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McArthur AWD, Whitford V, Joanisse MF. Event-related Potential Measures of Visual Word Processing in Monolingual and Bilingual Children and Adults: A Focus on Word Frequency Effects. J Cogn Neurosci 2024; 36:1493-1522. [PMID: 38829713 DOI: 10.1162/jocn_a_02190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2024]
Abstract
How does language background influence the neural correlates of visual word recognition in children? To address this question, we used an ERP lexical decision task to examine first-language (L1) and second-language (L2) visual word processing in monolingual and bilingual school-aged children and young adults (n = 123). In particular, we focused on the effects of word frequency (an index of lexical accessibility) on RTs and the N400 ERP component. Behaviorally, we found larger L1 versus L2 word frequency effects among bilingual children, driven by faster and more accurate responses to higher-frequency words (no other language or age group differences were observed). Neurophysiologically, we found larger L1 word frequency effects in bilinguals versus monolinguals (across both age groups), reflected in more negative ERP amplitudes to lower-frequency words. However, the bilingual groups processed L1 and L2 words similarly, despite lower levels of subjective and objective L2 proficiency. Taken together, our findings suggest that divided L1 experience (but not L2 experience) influences the neural correlates of visual word recognition across childhood and adulthood.
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2
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Froud K, Levinson L, Maddox C, Smith P. Middle-schoolers' reading and lexical-semantic processing depth in response to digital and print media: An N400 study. PLoS One 2024; 19:e0290807. [PMID: 38776360 PMCID: PMC11111009 DOI: 10.1371/journal.pone.0290807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Accepted: 04/08/2024] [Indexed: 05/24/2024] Open
Abstract
We report the first use of ERP measures to identify text engagement differences when reading digitally or in print. Depth of semantic encoding is key for reading comprehension, and we predicted that deeper reading of expository texts would facilitate stronger associations with subsequently-presented related words, resulting in enhanced N400 responses to unrelated probe words and a graded attenuation of the N400 to related and moderately related words. In contrast, shallow reading would produce weaker associations between probe words and text passages, resulting in enhanced N400 responses to both moderately related and unrelated words, and an attenuated response to related words. Behavioral research has shown deeper semantic encoding of text from paper than from a screen. Hence, we predicted that the N400 would index deeper reading of text passages that were presented in print, and shallower reading of texts presented digitally. Middle-school students (n = 59) read passages in digital and print formats and high-density EEG was recorded while participants completed single-word semantic judgment tasks after each passage. Following digital text presentation, the N400 response pattern to moderately-related words indicated shallow reading, tracking with responses to words that were unrelated to the text. Following print reading, the N400 responses to moderately-related words patterned instead with responses to related words, interpreted as an index of deeper reading. These findings provide evidence of differences in brain responses to texts presented in print and digital media, including deeper semantic encoding for print than digital texts.
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Affiliation(s)
- Karen Froud
- Neurocognition of Language Lab, Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, New York, United States of America
| | - Lisa Levinson
- Neurocognition of Language Lab, Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, New York, United States of America
| | - Chaille Maddox
- Neurocognition of Language Lab, Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, New York, United States of America
| | - Paul Smith
- Neurocognition of Language Lab, Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, New York, United States of America
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3
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Sun H, Shi Q, Pazoki S, Jia Y, Woltering S. Neurophysiological Correlates of Reading Difficulties in Elementary School Children. Dev Neuropsychol 2023; 48:259-279. [PMID: 37357939 DOI: 10.1080/87565641.2023.2225664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Revised: 04/28/2023] [Accepted: 06/11/2023] [Indexed: 06/27/2023]
Abstract
The present study examined the event-related potentials (ERPs) and reading-language skills of elementary school children with and without reading difficulties. Typically developing children showed an N400 effect characterized by significantly larger N400 amplitudes elicited by nonwords than real words. Their meaning processing shown by the N400 systematically differed by lexicality. On the other hand, the N400 effect was absent in children with reading difficultiesExploratory analyses were conducted with the N1 and Late Positive Component. Additionally, the relationships between ERPs and reading-language skills were examined; sight word efficiency and phonemic decoding efficiency accounted for significant variance in the N400 effect.
