vernice, M., Guasti, M.T. (2013). The processing of wh-questions in Italian: evidence from an eye-tracking study. AMLaP, Marseille, France.
Vernice, M., Cecchetto, C., Donati, C. (2012). Does frequency win over syntactic complexity? Evidence from a neglected garden path. AMLaP, Riva del Garda, Italy.
Guasti, M.T., Franck, J., Rotondi, I., Vernice, M. (2012). The processing of center-embedded relative clauses in French and Italian. AMLaP, Riva del Garda, Italy.
Gelormini-Lezama, C., Maia, J. C., Vernice, M., Cunha Lima, M.L. and Almor, A. (2012). Repeated Names, Pronouns and Null Pronouns in Brazilian Portuguese and Italian. Cuny Conference on Human Sentence Processing, CUNY Graduate Center, USA.
Guasti, M.T., Arosio, F., Branchini, C., Vernice, M., Perugini, M. (2011). Production of movement derived structures in Developmental Dyslexia. Boston University conference on Language Development, Boston, MA, USA.
Vernice, M., Cremante, A., Clerici, F., Verri A.P. (2009). Syntactic competence in Klinefelter Syndrome. SSBP Society for the Study of Behavioral Phenotypes, Cambridge, UK.ssbp.pdf
Vernice, M., Branigan, H., and Pickering, M.J. (2008). Information Structure encoding level: evidence from Syntactic Priming. Cuny Conference on Human Sentence Processing, Chapel Hill, NC, USA.cuny.pdf
Vernice, M., Branigan, H., and Pickering, M.J. (2007). The processing of unbounded dependencies. AMLaP, Turku, Finland.
Vernice, M. Syntactic competence in 4,5 years old Italian children. (2007). ESDP, European Conference on Developmental Psychology, Jena, Germany.abstract.pdf