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A double negative is a construction occurring when two forms of grammatical negation are used in the same sentence. This is typically used to convey a different shade of meaning from a strictly positive sentence ("You're not unattractive" vs "You're attractive").
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 utterances. An affirmative (positive) form is used to express the validity or truth of a basic assertion, while a negative form expresses its falsity.
In rhetoric, litotes (/ l aɪ ˈ t oʊ t iː z, ˈ l aɪ t ə t iː z /, US: / ˈ l ɪ t ə t iː z /), [1] also known classically as antenantiosis or moderatour, is a figure of speech and form of irony in which understatement is used to emphasize a point by stating a negative to further affirm a positive, often incorporating double negatives for effect.
(the NPI anywhere is used in the environment of the preceding negative not) Note that double-negative constructions like I was not going nowhere take on an opposing meaning in formal usage, but that this is not necessarily the case in colloquial contexts and in various lects, which parallels other languages which have negative concord.
Double negative elimination is a theorem of classical logic, but not of weaker logics such as intuitionistic logic and minimal logic. Double negation introduction is a theorem of both intuitionistic logic and minimal logic, as is ¬ ¬ ¬ A ⊢ ¬ A {\displaystyle \neg \neg \neg A\vdash \neg A} .
An example is the "double-negative" in: "Nobody never lifted a finger to help her." Expletive negation is a standard usage in Old English , and in Middle English , as in this sentence, where, from a modern perspective, "not" and the negative marker "ne" seem to be not required: [ 18 ] [ 19 ]
Therefore, children typically cannot use explicit negative evidence to learn that an aspect of grammar, such as using double negatives in English, is ungrammatical. This example also shows that children can make incorrect generalizations about which grammatical principle a parent corrects, suggesting that there must be something other than ...
Direct negative evidence differs from indirect negative evidence in that it is explicitly presented to a language learner (for example, a child might be corrected by a parent) whereas indirect negative evidence is inferred from the absence of ungrammatical utterances in a given language.