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Affiliation(s)
- Huilin Sun
- Department of Psychology, Syracuse University, Syracuse, NY, USA
| | - Qinxin Shi
- Department of Psychology, University of Utah, Salt Lake City, UT, USA
| | - Saeedeh Pazoki
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Yajun Jia
- School of Social Work, Columbia University, New York City, NY, USA
| | - Steven Woltering
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
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4
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Phipps DJ, Hamilton K. Creating Implicit Measure Stimulus Sets Using a Multi-Step Piloting Method. Methods Protoc 2023; 6:mps6030047. [PMID: 37218907 DOI: 10.3390/mps6030047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 04/18/2023] [Accepted: 04/26/2023] [Indexed: 05/24/2023] Open
Abstract
The effect of arbitrary stimulus selection is a persistent concern when employing implicit measures. The current study tests a data-driven multi-step procedure to create stimulus items using a combination of free-recall and survey data. Six sets of stimulus items were created, representing healthy food and high sugar items in children, adolescents, and adults. Selected items were highly representative of the target concepts, in frequent use, and of near equal length. Tests of the piloted items in two samples showed slightly higher implicit measure-behavior relations compared to a previously used measure, providing preliminary support for the value in empirically based stimulus selection. Further, the items reported as being the most associated with their target concepts differed notably from what one may expect from the guidelines or population consumption patterns, highlighting the importance of informed stimulus selection.
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Affiliation(s)
- Daniel J Phipps
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD 4122, Australia
- Menzies Health Institute Queensland, Griffith University, Parklands Drive, Gold Coast, QLD 4215, Australia
- Faculty of Sport and Health Sciences, University of Jyväskylä, Keskussairaalantie 4, 40600 Jyväskylä, Finland
| | - Kyra Hamilton
- School of Applied Psychology, Griffith University, 176 Messines Ridge Road, Mt Gravatt, QLD 4122, Australia
- Menzies Health Institute Queensland, Griffith University, Parklands Drive, Gold Coast, QLD 4215, Australia
- Health Sciences Research Institute, University of California, Merced, 5200 N. Lake Road, Merced, CA 95343, USA
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5
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Iyer KK, Bell N, Copland DA, Arnott WL, Wilson WJ, Angwin AJ. Modulations of right hemisphere connectivity in young children relates to the perception of spoken words. Neuropsychologia 2023; 183:108532. [PMID: 36906221 DOI: 10.1016/j.neuropsychologia.2023.108532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Revised: 03/03/2023] [Accepted: 03/03/2023] [Indexed: 03/12/2023]
Abstract
The early school years shape a young brain's capability to comprehend and contextualize words within milliseconds of exposure. Parsing word sounds (phonological interpretation) and word recognition (enabling semantic interpretation) are integral to this process. Yet little is known about the causal mechanisms of cortical activity during these early developmental stages. In this study, we aimed to explore these causal mechanisms via dynamic causal modelling of event-related potentials (ERPs) acquired from 30 typically developing children (ages 6-8 years) as they completed a spoken word-picture matching task. Source reconstruction of high-density electroencephalography (128 channels) was used to ascertain differences in whole-brain cortical activity during semantically "congruent" and "incongruent" conditions. Source activations analyzed during the N400 ERP window identified significant regions-of-interest (pFWE<.05) localized primarily in the right hemisphere when contrasting congruent and incongruent word-picture stimuli. Dynamic causal models (DCMs) were tested on source activations in the fusiform gyrus (rFusi), inferior parietal lobule (rIPL), inferior temporal gyrus (rITG) and superior frontal gyrus (rSFG). DCM results indicated that a fully connected bidirectional model with self-(inhibiting) connections over rFusi, rIPL and rSFG provided the highest model evidence, based on exceedance probabilities derived from Bayesian statistical inferences. Connectivity parameters of rITG and rSFG regions from the winning DCM were negatively correlated with behavioural measures of receptive vocabulary and phonological memory (pFDR<.05), such that lower scores on these assessments corresponded with increased connectivity between temporal pole and anterior frontal regions. The findings suggest that children with lower language processing skills required increased recruitment of right hemisphere frontal/temporal areas during task performance.
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Affiliation(s)
- Kartik K Iyer
- Child Health Research Centre, Faculty of Medicine, The University of Queensland, South Brisbane, 4101, QLD, Brisbane, Australia; QIMR Berghofer Medical Research Institute, Brisbane, QLD, 4006, Australia.
| | - Nicola Bell
- School of Health & Rehabilitation Sciences, The University of Queensland, St Lucia, 4067, QLD, Brisbane, Australia; MultiLit Research Unit, MultiLit Pty Ltd, Macquarie Park, 2113, NSW, Sydney, Australia
| | - David A Copland
- School of Health & Rehabilitation Sciences, The University of Queensland, St Lucia, 4067, QLD, Brisbane, Australia
| | - Wendy L Arnott
- School of Health & Rehabilitation Sciences, The University of Queensland, St Lucia, 4067, QLD, Brisbane, Australia
| | - Wayne J Wilson
- School of Health & Rehabilitation Sciences, The University of Queensland, St Lucia, 4067, QLD, Brisbane, Australia
| | - Anthony J Angwin
- School of Health & Rehabilitation Sciences, The University of Queensland, St Lucia, 4067, QLD, Brisbane, Australia
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Gutierrez-Sigut E, Vergara-Martínez M, Perea M. The impact of visual cues during visual word recognition in deaf readers: An ERP study. Cognition 2021; 218:104938. [PMID: 34678681 DOI: 10.1016/j.cognition.2021.104938] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 09/13/2021] [Accepted: 10/11/2021] [Indexed: 11/28/2022]
Abstract
Although evidence is still scarce, recent research suggests key differences in how deaf and hearing readers use visual information during visual word recognition. Here we compared the time course of lexical access in deaf and hearing readers of similar reading ability. We also investigated whether one visual property of words, the outline-shape, modulates visual word recognition differently in both groups. We recorded the EEG signal of twenty deaf and twenty hearing readers while they performed a lexical decision task. In addition to the effect of lexicality, we assessed the impact of outline-shape by contrasting responses to pseudowords with an outline-shape that was consistent (e.g., mofor) or inconsistent (e.g., mosor) with their baseword (motor). Despite hearing readers having higher phonological abilities, results showed a remarkably similar time course of the lexicality effect in deaf and hearing readers. We also found that only for deaf readers, inconsistent-shape pseudowords (e.g., mosor) elicited larger amplitude ERPs than consistent-shape pseudowords (e.g., mofor) from 150 ms after stimulus onset and extending into the N400 time window. This latter finding supports the view that deaf readers rely more on visual characteristics than typical hearing readers during visual word recognition. Altogether, our results suggest different mechanisms underlying effective word recognition in deaf and hearing readers.
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Affiliation(s)
- Eva Gutierrez-Sigut
- University of Essex, UK; DCAL Research Centre, University College London, UK.
| | | | - Manuel Perea
- ERI-Lectura, University of Valencia, Spain; Universidad Nebrija, Spain
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Ramos-Escobar N, Segura E, Olivé G, Rodriguez-Fornells A, François C. Oscillatory activity and EEG phase synchrony of concurrent word segmentation and meaning-mapping in 9-year-old children. Dev Cogn Neurosci 2021; 51:101010. [PMID: 34461393 PMCID: PMC8403737 DOI: 10.1016/j.dcn.2021.101010] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 08/25/2021] [Accepted: 08/26/2021] [Indexed: 10/28/2022] Open
Abstract
When learning a new language, one must segment words from continuous speech and associate them with meanings. These complex processes can be boosted by attentional mechanisms triggered by multi-sensory information. Previous electrophysiological studies suggest that brain oscillations are sensitive to different hierarchical complexity levels of the input, making them a plausible neural substrate for speech parsing. Here, we investigated the functional role of brain oscillations during concurrent speech segmentation and meaning acquisition in sixty 9-year-old children. We collected EEG data during an audio-visual statistical learning task during which children were exposed to a learning condition with consistent word-picture associations and a random condition with inconsistent word-picture associations before being tested on their ability to recall words and word-picture associations. We capitalized on the brain dynamics to align neural activity to the same rate as an external rhythmic stimulus to explore modulations of neural synchronization and phase synchronization between electrodes during multi-sensory word learning. Results showed enhanced power at both word- and syllabic-rate and increased EEG phase synchronization between frontal and occipital regions in the learning compared to the random condition. These findings suggest that multi-sensory cueing and attentional mechanisms play an essential role in children's successful word learning.
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Affiliation(s)
- Neus Ramos-Escobar
- Dept. of Cognition, Development and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, 08097, Spain
| | - Emma Segura
- Dept. of Cognition, Development and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, 08097, Spain
| | - Guillem Olivé
- Dept. of Cognition, Development and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, 08097, Spain
| | - Antoni Rodriguez-Fornells
- Dept. of Cognition, Development and Educational Science, Institute of Neuroscience, University of Barcelona, L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Cognition and Brain Plasticity Group, Bellvitge Biomedical Research Institute (IDIBELL), L'Hospitalet de Llobregat, Barcelona, 08097, Spain; Catalan Institution for Research and Advanced Studies, ICREA, Barcelona, Spain.
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8
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Coch D. Uncoupled Brain and Behavior Changes in Lexical, Phonological, and Memory Processing in Struggling Readers. Dev Neuropsychol 2021; 46:33-53. [PMID: 33423559 DOI: 10.1080/87565641.2020.1871481] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Paired behavioral and ERP measures were used to track change over time in 17 third- and fourth-grade struggling readers. Word and nonword reading on standardized tests improved, but differentiation of words and letter strings, measured by N170 and N400 amplitude, did not significantly change. Sound awareness scores improved, but the ERP rhyming effect did not significantly change. Both digit span scores and latency of the P300 oddball effect decreased. Correlations between the ostensibly matched behavioral and electrophysiological measures of change were not significant, indicating that use of ERP and behavioral measures can provide nonoverlapping insight into change during reading development.
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Affiliation(s)
- Donna Coch
- Department of Education, Dartmouth College , Hanover, NH, USA
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9
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Complex Time-Dependent ERP Hemispheric Asymmetries during Word Matching in Phonological, Semantic and Orthographical Matching Judgment Tasks. Symmetry (Basel) 2021. [DOI: 10.3390/sym13010074] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Language-induced asymmetry to single word reading has been well investigated in past research. Less known are the complex processes and related asymmetries occurring when a word is compared with the previous one, according to specific tasks. To this end, we used a paradigm based on 80 sequential word pair comparisons and three blocked tasks: phonological, semantic and orthographical matching judgment. Participants had to decide whether the target word (W2) did or did not match the prime word (W1), presented 2 sec before, according to the task. The event-related potentials (ERPs) evoked by W2 in 20 participants have been analyzed. The first negative wave, the Recognition Potential (RP), peaking at about 120 ms over parietal sites, showed greater amplitude at left sites in all tasks, thus revealing the typical left-lateralization. At frontal sites, only the phonological task showed left lateralization. The following N400 (300–450 ms) showed an interesting interaction: Match trials elicited greater left asymmetry on frontal regions to phonological than to semantic than to visual-perceptual tasks, whereas mismatch trials induced an inverted asymmetry, marked by greater amplitude over right frontal sites, regardless of the task. Concerning the late N400 (450–600 ms), phonological and semantic tasks showed an overlapping pattern, with left lateralization in match and right lateralization in mismatch conditions. Results point to complex task- and time-dependent hemispheric asymmetries in word matching.
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10
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Meade G, Grainger J, Holcomb PJ. Task modulates ERP effects of orthographic neighborhood for pseudowords but not words. Neuropsychologia 2019; 129:385-396. [PMID: 30797831 PMCID: PMC7045576 DOI: 10.1016/j.neuropsychologia.2019.02.014] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2018] [Revised: 02/11/2019] [Accepted: 02/20/2019] [Indexed: 11/29/2022]
Abstract
Words and pseudowords from high-density orthographic neighborhoods elicit larger amplitude N400s than similar items from low-density orthographic neighborhoods in the lexical decision task. This pattern could be interpreted as an increase in the amount of lexico-semantic information to be processed or as an increase in difficulty identifying a word (or rejecting a pseudoword) amongst many co-activated alternatives. In order to dissociate between these mechanisms, we compared neighborhood effects between a lexical decision task (LDT) and a letter search task (LST). Behaviorally, we found the standard neighborhood and lexicality effects in the LDT, but no significant effects in the LST. Thus, behavioral responses were sensitive to the decisions required by the respective tasks. Electrophysiologically, we found similar N400 neighborhood effects between tasks for words, but the N400 neighborhood effect for pseudowords was only present in the LDT. Moreover, the effect of neighborhood in the LDT occurred earlier for words than for pseudowords. These nuanced differences in the time course and automaticity of word and pseudoword neighborhood effects lend insight into the processes that underlie N400 effects of orthographic neighborhood and how they unfold over time. We propose that the early neighborhood effects for words across tasks were driven by highly automatized word identification processes that were sensitive to the lateral inhibition generated by orthographic neighbors. In contrast, the later neighborhood effects for pseudowords in the LDT could have been driven by task-specific processes tied to how global lexical activity is used to make a lexical decision.
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Affiliation(s)
- Gabriela Meade
- Joint Doctoral Program in Language and Communicative Disorders, San Diego State University & University of California, San Diego, United States.
| | - Jonathan Grainger
- Laboratoire de Psychologie Cognitive, CNRS & Aix-Marseille Université, France
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11
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Simard F, Cadoret G. Neural correlates of active controlled retrieval development: An exploratory ERP study. Brain Cogn 2018; 124:20-28. [PMID: 29723679 DOI: 10.1016/j.bandc.2018.04.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Revised: 04/20/2018] [Accepted: 04/23/2018] [Indexed: 10/17/2022]
Abstract
Working memory is composed of different processes and encompasses not only the temporary storage of information but also its manipulation in order to perform complex cognitive activities. During childhood, one of these manipulation processes, namely active controlled retrieval, improves significantly between the age of 6 to 10, suggesting that the neuronal network supporting this function undergoes substantial maturational changes. The present study examined the neural activity of 14 healthy children and 14 adults while performing an active controlled retrieval task. Results showed differences in brain activity according to active controlled retrieval in a 300-500 ms window corresponding to the retrieval period. Active controlled retrieval was associated with a P3b-like potential in parietal sites for both children and adults. In fronto-central sites, children demonstrated a "N400 like" potential associated with active retrieval processing. These results are discussed in terms of maturational development.
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Affiliation(s)
- France Simard
- Département de musique, Faculté des arts, Université du Québec à Montréal, Case postale 8888, succ. Centre-Ville, Montréal, Québec H3C 3P8, Canada.
| | - Geneviève Cadoret
- Département des sciences de l'activité physique, Faculté des sciences, Université du Québec à Montréal, Case postale 8888, succ. Centre-ville, Montréal, Québec H3C 3P8, Canada
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12
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Bakos S, Landerl K, Bartling J, Schulte-Körne G, Moll K. Neurophysiological correlates of word processing deficits in isolated reading and isolated spelling disorders. Clin Neurophysiol 2018; 129:526-540. [DOI: 10.1016/j.clinph.2017.12.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2017] [Revised: 11/27/2017] [Accepted: 12/14/2017] [Indexed: 11/28/2022]
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13
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Heldmann M, Puppe S, Effenberg AO, Münte TF. Development of sensitivity to orthographic errors in children: An event-related potential study. Neuroscience 2017; 358:349-360. [DOI: 10.1016/j.neuroscience.2017.07.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2016] [Revised: 06/25/2017] [Accepted: 07/03/2017] [Indexed: 10/19/2022]
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14
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Tzeng YL, Hsu CH, Huang YC, Lee CY. The Acquisition of Orthographic Knowledge: Evidence from the Lexicality Effects on N400. Front Psychol 2017; 8:433. [PMID: 28424638 PMCID: PMC5371601 DOI: 10.3389/fpsyg.2017.00433] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2016] [Accepted: 03/08/2017] [Indexed: 11/29/2022] Open
Abstract
This study aimed to understand how reading ability shapes the lexicality effects on N400. Fifty-three typical developing children from the second to the sixth grades were asked to perform the pronounceability judgment task on a set of Chinese real characters (RC), pseudocharacters (PC) and non-characters (NC), as ERPs were recorded. The cluster-based permutation analysis revealed that children with low- to medium-reading ability showed greater negativity to NCs than to RCs and PCs in frontal sites from 300 to 450 ms, while children with high ability group showed a greater positivity to NCs than both RCs and PCs at central to posterior sites. Furthermore, the linear mixed model (LMM) analysis was applied to investigate the relationship between lexicality effects on N400 and reading-related behavioral assessments on a set of standardized tests (including character recognition, vocabulary size, phonological awareness, and working memory). The results found that in children with lower reading ability, the N400 elicited by NCs becomes more negative in the frontal sites. For children with higher reading ability, the N400 elicited by NCs became more positive than that elicited by RCs or PCs in the posterior sites. These findings demonstrate the developmental changes in the lexicality effects on N400 as children become more advanced readers and suggested that the lexicality effects on N400 can serve as neural markers for the evaluation of orthographic proficiency in reading development.
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Affiliation(s)
- Yu-Lin Tzeng
- Institute of Neuroscience, National Yang-Ming UniversityTaipei, Taiwan
| | - Chun-Hsien Hsu
- Brain and Language Laboratory, Institute of Linguistics, Academia SinicaTaipei, Taiwan
| | - Yu-Chen Huang
- Department of Rehabilitation, Chung Shan Medical University HospitalTaichung City, Taiwan
| | - Chia-Ying Lee
- Institute of Neuroscience, National Yang-Ming UniversityTaipei, Taiwan.,Brain and Language Laboratory, Institute of Linguistics, Academia SinicaTaipei, Taiwan.,Institute of Cognitive Neuroscience, National Central UniversityTaoyuan, Taiwan.,Research Center for Mind, Brain and Learning, National Chengchi UniversityTaipei, Taiwan
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15
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Stites MC, Laszlo S. Time will tell: A longitudinal investigation of brain-behavior relationships during reading development. Psychophysiology 2017; 54:798-808. [DOI: 10.1111/psyp.12844] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2015] [Accepted: 01/15/2017] [Indexed: 11/29/2022]
Affiliation(s)
- Mallory C. Stites
- Department of Psychology; Binghamton University; Binghamton New York USA
| | - Sarah Laszlo
- Department of Psychology; Binghamton University; Binghamton New York USA
- Program in Linguistics, Binghamton University; Binghamton New York USA
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16
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Eddy MD, Grainger J, Holcomb PJ, Gabrieli JDE. Orthographic and phonological processing in developing readers revealed by ERPs. Psychophysiology 2016; 53:1776-1783. [PMID: 27671210 DOI: 10.1111/psyp.12763] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2016] [Accepted: 08/23/2016] [Indexed: 11/26/2022]
Abstract
The development of neurocognitive mechanisms in single word reading was studied in children ages 8-10 years using ERPs combined with priming manipulations aimed at dissociating orthographic and phonological processes. Transposed-letter (TL) priming (barin-BRAIN vs. bosin-BRAIN) was used to assess orthographic processing, and pseudohomophone (PH) priming (brane-BRAIN vs. brant-BRAIN) was used to assess phonological processing. Children showed TL and PH priming effects on both the N250 and N400 ERP components, and the magnitude of TL priming correlated positively with reading ability, with better readers showing larger TL priming effects. Phonological priming, on the other hand, did not correlate with reading ability. The positive correlations between TL priming and reading ability in children points to a key role for flexible sublexical orthographic representations in reading development, in line with their hypothesized role in the efficient mapping of orthographic information onto semantic information in skilled readers.
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Affiliation(s)
- Marianna D Eddy
- Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | | | - Phillip J Holcomb
- Tufts University, Medford, Massachusetts, USA.,San Diego State University, San Diego, California, USA
| | - John D E Gabrieli
- Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
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17
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Coch D, Meade G. N1 and P2 to words and wordlike stimuli in late elementary school children and adults. Psychophysiology 2015; 53:115-28. [PMID: 26473497 DOI: 10.1111/psyp.12567] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2015] [Accepted: 09/23/2015] [Indexed: 11/29/2022]
Abstract
In an investigation of the development of fine-tuning for word processing across the late elementary school years as indexed by the posterior N1 and P2 components of the ERP waveform, third, fourth, and fifth graders and a comparison group of adults viewed words, pseudowords, nonpronounceable letter strings, and false font strings in a semantic categorization task. In adults, N1 was larger to and P2 was later to words as compared to pseudowords, a finely tuned effect of lexicality reflecting specialization for word processing. In contrast, in each group of children, N1 was larger to letter strings than false font strings and P2 was larger to false font strings than letter strings, reflecting coarse encoding for orthography. In regression analyses, scores on standardized behavioral test measures of orthographic knowledge, decoding skill, and fluency predicted N1 amplitude; these effects were not significant with age included as a separate predictor. None of the behavioral scores, in models including or not including age, predicted P2 amplitude. In direct comparisons between groups, there were multiple differences between the child and adult groups for both N1 and P2 amplitude effects, and only a single significant difference between two child groups. Overall, the findings suggest a lengthy developmental time course for the fine-tuning of early word processing as indexed by N1 and P2.
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Affiliation(s)
- Donna Coch
- Department of Education, Dartmouth College, Hanover, New Hampshire, USA
| | - Gabriela Meade
- Department of Education, Dartmouth College, Hanover, New Hampshire, USA
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Coch D, Benoit C. N400 Event-Related Potential and Standardized Measures of Reading in Late Elementary School Children: Correlated or Independent? MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2015; 9:145-153. [PMID: 26346715 PMCID: PMC4559149 DOI: 10.1111/mbe.12083] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory. Electrophysiological measures were composed of the amplitude of the N400 component of the event-related potential waveform elicited by real words, pseudowords, nonpronounceable letter strings, and strings of letter-like symbols (false fonts). The only significant brain-behavior correlations were between standard scores on the vocabulary test and N400 mean amplitude to real words (r = -.272) and pseudowords (r = -.235). We conclude that, while these specific sets of standardized behavioral and electrophysiological measures both provide an index of reading, for the most part, they are independent and draw upon different underlying processing resources. [T]o completely analyze what we do when we read… would be to describe very many of the most intricate workings of the human mind, as well as to unravel the tangled story of the most remarkable specific performance that civilization has learned in all its history(Huey, 1908/1968, p. 3).
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